This document discusses the concept of fossilization in second language acquisition. It provides background on the introduction of fossilization by Selinker in 1972 and discusses how definitions of fossilization have evolved over time. Specifically, it addresses five key issues in the conceptualization of fossilization: (1) whether fossilization is global or local, (2) the relationship between fossilization and ultimate L2 attainment, (3) whether fossilization is a product or process, (4) whether stabilization is synonymous with fossilization, and (5) the appropriate timespan for empirical studies of fossilization. The document aims to clarify differing interpretations of fossilization in the literature.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
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.
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
This document discusses various aspects of bilingualism, including:
- Bilingualism is the ability to communicate in two languages, with greater proficiency in one. Children can acquire two languages simultaneously through the same stages of development as monolingual children.
- By age 3, bilingual children develop basic interpersonal skills in both languages and then cognitive academic proficiency. Accessing two languages early in life can accelerate verbal and non-verbal development.
- Bilingualism benefits cognitive development, helping children solve mental puzzles, boosting brain function, and protecting against dementia later in life. It also influences social identity by challenging world views.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
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.
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
This document discusses various aspects of bilingualism, including:
- Bilingualism is the ability to communicate in two languages, with greater proficiency in one. Children can acquire two languages simultaneously through the same stages of development as monolingual children.
- By age 3, bilingual children develop basic interpersonal skills in both languages and then cognitive academic proficiency. Accessing two languages early in life can accelerate verbal and non-verbal development.
- Bilingualism benefits cognitive development, helping children solve mental puzzles, boosting brain function, and protecting against dementia later in life. It also influences social identity by challenging world views.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
Classroom Interaction and Second Language Acquisitiondehsheikhi
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
This document discusses different definitions and interpretations of English for Specific Purposes (ESP). It summarizes that at a 1997 conference in Japan, some saw ESP as teaching English for any specified purpose, while others saw it as teaching English for academic or vocational purposes. The document then examines definitions of ESP by Hutchinson and Waters, Robinson, and Mackay and Mountford. It analyzes Strevens' definition of ESP as having four absolute characteristics (meeting learner needs, related content, language appropriate to activities, contrast with general English) and two variable characteristics (skills learned and methodology used). The emphasis, it concludes, is on teaching specific English relevant to a particular discipline, occupation, or activity.
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
This document defines and distinguishes between code switching and code mixing in bilingual communication. It explains that code switching involves changing languages unpredictably to fit the environment, and can occur between sentences or within a sentence. In contrast, code mixing involves borrowing words from one language into another without a change in topic, often within a single sentence. The document provides examples and discusses reasons for using code switching or code mixing, including lack of a word in one language, emphasis, or expressing group identity.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
This document discusses learner errors and error analysis in second language acquisition. It notes that making mistakes is a natural part of the learning process. Error analysis examines learner errors to understand how language is acquired and what strategies learners employ. The study of errors can help teachers and researchers. The document outlines the process of error analysis, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating error seriousness. It discusses different error types and taxonomies. While error analysis provided insights, its methods were limited; however, it made important contributions to the field of SLA.
This document discusses the concept of informativity in text linguistics. It defines informativity as the extent to which a text presentation is new or unexpected to the receiver. Occurrences in a text can be classified into three orders of informativity - first order involves predictable information, second order involves probable common facts, and third order involves less probable information that demands more attention. A text's informativity depends on sources of expectations like real-world knowledge, language organization, and signaling techniques. Informativity is important for understanding a text's meaning as it determines the amount of information a message provides.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Interlanguage is influenced by four main aspects: social, discourse, psycholinguistic, and linguistic. The social aspect examines how social factors like acculturation and identity influence language development. The discourse aspect analyzes how learners acquire discourse rules and the role of input, interaction, and output. Psycholinguistically, interlanguage is shaped by first language transfer, consciousness, processing, and communication strategies. Linguistically, aspects like universals, grammar, learnability, and markedness contribute to a learner's developing system. Interlanguage represents a learner's evolving language system that retains first language features but progresses toward the target language over time through exposure and practice.
