SCHOOL : NOMBRES : PSYCHOLOGY AND LANGUAGE LEARNING FECHA : OCTUBRE – FEBRERO 2008 Lic. Eliana Pinza Languages

When we talk about what is being acquired in SLA, it is not enough just to talk about the language itself. We must also include the social and cultural knowledge embedded in the language being learned, that is required for appropriate language use.

When we talk about what is being acquired in SLA, it is not enough just to talk about the language itself. We must also include the social and cultural knowledge embedded in the language being learned, that is required for appropriate language use.

Social contexts of Second Language acquisition Communicative competence What a speaker needs to know to communicate appropriately within a particular language community It involves knowing: Vocabulary, phonology, grammar, and other aspects of linguistic structure. When to speak (or not), what to say to whom, and how to say it appropriately in any given situation. The social and cultural knowledge which enables speakers to use and interpret linguistic forms .

Communicative competence

What a speaker needs to know to communicate appropriately within a particular language community

It involves knowing:

Vocabulary, phonology, grammar, and other aspects of linguistic structure.

When to speak (or not), what to say to whom, and how to say it appropriately in any given situation.

The social and cultural knowledge which enables speakers to use and interpret linguistic forms .

Language community refers to a group of people who share knowledge of a common language. There are two levels of context that affect language learning which are: Microsocial Factors (potential effects of different surrounding circumstances) Macrosocial Factors (relates SLA to broader cultural, political, and educational environments)

Language community refers to a group of people who share knowledge of a common language.

There are two levels of context that affect language learning which are:

Microsocial Factors (potential effects of different surrounding circumstances)

Macrosocial Factors (relates SLA to broader cultural, political, and educational environments)

Microsocial factors Variation in learner language L2 learner language is highly variable sometimes due to changes that occur in what learners know and can produce as they progressively achieve higher levels of proficiency. There is a variation in learners’ L2 production at every stage along the way of their social context.

Variation in learner language

L2 learner language is highly variable sometimes due to changes that occur in what learners know and can produce as they progressively achieve higher levels of proficiency.

There is a variation in learners’ L2 production at every stage along the way of their social context.

Linguistic contexts Psychological contexts Elements of language form and function associated with the variable element. For example: COM ING BRI NG Factor associated with the amount of attention which is being given to language form during production, the level of automacity versus control in processing, or the intellectual demands of a particular task. For example: THIS IS A NICE CAR

Linguistic contexts

Psychological contexts

Microsocial contexts Features of situation and interaction which relate to communicative events within which language is being produced, interpreted, and negotiated. These include level of formality participants’ relationship to one another if the interaction is public or intimate.

Microsocial contexts

Features of situation and interaction which relate to communicative events within which language is being produced, interpreted, and negotiated.

These include

level of formality

participants’ relationship to one another

if the interaction is public or intimate.

Linguistic and psychological perspectives Variation that occurs in learners’ language as they develop increasing competence over a period of time Social perspectives Variation occurs in different contexts at a single point of time Microsocial contexts

Linguistic and psychological perspectives

Variation that occurs in learners’ language as they develop increasing competence over a period of time

Social perspectives

Variation occurs in different contexts at a single point of time

Microsocial contexts

ACCOMMODATION THEORY Speakers change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to Native speakers tend to simplify their language when they are talking to an L2 learner who is not fluent L2 learners may acquire somewhat different varieties of the target language when they have different friends

ACCOMMODATION THEORY

Speakers change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to

Native speakers tend to simplify their language when they are talking to an L2 learner who is not fluent

L2 learners may acquire somewhat different varieties of the target language when they have different friends

Input and Interaction Language input to the learner is necessary for either L1 or L2 learning to take place Followers of behaviorist learning theories Input is important to form the stimuli and feedback which learners respond to and imitate

Input and Interaction

Language input to the learner is necessary for either L1 or L2 learning to take place

Followers of behaviorist learning theories

Input is important to form the stimuli and feedback which learners respond to and imitate

Nature of input modification Language addressed by L1 speakers to L2 learners is different from the one addressed to native speakers Utterances by native speakers to language learners are grammatical, simplified input may omit some obligatory elements. For example: ___ you like it? FOREIGNER TALK Long pauses Careful articulation Retention of full forms

Nature of input modification

Language addressed by L1 speakers to L2 learners is different from the one addressed to native speakers

Utterances by native speakers to language learners are grammatical, simplified input may omit some obligatory elements. For example: ___ you like it?

