P P P Sem Lingu Version Final!

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P P P Sem Lingu Version Final!

  1. 1. <ul><li>Second Language </li></ul><ul><li>Acquisition-Learning </li></ul><ul><li>Process by which people learn a second language in addition to their native language </li></ul>Authors: María Castilla, Jenny Landaeta, Javier García, Katyusca Castro.
  2. 2. <ul><li>Brown (2000), states about Second Language Acquisition </li></ul><ul><li>that it “involves cognitive variations, is closely related to </li></ul><ul><li>one´s personality type, is interwoven with second culture </li></ul><ul><li>learning, and involves interference, the creation of new </li></ul><ul><li>linguistic systems, and the learning of discourse and </li></ul><ul><li>communicative functions of language”. </li></ul>
  3. 3. Developmental Patterns <ul><li>Rod Ellis (1994), states that “Developmental patterns will be used as a </li></ul><ul><li>cover term for the general regularities evident in language acquisition. As </li></ul><ul><li>such, it subsumes the ideas of order and sequence”. </li></ul><ul><li>He distinguished between </li></ul><ul><li>&quot;order&quot; and &quot;sequence&quot; </li></ul>To refer to the pattern in which different language features are acquired To denote the pattern by which a specific language feature is acquired.
  4. 4. <ul><li>The work on developmental patterns suggests that some </li></ul><ul><li>linguistic features are inherently easier to learn than others. </li></ul><ul><li>This fact has implications for both SLA theory and for </li></ul><ul><li>language teaching. </li></ul>
  5. 5. <ul><li>Developmental patterns are mainly studied in </li></ul><ul><li>every day situations. </li></ul><ul><li>Why?... To see how Second Language </li></ul><ul><li>learners use that language, their reactions when using it, </li></ul><ul><li>the words and expressions that are used, the tenses that </li></ul><ul><li>prevail when using language, among others. </li></ul><ul><li>Why do we study developmental patterns? </li></ul><ul><li>To describe learner language in its own right, as a system of rules that learners constructed and revise repeatedly. </li></ul>
  6. 6. <ul><li>Rod Ellis (1994), states that “The existence of developmental </li></ul><ul><li>patterns can be investigated in different areas of language: </li></ul><ul><li>linguistic (phonological, lexical, and grammatical), semantic, </li></ul><ul><li>and functional”. </li></ul><ul><li>For you to think: </li></ul><ul><li>● Are the patterns in L1 acquisition and in L2 acquisition the same? Why? </li></ul><ul><li>● The orders and sequences of acquisition can be altered through formal instruction? </li></ul><ul><li>● Are the developmental patterns important for EFL teachers? </li></ul>
  7. 7. Order and Sequence of 2nd Language Acquisition <ul><li>Stage I: Pre-production </li></ul><ul><li>Stage II: Early Production </li></ul><ul><li>Stage III: Speech Emergence </li></ul><ul><li>Stage IV: Intermediate Fluency </li></ul><ul><li>Stage V: Advanced Fluency </li></ul>
  8. 8. All new learners of English progress through the same stages to acquire language.
  9. 10. The length of time a learner spends at a particular stage may vary greatly. For further information about Order and Sequence of Acquisition: http://www.everythingesl.net/inservices/language_stages.php
  10. 11. Language transfer in Second Language Acquisition <ul><li>Language Transfer </li></ul><ul><li>• Interlingual </li></ul><ul><li>• Intralingual </li></ul>
  11. 12. Language Transfer <ul><li>Transfer is the influence that the learner’s L1 presents </li></ul><ul><li>and also use as own resource in the acquisition of an L2, </li></ul><ul><li>Selinker (1972) and Ellis (1997). </li></ul><ul><li>Interlingual </li></ul><ul><li>The type of cross-linguistic influence that native </li></ul><ul><li>language has on the acquisition of an L2. Odlin, (1989) </li></ul><ul><li>Intralingual </li></ul><ul><li>The type of cross-linguistic influence that an L2 language has </li></ul><ul><li>on a previously acquired (L1). Odlin, (1989) </li></ul>
  12. 13. Main factors in Language Transfer occurence
  13. 14. Factors in the 2nd language acquisition process <ul><li>Input. </li></ul><ul><li>Interaction. </li></ul><ul><li>Interlanguage. </li></ul><ul><li>Teacher talk. </li></ul>
  14. 15. BACK
  15. 16. BACK Interaction Reciprocal action. Student- Teacher Teacher- Student Student- Student Modality in which ideas are interchanged
  16. 17. BACK INTERLANGUAGE (attitude towards the language acquisition) TARGET + NATIVE = STUDENT’S OWN REALIZATION OF LANGUAGE (Imperfect version of target language)
  17. 18. BACK TEACHER <ul><li>Orientates </li></ul><ul><li>Facilitates </li></ul><ul><li>Gives support </li></ul><ul><li>Motivates </li></ul><ul><li>Encourages to solve problems </li></ul><ul><li>Gives easy and explicit instruccions </li></ul>
  18. 19. For further information about Language transfer in Second Language Acquisition: <ul><li>http://books.google.co.ve/books?id=7voXQ0YdJckC&printsec=frontcover&dq=terence+odlin+language+transfer&cd=1#v=onepage&q=factors&f=false </li></ul><ul><li>http://books.google.co.ve/books?id=quC_EWOfRTUC&pg=PA38&dq=interlingual+transfer&cd=1#v=onepage&q=interlingual%20transfer&f=false </li></ul><ul><li>http://books.google.co.ve/books?id=Dx5ohdiplRUC&pg=PP1&dq=Susan+M.+Gass+and+Larry+Selinker&cd=1#v=onepage&q=&f=false </li></ul>

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