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Second language acquisition

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The document discusses several theories of second language acquisition, including: 1. Krashen's Input Hypothesis which distinguishes between subconscious language acquisition and conscious language learning, and emphasizes the importance of comprehensible input. 2. Long's Interaction Hypothesis which builds on Krashen and argues that modified interaction between learners and others provides comprehensive input. 3. Research showing that aspects of language like grammar are more easily acquired during childhood, while factors like accent are most influenced by age of acquisition. Overall, age should not deter second language learning.

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Second Language Acquisition And Applied Linguistics
Two sisters at School
Characters ,[object Object],[object Object],[object Object],[object Object]
Attitudes ,[object Object],[object Object],[object Object]
Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LANGUAGE ACQUISITION ,[object Object],[object Object]
LANGUAGE ACQUISITION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Critical period hypothesis ,[object Object],[object Object],[object Object],[object Object]
Am I past it? ,[object Object],[object Object],[object Object]
Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object],[object Object]
AN INNATIST MODEL: KRASHEN’S INPUT HYPOTHESIS ,[object Object],[object Object],[object Object],[object Object]
AN INNATIST MODEL: KRASHEN’S INPUT HYPOTHESIS ,[object Object],[object Object],[object Object]
AN INNATIST MODEL: KRASHEN’S INPUT HYPOTHESIS ,[object Object],[object Object]
The cognitive model of Second Language Acquisition Focus to a considerable extent of the learners IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS Two preceding theories Krashen’s Input Hypothesis
A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS ,[object Object],[object Object]
A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS ,[object Object]
Theories and Models of SLA INNATIST COGNITIVE CONSTRUCTIVIST (Krashen) (McLauglin/Bialystok) (Long) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Second language acquisition

  • 1. Second Language Acquisition And Applied Linguistics
  • 2. Two sisters at School
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  • 16. The cognitive model of Second Language Acquisition Focus to a considerable extent of the learners IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS Two preceding theories Krashen’s Input Hypothesis
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Editor's Notes

  1. As a starting point, I looked at definitions of the Critical period Hypothesis. Sharon Bennell EFL 501 Research Presentation
  2. Having read the Critical period Hypothesis, three questions came to mind that I wanted to clarify. Sharon Bennell EFL 501 Research Presentation
  3. In order to look further into the impact of age upon second language acquisition, I had the opposite problem to a lot of people, too much information. I decided to narrow my research and focus on four main areas. Morphosyntax – so that I would at least understand a little bit more about grammar as an aid to understanding Denis’ class on a Tuesday night! Mainly, I knew that I would be going into school in January and that a lot of the students I would be teaching would already be half way, if not through puberty. Representations and processing of second language words - was the research paper I chose to review earlier in the semester. It provided an interesting insight into SLA and how ELL’s develop dual meaning systems for words, depending upon how old they are at the time of learning their second language. Phonology and accent – I chose because it appeared to be the most troublesome aspect of SLA. Actually, it just turned out to be the most noticeable. Universal Grammar – again as an attempt to understand Denis’ class, but also to learn more about how important schooling in L1 was to SLA. Sharon Bennell EFL 501 Research Presentation
  4. Sharon Bennell EFL 501 Research Presentation