FOREIGNER TALK

Long pauses

Careful articulation

Retention of full forms

Nature of interactional modifications Social interaction is essential for L1 acquisition “ No children can learn their initial language just by listening to tape recordings, radio broadcast or television programs.” For L2 learners interaction is essential but not absolutely necessary

Nature of interactional modifications

Social interaction is essential for L1 acquisition

“ No children can learn their initial language just by listening to tape recordings, radio broadcast or television programs.”

For L2 learners interaction is essential but not absolutely necessary

Useful types of modifications Repetition allows nonnative speakers more time for processing and an opportunity to confirm perception. Paraphrase allows NNSs to cast a wider net for words they recognize and may increase their vocabulary Expansion and elaboration offers models of important utterances that permit NNSs to produce language

Useful types of modifications

Repetition allows nonnative speakers more time for processing and an opportunity to confirm perception.

Paraphrase allows NNSs to cast a wider net for words they recognize and may increase their vocabulary

Expansion and elaboration offers models of important utterances that permit NNSs to produce language

Sentence Completion and frames for substitution provide NNSs with words of language from NSs which they can use in subsequent turns to talk. Vertical construction allows NNSs to construct discourse beyond their current independent means. Comprehension checks and requests for clarification by NSs focus NNSs’ attention on segments of sentences which are unclear

Sentence Completion and frames for substitution provide NNSs with words of language from NSs which they can use in subsequent turns to talk.

Vertical construction allows NNSs to construct discourse beyond their current independent means.

Comprehension checks and requests for clarification by NSs focus NNSs’ attention on segments of sentences which are unclear

Feedback Feedback from NSs makes NNSs aware that their use is not acceptable and provides a model for correctness. Corrective feedback is necessary for most learns to reach native-like levels of proficiency Negative feedback Direct correction: what cannot or must be said explanations related to points of grammar and use “ That is the wrong word”

Feedback

Feedback from NSs makes NNSs aware that their use is not acceptable and provides a model for correctness.

Corrective feedback is necessary for most learns to reach native-like levels of proficiency

Negative feedback

Direct correction:

what cannot or must be said

explanations related to points of grammar and use

“ That is the wrong word”

Intake to cognitive processing Input contributes to acquisition only if it becomes intake not if it goes in one ear and out the other. According to the interaction Hypothesis, social interaction facilitates SLA because they contribute to the accessibility of input for mental processing: “negotiation for meaning” Some learners are more successful than others includes the degree of access to social experience which allows for negotiation of meaning and corrective feedback.

Intake to cognitive processing

Input contributes to acquisition only if it becomes intake not if it goes in one ear and out the other.

According to the interaction Hypothesis, social interaction facilitates SLA because they contribute to the accessibility of input for mental processing: “negotiation for meaning”

Some learners are more successful than others includes the degree of access to social experience which allows for negotiation of meaning and corrective feedback.

Interaction as the genesis of language According to Sociocultural Theory, learning occurs when simple innate mental activities are transformed into more complex mental functions. This transformation involves: Symbolic mediation (a link between a person’s current mental state and complex mental functions) that is provided by language The results of learning through mediation include learners’ awareness of their own mental abilities and more control over their thought processes.

Interaction as the genesis of language

According to Sociocultural Theory, learning occurs when simple innate mental activities are transformed into more complex mental functions.

This transformation involves:

Symbolic mediation (a link between a person’s current mental state and complex mental functions) that is provided by language

The results of learning through mediation include learners’ awareness of their own mental abilities and more control over their thought processes.

Interpersonal interaction (communicative events and situations which occur between people ) According to S-C Theory, mental functions that are beyond an individual’s current level must be performed in collaboration with other people. Others help the learner in language development through scaffolding (verbal guidance) which happens with a learner as an active participant. ( For example , a teacher providing help to a student when performing any task)

Interpersonal interaction (communicative events and situations which occur between people )

According to S-C Theory, mental functions that are beyond an individual’s current level must be performed in collaboration with other people.

Others help the learner in language development through scaffolding (verbal guidance) which happens with a learner as an active participant.

