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Annis Luthfiana
   2201410051
       403-404
INTRODUCTION: DESCRIBING AND
EXPLAINING LANGUAGE ACQUISITION
 It is the systematic study of how people acquire a second

  language (L2),

 A recent phenomenon

 A means of obtaining an education or securing employment

 ‘Second’ can refer to any language that is learned

  subsequent to the mother tongue, so it can also refer to
  the learning of a third or fourth language.
Differences between:

 First language acquisition ( Child language acquisition)

  The field that studies cases of mother tongue acquisition.
 Second language Acquisition The field that studies
  language(s) that we learned after acquiring our mother
  tongue, including third and fourth languages. L2 acquisition is
  the way in which people learn a language other than their
  mother tongue, for instance, naturally as a result of living in a
  country where it is spoken or through instructions in a
  classroom
   Foreign Language Acquisition The field that studies
    languages that you acquired inside certain educational
    environments on purpose. e.g. an English student who learns
    French as a module in the classroom or a Japanese student
    who learns English in the UK for taking a TOEFL test.


    This doesn't mean that they are in the opposite position,
    but just different terms. In broad sense, foreign language
    acquisition can be included in the second
    language acquisition.
Describing how learner language changes over time by collecting
 and analysing samples of learners language (spoken or writing).

Explain one figures out internal and external factors which play a
 role for learners who acquire an L2:
    a) Internal factors like cognitive mechanisms and knowledge
    b) External factors like the social milieu and the input

Findingstrategies that can help us make effective use of our
 language knowledge.
   It is really important to acquire a second language as the
    world is becoming more and more globalized, and as a result,
    demand for studying about
   By studying SLA, it could be possible to develop new, more
    proficient teaching methods which can be taught to
    students who learn a second language. "Much of what we
    now know about the way people learn languages has been
    discovered only in the last twenty years, and many teaching
    methods are much older than that.
Definition:
         A case study is a detailed study of a learner s acquisition of an
     L2. These studies are longitudinal (samples of the learner s
     speech or writing are collected over a period of time).

    The Case:

    The first case study is a study of an adult learner learning English
     in surroundings of daily communication.

    The second case study is a study of two children learning English
     in a classroom.
SUBJECT         Wes, 33 year old artist, native speaker of Japanese
                Had little formal instruction in English
                Began to use English as visiting Hawaii for
               working , finally took up residence
                Naturalistic learner

RESEARCHER  Richard Schmidt, University of Hawaii
            Research for 3 years

AIM             Observing Wes’ development of knowledge of
               English Grammar
METHOD    Asked Wes to make recording in English when he went on
         trips back to Tokyo.
          Made written transcription of the monologues (1-3 hours)
         Also made recordings and transcriptions of informal
         conversations between Wes and his friendsin Honolulu.


RESULT    Wes still far short of native-speaker accuracy three years
         later.
          HOWEVER, it might be wrong to consider Wes as a failed
         language learner. He did develop in other ways.
          Achieved considerable success as a communicator
SUBJECT     1. J: 10 year-old Portugese boy, literate in his native
              language.
              - Adventurous, confident
            2. R: 11 year-old Pakistani boy, speaking (not writing)
               Punjabi.
              - Lack of confidence,
RESEARCHE    Rod Ellis, writer of this book
R & WHERE    In a language unit in London
& HOW        J : Spent 4 school terms (12 months)
LONG         R :Spent 2 whole school years
AIM          How the two learners acquired the ability to perform
            requests for services and good over the period of study.
METHOD           Mixed Instruction
                   Formal and informal language instruction
                 Little exposure to the target language outside the
                classroom
Developmental  Verbless
Sequences      Use imperative verbs
               Use “Can I have - ?”
               Extensions of the lingustic devices
               Finally, “Can”

RESULT           Both learners were capable of successfully performing
                simple requests, even when they knew very little English.
                 They manifested development in their ability to perform
                requests.
                 Many of their requests seemed formulaic in nature.
                They progressed in much the same was despite the fact
                that they had different native languages.
IMPLICATION      They raise a number of important methodological issues
                relating to how SLA should be studied.
The second study is more typical of SLA because researchers have
to focus on some specific aspects of Language rather than on the
whole complex phenomenon.
      One has to make a distinction between their knowledge
and what learners can do.
       One possibility to measure whether acquistion has taken
place or not is to consider the overuse of linguistic forms.
   Learners make errors of different kinds
   Language learner acquire a large number of
    formulaic chunks
   Learners do acquire aspects ofnguage sys a
    latematically
 involving different kinds of learning

