Second Language Acquisition

SECOND LANGUAGE ACQUISITION PART I VICTOR GAO ZHEJIANG EDUCATION INSTITUTE

Krashen's Five Hypotheses

The Acquisition/ Learning Hypothesis

The Input Hypothesis

The Affective Filter Hypothesis

The Monitor Hypothesis

The Natural Order Hypothesis

Combined model of acquisition and production

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS Comprehensible input i+1 LANGUAGE ACQUSITION HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS INPUT LISTENING SOUND READING WORDS OUTPUT SPEAKING SOUND WRITIING WORDS KNOWLEDGE COMPETENCE HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS INPUT AFFECTIVE FILTER HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT READING WORDS AFFECTIVE FILTER HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND AFFECTIVE FILTER HYPOTHESIS COMPREHENSIBLE INPUT READING WORDS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS ANXIETY CONTROL

Dick Allwright’s Hypothesis

Incubation Hypothesis

The language you learnt today will disappear in tomorrow’s performance until sometime later

Interlanguage Hypothesis

Foreigner’s second language learning

Foreigner Native Speaker First language Inter language Second language

Foreigner Native Speaker First language Inter Language Second Language

First language Interlanguage Second language Foreigner Native Speaker

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS Finely Tuned INPUT = i+1 Roughly Tuned AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS ANXIETY CONTROL INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

Selective learner

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS Finely Tuned INPUT = i+1 Roughly Tuned AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS ANXIETY CONTROL INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS ANXIETY CONTROL INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS OUTPUT

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS ANXIETY CONTROL INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS OUTPUT SPEAKING SOUND WRITING WORDS

LANGUAGE ACQUISITION DEVICE INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS OUTPUT SPEAKING SOUND WRITING WORDS knowledge FIXED PHRASES KNOWLEDGE-COMPETENCE HYPOTHESIS

LANGUAGE ACQUISITION DEVICE INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS OUTPUT SPEAKING SOUND WRITING WORDS knowledge FIXED PHRASES Meaning vs grammar hypothesis INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

LANGUAGE ACQUISITION DEVICE INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT = i+1 READING WORDS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS OUTPUT SPEAKING SOUND WRITING WORDS grammar meaning Meaning vs grammar hypothesis INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS Comprehensible input i+1 LANGUAGE ACQUSITION HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS INPUT LISTENING SOUND READING WORDS OUTPUT SPEAKING SOUND WRITIING WORDS KNOWLEDGE-COMPETENCE HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

Combined model of acquisition and production

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS WHAT INPUT? AFFECTIVE FILTER HYPOTHESIS WHAT OUTPUT?

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS INPUT READING WORDS AFFECTIVE FILTER HYPOTHESIS SPEAKING SOUND OUTPUT

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT AFFECTIVE FILTER HYPOTHESIS SPEAKING SOUND OUTPUT

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS LISTENING SOUND INPUT READING WORDS AFFECTIVE FILTER HYPOTHESIS SPEAKING SOUND OUTPUT

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS INPUT READING WORDS AFFECTIVE FILTER HYPOTHESIS SPEAKING SOUND WRITING WORDS OUTPUT LISTENING SOUND

NATURAL ORDER HYPOTHESIS

Common L2 order of difficulty for grammatical morphemes

1 plural " -s " "Book s “

2 progressive "-ing " "John go ing “

3 copula " be " "John is here“

4 auxiliary " be " "John is going“

5 articles " the/a " " The books“

6 irregular past tense "John went “

7 third person " -s " "John like s books“

8 possessive " s " "John ’s book"

NATURAAL ORDER HYPOTHESIS

Natural Order of Grammar

1 Plural+s 2 V-ing 3 Be here 5 The/a 7 likes 9 4 Be doing 6 went 8 John’s 10

LANGUAGE ACQUISITION DEVICE BLACK BOX INPUT HYPOTHESIS AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS Comprehensible input i+1 LANGUAGE ACQUSITION HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS INPUT LISTENING SOUNDS READING WORDS OUTPUT SPEAKING SOUNDS WRITIING WORDS KNOWLEDGE COMPETENCE HYPOTHESIS INCUBATION HYPOTHESIS INTERLANGUAGE HYPOTHESIS

The Natural Approach

General premises

The goal is 'the ability to communicate with native speakers of the target language'

Comprehension precedes production – the Silent Period

Production 'emerges'

The Natural Approach

General premises

Acquisition activities are central, though some Monitoring may be useful for some people sometimes

Lower the Affective Filter : they won't learn if their affective barrier is too high

Speech emerges in stages. Group work encourages speech. Speech emergence is characterized by grammatical errors.

有效的和低效的外语学习比较在课堂学习阶段，积极的学习活动很少具体划分、充分利用各种活动期望学生在没有学好该语言前，就使用该语言而不犯错误期望学生在达到外语目标之前，能理解该语言注重训练和语法以大量交际活动为特色遵循课程的安排，不考虑学生的期望和要求满足学生的期望和要求以教师为中心以学生为中心低效的外语学习有效的外语学习

有效的和低效的外语学习比较依赖规定的课本并严格遵守其内容及程序利用多种设备 , 包括计算机及其他技术学生的本国语为教学语言外语为教学语言学生的本国语为教学语言在造作和乏味的情景中强调语言结构和词汇通过可信、有吸引力的上下文引出语言教师期望学生安静而听话地学习 , 不得四处走动在互动交流活动中借助体态语、目光接触、手势的运用支持外语沟通注重教师对全班的教学最大程度地与学生互动低效的外语学习有效的外语学习

有效的和低效的外语学习比较忽略语言的国际化价值，只注重语言结构和考试增加学生的多元文化意识和国际化思考暗示学生要把外语看作是一门学问和知识鼓励学生在课外交流中使用外语强调不断地改正错误语言的使用不具威胁性和危险性 , 而是得到支持强调孤立狭义的正确答案课堂活动鼓励创造性及发散性思考和沟通把外语文学作品作为翻译练习来使用让学生感受并且欣赏外语文学作品中精华低效的外语学习有效的外语学习