( For example , a teacher providing help to a student when performing any task)

Intrapersonal interaction (communication that occurs within an individual’s own mind) When translating to oneself Private speech (the self-talk in which many children are engaged) provides good evidence that even when are not interacting with other, they are assimilating input.

Intrapersonal interaction (communication that occurs within an individual’s own mind)

When translating to oneself

Private speech (the self-talk in which many children are engaged) provides good evidence that even when are not interacting with other, they are assimilating input.

Audible private speech (engages adult learners) takes place where imitation or other controlled response to linguistic input is considered normal behavior. Private writing in which individuals record language forms and other meaningful symbols on paper to help store items in memory, organize thought, solve problems without intent to communicate with other.

Audible private speech (engages adult learners) takes place where imitation or other controlled response to linguistic input is considered normal behavior.

Private writing in which individuals record language forms and other meaningful symbols on paper to help store items in memory, organize thought, solve problems without intent to communicate with other.

Macrosocial factors How identity, status, and values influence L2 outcomes Global and national status of L1 and L2 Languages have power and status at global and national levels for both symbolic and practical reasons. For example, In the USA, people consider English as the single national language which is important for national unity.

How identity, status, and values influence L2 outcomes

Global and national status of L1 and L2

Languages have power and status at global and national levels for both symbolic and practical reasons.

For example, In the USA, people consider English as the single national language which is important for national unity.

The need for L2 learning at a national level is strongest when groups from other languages backgrounds immigrate to a country without prior knowledge of its dominant language The need for L2 learning at a global level is motivated by control of and access to resources in areas of commerce and information transfer.

The need for L2 learning at a national level is strongest when groups from other languages backgrounds immigrate to a country without prior knowledge of its dominant language

The need for L2 learning at a global level is motivated by control of and access to resources in areas of commerce and information transfer.

Boundaries and identities Linguistic boundaries serve To unify speakers as members of one language community To exclude outsiders from insider communication. Crossing a linguistic boundary to participate in another language community and to identify or be identified with it, requires learning that language, in addition to learning the culture of that community and adapting to those values and behavioral patterns.

Boundaries and identities

Linguistic boundaries serve

To unify speakers as members of one language community

To exclude outsiders from insider communication.

Crossing a linguistic boundary to participate in another language community and to identify or be identified with it, requires learning that language, in addition to learning the culture of that community and adapting to those values and behavioral patterns.

Institutional forces and constraints Social institutions involve power, authority, and influence related to SLA; the forces and constraints which are related to: social control, determination of access to knowledge, and other instances of linguistic privilege or discrimination For example: Admission to universities and professional schools in some countries requires prior study of a foreign language (often English)

Institutional forces and constraints

Social institutions involve power, authority, and influence related to SLA; the forces and constraints which are related to:

social control, determination of access to knowledge, and other instances of linguistic privilege or discrimination

For example: Admission to universities and professional schools in some countries requires prior study of a foreign language (often English)

Social categories People are categorized according to AGE SEX ETHNICITY EDUCATION LEVEL OCCUPATION ECONOMIC STATUS They influence what experiences they have, how they are perceived by other, and what is expected of them

Social categories

People are categorized according to

AGE

SEX

ETHNICITY

EDUCATION LEVEL

OCCUPATION

ECONOMIC STATUS

They influence what experiences they have, how they are perceived by other, and what is expected of them

Circumstances of learning The nation that learner lives in and its history, culture, and geopolitical position, and to social and economic categorizations within the society, which in turn are related to historical, institutional, and political forces and constraints, all of which are related to and reflect the status of the languages involved.

Circumstances of learning

The nation that learner lives in and its history, culture, and geopolitical position, and to social and economic categorizations within the society, which in turn are related to historical, institutional, and political forces and constraints, all of which are related to and reflect the status of the languages involved.

Acquiring knowledge for L2 use Competence and Use Communicative competence combines: Linguistic competence (knowledge of language, knowledge of the specific components and levels of a language) Knowledge required for their appropriate use in communicative activities.

Competence and Use

Communicative competence combines:

Linguistic competence (knowledge of language, knowledge of the specific components and levels of a language)

Knowledge required for their appropriate use in communicative activities.

