1. LEARNING STRATEGIES

2. LEARNING STRATEGIES
 Formulaic speech
 Creative speech

3. FORMULAIC SPEECH
“expressions which are (1) learned as unanalysable wholes
and (2) employed on particular occassions.”
(Lyon 1986)
(1) Learners may produce an utterance he learned,
knowing its function without knowing its structure.
(2) Learners use each formula for each particular
communicative goal.

4. TYPES OF FORMULAIC SPEECH
Routines Patterns Scripts
Totally unalyzed Partially Rather fixed and
unanalyzed predictable
How do you do?
Can I have a _____?
You are welcome. E.g., Greeting
There is no ______?
I can’t speak sequences
I wanna ______.
English.
(Krashen & Scarcella 1978) (Ellis 1984c)

5. STRATEGIES INVOLVED IN ACQUIRING FORMULAIC SPEECH
PATTERN PATTERN PATTERN
MEMORIZATION IMMITATION ANALYSIS
Psycholinguistic Behavioural
strategy strategy
Cannot be Can be
observed observed

6. PATTERN MEMORIZATION
STORED
INPUT
(1) Patterns (2) Each pattern
have to be has to be linked to
highly a communicative
frequent function Holistic processing is involved
(Seliger 1982)

7. PATTERN IMMITATION
Learners deliberately and methodically
copy the whole utterance or part of it

8. PATTERN ANALYSIS
FORMULA FORMULA
segment segment segment segment
Rule-bound ways of combination
NEW STRUCTURE
BASIS FOR THIS ANALYSIS:
Comparing formulas and looking for similarities and differences

9. FORMULAIC SPEECH
Common in early SLA
Reduce the learning burden
while maximizing communicative ability

10. STRATEGIES INVOLVED IN ACQUIRING CREATIVE SPEECH
ESTABLISHING AUTOMATIZING
INTERLANGUAGE INTERLANGUAGE
RULES KNOWLEDGE
(Faerch & Kasper 1980)

11. PROCESS OF ESTABLISHING INTERLANGUAGE RULES
Overgeneralization
SIMPLIFICATION
Transfer
HYPOTHESIS FORMATION
Intralingual
INFERENCING
Extralingual
RECEPTIVE
PRODUCTIVE
HYPOTHESIS TESTING
METALINGUAL
INTERACTIONAL

12. HYPOTHESIS FORMATION
Hypotheses about interlanguage rules are formed in
three ways:
1. Using prior linguistic knowledge
2. Inducing new rules from the input data
3. A combination of (1) and (2)
Summary

13. SIMPLIFICATION
“attempts by the leaners to control the range of hypotheses he
attempts to build… by restricting hypothesis formation to those
hypotheses which are relatively easy to form and will facilitate
communication.”
(Ellis 1985)
Summary

14. SIMPLIFICATION STRATEGIES
TRANSFER OVERGENERALIZATION
Use L1 as a basis for Extend existing L2 knowledge
forming hypotheses about L2 to new interlanguage forms
E.g., overgeneralization of
E.g., transfer of Vietnamese
forming past form for
word order into English
irregular verbs

15. INFERENCING
Learners attempt to “induce the rule from the input”.
(Ellis 1985)

16. INFERENCING STRATEGIES
INTRALINGUAL EXTRALINGUAL
INFERENCING INFERENCING
Build up hypotheses by Build up hypotheses by relying
analyzing external L2 data on contextual meaning
Summary

17. HYPOTHESIS TESTING
Hypotheses can be tested out in a number of ways:
1. Receptively (comparing hypotheses with L2 data)
2. Productively (making utterances containing the
hypothesized rules to check their correctness in terms of
feedbacks)
3. Metalingually (consulting teachers, natives, dictionaries)
4. Interactionally (elicit a repair from interlocutor)
(Faerch & Kasper 1983b)
Creative speech

18. AUTOMATIZATION
Learners try to consolidate hypotheses about L2 by
accumulating confirmatory evidence.
(Ellis 1985)

19. AUTOMATIZATION STRATEGIES
FORMAL FUNCTIONAL
PRACTICE PRACTICE
Focus is on Focus is on
formal features of L2 communicative endeavour

20. REFERENCES
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University
Press
Gebhardt, M. (2007). Learning strategies in first and second language acquisition.
Verlag: GRIN Verlag
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Hoboken: Wiley-
Blackwell.