Learners must engage in both item learning and

system learning
Language acquisition needs explanation

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Chapter1

  • 1. Annis Luthfiana 2201410051 403-404
  • 3.  It is the systematic study of how people acquire a second language (L2),  A recent phenomenon  A means of obtaining an education or securing employment  ‘Second’ can refer to any language that is learned subsequent to the mother tongue, so it can also refer to the learning of a third or fourth language.
  • 4. Differences between:  First language acquisition ( Child language acquisition) The field that studies cases of mother tongue acquisition.  Second language Acquisition The field that studies language(s) that we learned after acquiring our mother tongue, including third and fourth languages. L2 acquisition is the way in which people learn a language other than their mother tongue, for instance, naturally as a result of living in a country where it is spoken or through instructions in a classroom
  • 5. Foreign Language Acquisition The field that studies languages that you acquired inside certain educational environments on purpose. e.g. an English student who learns French as a module in the classroom or a Japanese student who learns English in the UK for taking a TOEFL test. This doesn't mean that they are in the opposite position, but just different terms. In broad sense, foreign language acquisition can be included in the second language acquisition.
  • 6.
  • 7. Describing how learner language changes over time by collecting and analysing samples of learners language (spoken or writing). Explain one figures out internal and external factors which play a role for learners who acquire an L2: a) Internal factors like cognitive mechanisms and knowledge b) External factors like the social milieu and the input Findingstrategies that can help us make effective use of our language knowledge.
  • 8. It is really important to acquire a second language as the world is becoming more and more globalized, and as a result, demand for studying about  By studying SLA, it could be possible to develop new, more proficient teaching methods which can be taught to students who learn a second language. "Much of what we now know about the way people learn languages has been discovered only in the last twenty years, and many teaching methods are much older than that.
  • 9. Definition: A case study is a detailed study of a learner s acquisition of an L2. These studies are longitudinal (samples of the learner s speech or writing are collected over a period of time). The Case:  The first case study is a study of an adult learner learning English in surroundings of daily communication.  The second case study is a study of two children learning English in a classroom.
  • 10. SUBJECT  Wes, 33 year old artist, native speaker of Japanese  Had little formal instruction in English  Began to use English as visiting Hawaii for working , finally took up residence  Naturalistic learner RESEARCHER  Richard Schmidt, University of Hawaii  Research for 3 years AIM  Observing Wes’ development of knowledge of English Grammar
  • 11. METHOD  Asked Wes to make recording in English when he went on trips back to Tokyo.  Made written transcription of the monologues (1-3 hours) Also made recordings and transcriptions of informal conversations between Wes and his friendsin Honolulu. RESULT  Wes still far short of native-speaker accuracy three years later.  HOWEVER, it might be wrong to consider Wes as a failed language learner. He did develop in other ways.  Achieved considerable success as a communicator
  • 12. SUBJECT 1. J: 10 year-old Portugese boy, literate in his native language. - Adventurous, confident 2. R: 11 year-old Pakistani boy, speaking (not writing) Punjabi. - Lack of confidence, RESEARCHE  Rod Ellis, writer of this book R & WHERE  In a language unit in London & HOW  J : Spent 4 school terms (12 months) LONG  R :Spent 2 whole school years AIM  How the two learners acquired the ability to perform requests for services and good over the period of study.
  • 13. METHOD  Mixed Instruction  Formal and informal language instruction  Little exposure to the target language outside the classroom Developmental  Verbless Sequences  Use imperative verbs  Use “Can I have - ?”  Extensions of the lingustic devices  Finally, “Can” RESULT  Both learners were capable of successfully performing simple requests, even when they knew very little English.  They manifested development in their ability to perform requests.  Many of their requests seemed formulaic in nature. They progressed in much the same was despite the fact that they had different native languages. IMPLICATION  They raise a number of important methodological issues relating to how SLA should be studied.
  • 14. The second study is more typical of SLA because researchers have to focus on some specific aspects of Language rather than on the whole complex phenomenon. One has to make a distinction between their knowledge and what learners can do. One possibility to measure whether acquistion has taken place or not is to consider the overuse of linguistic forms.
  • 15. Learners make errors of different kinds  Language learner acquire a large number of formulaic chunks  Learners do acquire aspects ofnguage sys a latematically
  • 16.  involving different kinds of learning Learners must engage in both item learning and system learning Language acquisition needs explanation