Competence requires Cultural knowledge Content Context Linguistic elements Language use

Competence requires

Language use

The ability to use language appropriately includes: Pragmatic competence ( what people must know in order to interpret and convey meaning within communicative situations) The relationship of knowledge among domains of content , context , culture , language form and structure , and language use is dynamic, interactive and constitutive

The ability to use language appropriately includes:

Pragmatic competence ( what people must know in order to interpret and convey meaning within communicative situations)

The relationship of knowledge among domains of content , context , culture , language form and structure , and language use is dynamic, interactive and constitutive

Academic vs. interpersonal competence Academic competence Knowledge needed by learners who want to use the L2 primarily to Learn about other subjects The activities that have highest priority are receptive: Reading Listening

Academic competence

Knowledge needed by learners who want to use the L2 primarily to

Learn about other subjects

The activities that have highest priority are receptive:

Reading

Listening

Academic vs. interpersonal competence Interpersonal competence Knowledge required of learners who plan to use the L2 primarily in face-to-face contact with other speakers . The activities that have highest priority are oral: Listening Speaking

Interpersonal competence

Knowledge required of learners who plan to use the L2 primarily in face-to-face

contact with other speakers .

The activities that have highest priority are oral:

Listening

Speaking

Components of language knowledge Language has been divided by linguists into the following components: VOCABULARY (lexicon) MORPHOLOGY (word structure) PHONOLOGY (sound system) SYNTAX (grammar) DISCOURSE (ways to connect sentences and organize information)

Language has been divided by linguists into the following components:

VOCABULARY (lexicon)

MORPHOLOGY (word structure)

PHONOLOGY (sound system)

SYNTAX (grammar)

DISCOURSE (ways to connect sentences and organize information)

VOCABULARY It is the most important level of L2 knowledge for all learners to develop (for academic or interpersonal competence) There is a core of high frequency words in a language that everyone needs to learn. The core vocabulary in every language includes: Function words a limited set of terms that carry primarily grammatical information

It is the most important level of L2 knowledge for all learners to develop (for academic or interpersonal competence)

There is a core of high frequency words in a language that everyone needs to learn.

The core vocabulary in every language includes:

Function words a limited set of terms that carry primarily grammatical information

Types of knowledge which contribute to effective use of context for vocabulary learning Linguistic knowledge Syntactic information; Constraints on possible word meaning; Patterns in word structure; Meaning of sorrounding words

Linguistic knowledge

Syntactic information;

Constraints on possible word meaning;

Patterns in word structure;

Meaning of sorrounding words

World knowledge Understanding of the concepts which the word represent Familiarity with related conceptual frameworks Awareness of social associations Strategic knowledge Control over cognitive resources

World knowledge

Understanding of the concepts which the word represent

Familiarity with related conceptual frameworks

Awareness of social associations

Strategic knowledge

Control over cognitive resources

MORPHOLOGY L2 learning at the level of morphology can be important for vocabulary development as well as for achieving grammatical accuracy Words used for academic communication are characteristically longer than words used for interpersonal communication

L2 learning at the level of morphology can be important for vocabulary development as well as for achieving grammatical accuracy

Words used for academic communication are characteristically longer than words used for interpersonal communication

Suffixes may convert adjectives to verbs or nouns, verbs to nouns, nouns to adjectives or verbs, and adjectives to adverbs For example: Friend (noun) + ly = Friendly (adjective) Grammatical accuracy in many languages requires knowledge of the word parts that carry meanings such as tense, aspect, and number (called inflections) For example: go ing work ed

Suffixes may convert adjectives to verbs or nouns, verbs to nouns, nouns to adjectives or verbs, and adjectives to adverbs

For example:

Friend (noun) + ly = Friendly (adjective)

Grammatical accuracy in many languages requires knowledge of the word parts that carry meanings such as tense, aspect, and number (called inflections)

For example:

go ing work ed

PHONOLOGY Proficiency in phonological perception is required for listening if learners studying other subjects through the medium of L2 Comprehensible pronunciation is needed for speaking in most educational settings Higher level of proficiency in production is required if researchers are using the second language to teach others

Proficiency in phonological perception is required for listening if learners studying other subjects through the medium of L2

Comprehensible pronunciation is needed for speaking in most educational settings

Higher level of proficiency in production is required if researchers are using the second language to teach others

