Fossilization
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Fossilization refers to errors that persist in adult language learners' speech even after years of exposure and practice. Examples include saying "I no understand" instead of using proper grammar. Whether fossilization has occurred depends on social identity factors and the need to communicate. Some debate exists around considering learners fossilized if they retain a foreign accent but are otherwise fluent, or if learners are unconcerned with sounding native. Progress should not be solely measured against native speaker norms.
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Fossilization
This document discusses fossilization in second language acquisition. It defines fossilization as the permanent cessation of learning before attaining native-like proficiency despite ability, opportunity, and motivation. The document then covers accepted concepts of fossilization, types including phonological and syntactic, causal factors such as language transfer, and strategies to reduce fossilization like adopting proper learning strategies and exposure to the target language culture and environment.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Second language acquisition
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
Crosslinguistic influence
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Universal grammar
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SLA-Inter-language presentation
Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.
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2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
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- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
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Fossilization ppt
These slides cover all the necessary points regarding to fossilization as well as all the types of fossilization which will be beneficial for someone. Regards
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- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
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This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
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Accommodation theory
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(1) The scanning electron microscope (SEM) provides important advantages for studying microfossils, including a wide range of magnification, high resolution, depth of field, and ability to view samples without destruction.
(2) SEM photographs show examples of microfossils like foraminifera, coccoliths, dinoflagellates, ostracods, and bryozoans. Electron microscopy reveals details of their wall structure, morphology, and taxonomy.
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Interlanguage in SLA
Fossilization refers to the phenomenon where a second language learner's development seems to stop at a certain level, and they are unable to achieve full native-like competence, no matter how much instruction or error correction they receive. There are three socio-cultural models of second language acquisition: 1) Interlanguage as a stylistic continuum, where a learner's language varies based on social context, 2) The acculturation model, where inability or unwillingness to adapt to a new culture can lead to pidginization, and 3) Social identity and investment, where a learner's commitment and identity construction impact their investment in language learning. Factors that influence interlanguage include first language transfer, consciousness, processing constraints, communication
Second language acquisition
1) The document discusses second language acquisition of English in Maldives, where English serves as the secondary language and is taught and used widely, especially in schools, business, and the capital.
2) Most Maldivians learn English formally through instruction in school, while some acquire it naturally from an early exposure, especially if their parents use English.
3) Learning English consciously in a guided manner through formal teaching can lead to less mastery but more focus on fluency over accuracy compared to natural acquisition of a second language.
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Fossilization
- 1. Carlos Vásquez Juanita Pulla Roberto Villao Christian Anamisi
- 2. Definition Some types of errors wich are still present in adult speakers trying to communicate their ideas is known as fossilization. 'no' + V - I no understand good 'don't' + V - don't know
- 3. Depends on social identity and need to communi cate
- 4. Examples 10 years ago Now I no speak I no speak German German
- 5. Should individuals be considered “fossilized” if… They retain a foreign accent despite being fluent in the language? The students don’t want to “sound native” Should “progress” be measured against native-speaker norms? englishexchange.pbworks.com/.../Main+points+o.