Priority of pronunciation remains low compared to vocabulary and syntax As a component of interpersonal competence, proficiency in phonological perception and intelligible production are successful spoken communication A significant degree of foreign accent is acceptable Native or near-native pronunciation is usually needed only when learners want to identify socially with the L2 language communicative for affective purposes or for communicative goals

Priority of pronunciation remains low compared to vocabulary and syntax

As a component of interpersonal competence, proficiency in phonological perception and intelligible production are successful spoken communication

A significant degree of foreign accent is acceptable

Native or near-native pronunciation is usually needed only when learners want to identify socially with the L2 language communicative for affective purposes or for communicative goals

Transfer from L1 to L2 phonology occurs in both listening and speaking It can be found for some aspects of phonological systems, including syllable structure Learners sometimes maximize a difference between L1 and L2 (exaggeration)

Transfer from L1 to L2 phonology occurs in both listening and speaking

It can be found for some aspects of phonological systems, including syllable structure

Learners sometimes maximize a difference between L1 and L2 (exaggeration)

SYNTAX All languages have structures for making statements, asking questions, and denying assertions. Sentences in all languages consist of subject predicate a verb, objects + phrases (time, place, frequency, manner, goal, source, or purpose) The order of elements, and degree of flexibility in their order, may differ radically.

All languages have structures for making statements, asking questions, and denying assertions.

Sentences in all languages consist of

subject predicate

a verb, objects + phrases (time, place, frequency, manner, goal, source, or purpose)

The order of elements, and degree of flexibility in their order, may differ radically.

Most languages have ways to vary the basic order to some extent for various reasons, including focus, information structure, and style. For example in English: S V O Peter reads a book

Most languages have ways to vary the basic order to some extent for various reasons, including focus, information structure, and style.

For example in English:

S V O Peter reads a book

Grammatical structures used for interpersonal functions are much more likely to be short, simple sentences. For example : Ok, right, it’s, don’t

Grammatical structures used for interpersonal functions are much more likely to be short, simple sentences.

For example :

Ok, right,

it’s, don’t

It includes: Sequential indicators (connect phrases, clauses, or longer units of written or spoken text) For example : first, then, finally, etc Logical connectors (indicate cause-effect, contrast, and addition of information) For example : because, on the other hand, furthermore, etc. DISCOURSE

It includes:

Sequential indicators (connect phrases, clauses, or longer units of written or spoken text)

For example : first, then, finally, etc

Logical connectors (indicate cause-effect, contrast, and addition of information)

For example : because, on the other hand, furthermore, etc.

Academic and interpersonal domains involve genres. Academic genres include research, lectures, and book reviews The development of academic discourse competence requires reading and hearing a great deal of academic texts. Interpersonal genres include conversations, service encounters and letters The development of interpersonal discourse requires opportunity for social interaction and the input and feedback that it produces.

Academic and interpersonal domains involve genres.

Academic genres include research, lectures, and book reviews

The development of academic discourse competence requires reading and hearing a great deal of academic texts.

Interpersonal genres include conversations, service encounters and letters

The development of interpersonal discourse requires opportunity for social interaction and the input and feedback that it produces.

RECEPTIVE ACTIVITIES READING It is the most important area of activity for individuals to engage in for the development of L2 academic competence and for interpersonal functions It provides significant input related to technological developments, world news, and scientific discoveries Fluency in reading is an essential aspect of academic competence which takes time to develop in either L1 or L2.

RECEPTIVE ACTIVITIES

READING

It is the most important area of activity for individuals to engage in for the development of L2 academic competence and for interpersonal functions

It provides significant input related to technological developments, world news, and scientific discoveries

Fluency in reading is an essential aspect of academic competence which takes time to develop in either L1 or L2.

Developing fluency in reading requires acquiring sufficient knowledge specially of vocabulary, grammar and discourse structure Functions for reading in academic settings Reading to find information Reading for general understanding Reading to learn Reading to critique and evaluate

Developing fluency in reading requires acquiring sufficient knowledge specially of vocabulary, grammar and discourse structure

Functions for reading in academic settings

Reading to find information

Reading for general understanding

Reading to learn

Reading to critique and evaluate

LISTENING Listening is an important activity for learners: To participate in oral interpersonal communication To receive information from oral sources. Listening to academic lectures has the potential to be reciprocal depending on whether listeners have the opportunity to participate in discussion.

LISTENING

Listening is an important activity for learners:

To participate in oral interpersonal communication

To receive information from oral sources.

Listening to academic lectures has the potential to be reciprocal depending on whether listeners have the opportunity to participate in discussion.

Reciprocal communication requires learners to speak as well as to listen Non-reciprocal communication requires listener to process input and construct meaning without being able to request repetition Video-recording television programs can provide a useful source for listening practice

Reciprocal communication requires learners to speak as well as to listen

Non-reciprocal communication requires listener to process input and construct meaning without being able to request repetition

Video-recording television programs can provide a useful source for listening practice

PRODUCTIVE ACTIVITIES WRITING It is the most important productive activity for L2 learners to develop It is a common medium for testing knowledge Many professionals and occupations require a high level of L2 proficiency in writing

PRODUCTIVE ACTIVITIES

WRITING

It is the most important productive activity for L2 learners to develop

It is a common medium for testing knowledge

Many professionals and occupations require a high level of L2 proficiency in writing

Effective academic writing requires considerable knowledge of: vocabulary, morphology and syntax, mechanisms of orthographic representations and conventions related to style and organization.

Effective academic writing requires considerable knowledge of:

vocabulary, morphology and syntax,

mechanisms of orthographic representations and conventions related to style and organization.

SPEAKING It is a very important area of activity for L2 learners if they will be using the language for interpersonal purposes. There is need for speaking in situations where L2 learners participate in the L2 community Tourists generally need to ask directions Immigrants need to shop for goods Foreign students need to negotiate transactions for housing and also express in an academic or professional speech

SPEAKING

It is a very important area of activity for L2 learners if they will be using the language for interpersonal purposes.

There is need for speaking in situations where L2 learners participate in the L2 community

Tourists generally need to ask directions

Immigrants need to shop for goods

Foreign students need to negotiate transactions for housing and also express in an academic or professional speech

In order to have a successful participation in conversational speech activities learners must have: Knowledge of conversational structure Knowledge of contextualization cues Knowledge of communication

In order to have a successful participation in conversational speech activities learners must have:

Knowledge of conversational structure

Knowledge of contextualization cues

Knowledge of communication

Linguistic, psychological, and social perspectives on SLA focused on what, how, and why questions What exactly does the L2 learner come to know? A system of knowledge about second language Patterns of current elements How to encode particular concepts in the L2 Pragmatic competence L2 Learning and teaching

Linguistic, psychological, and social perspectives

on SLA focused on what, how, and why questions

What exactly does the L2 learner come to know?

A system of knowledge about second language

Patterns of current elements

How to encode particular concepts in the L2

Pragmatic competence

Means for using the L2 in communicative activities How to select among multiple language system Communicative competence How does the learner acquire L2 knowledge? Innate capacity Application of prior knowledge Processing of language input

Means for using the L2 in communicative activities

How to select among multiple language system

Communicative competence

How does the learner acquire L2 knowledge?

Innate capacity

Application of prior knowledge

Processing of language input

Interaction Restructuring of the L2 knowledge system Mapping of relationships or associations Automatization Why are some learners more successful than others? Social context Social experience

Interaction

Restructuring of the L2 knowledge system

Mapping of relationships or associations

Automatization

Why are some learners more successful than others?

Social context

Social experience

Relationship of L1 and L2 Age Aptitude Motivation Instruction

Relationship of L1 and L2

Age

Aptitude

Motivation

Instruction

Implications for L2 learning and teaching Consider the goals for learning an additional language Set priorities compatible for those goals Approach learning/teaching tasks involved in linguistic, psychological and social Understand the potential strengths and limitations of particular learners There is no one “best” way to learn or teach a second language Be patient. Learning a language takes time

Implications for L2 learning and teaching

Consider the goals for learning an additional language

Set priorities compatible for those goals

Approach learning/teaching tasks involved in linguistic, psychological and social

Understand the potential strengths and limitations of particular learners

There is no one “best” way to learn or teach a second language

Be patient. Learning a language takes time

Questions?

THANK YOU

THANK YOU