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
This document discusses crosslinguistic influence (CLI) and transfer in third language acquisition (TLA). It defines key terms like CLI, transfer, and interlanguage transfer. CLI considers how all previously acquired languages interact during TLA, not just the first language. Factors that determine which language is activated include typology, the learner's second language status, and proficiency levels in all known languages. The closer a language is typologically to the target language, the more likely it will influence acquisition. Learners also tend to transfer from their second language. Both high and low proficiency can impact CLI.
The role of universal grammar in first and second language acquisitionSajjad Zehri
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
Second language acquisition and english language teachingOsnovna šola Pivka
This document discusses theories of second language acquisition and their influence on English language teaching. It examines key theories that have attempted to influence SLA over time, from behaviourism to cognitive approaches. While early theories focused on linguistic and psycholinguistic factors, more recent theories emphasize the importance of social and sociolinguistic factors in language learning. The document also discusses factors that influence the amount and type of language input learners receive, and how this impacts the development and success of second language acquisition.
This introduction provides an overview of the research presented in the collection Multi modal Discourse Analysis. The papers represent early work in extending systemic-functional linguistics to analyze discourse that uses multiple semiotic resources beyond language.
The collection is divided into three parts focusing on different media: three-dimensional objects and space, electronic media and film, and print media. Across the papers, new social semiotic frameworks are developed and applied to analyze meaning constructed through integrated language and visual resources in genres like architecture, museums, cities, film, hypertext, and advertisements. The theoretical approach draws on systemic-functional linguistics and particularly Michael O'Toole's work on analyzing architecture. Computer-assisted analysis is also explored. Overall, the
Classroom Interaction and Second Language Acquisitiondehsheikhi
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
This document discusses different definitions and interpretations of English for Specific Purposes (ESP). It summarizes that at a 1997 conference in Japan, some saw ESP as teaching English for any specified purpose, while others saw it as teaching English for academic or vocational purposes. The document then examines definitions of ESP by Hutchinson and Waters, Robinson, and Mackay and Mountford. It analyzes Strevens' definition of ESP as having four absolute characteristics (meeting learner needs, related content, language appropriate to activities, contrast with general English) and two variable characteristics (skills learned and methodology used). The emphasis, it concludes, is on teaching specific English relevant to a particular discipline, occupation, or activity.
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
This document defines and distinguishes between code switching and code mixing in bilingual communication. It explains that code switching involves changing languages unpredictably to fit the environment, and can occur between sentences or within a sentence. In contrast, code mixing involves borrowing words from one language into another without a change in topic, often within a single sentence. The document provides examples and discusses reasons for using code switching or code mixing, including lack of a word in one language, emphasis, or expressing group identity.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
This document discusses learner errors and error analysis in second language acquisition. It notes that making mistakes is a natural part of the learning process. Error analysis examines learner errors to understand how language is acquired and what strategies learners employ. The study of errors can help teachers and researchers. The document outlines the process of error analysis, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating error seriousness. It discusses different error types and taxonomies. While error analysis provided insights, its methods were limited; however, it made important contributions to the field of SLA.
This document discusses the concept of informativity in text linguistics. It defines informativity as the extent to which a text presentation is new or unexpected to the receiver. Occurrences in a text can be classified into three orders of informativity - first order involves predictable information, second order involves probable common facts, and third order involves less probable information that demands more attention. A text's informativity depends on sources of expectations like real-world knowledge, language organization, and signaling techniques. Informativity is important for understanding a text's meaning as it determines the amount of information a message provides.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Interlanguage is influenced by four main aspects: social, discourse, psycholinguistic, and linguistic. The social aspect examines how social factors like acculturation and identity influence language development. The discourse aspect analyzes how learners acquire discourse rules and the role of input, interaction, and output. Psycholinguistically, interlanguage is shaped by first language transfer, consciousness, processing, and communication strategies. Linguistically, aspects like universals, grammar, learnability, and markedness contribute to a learner's developing system. Interlanguage represents a learner's evolving language system that retains first language features but progresses toward the target language over time through exposure and practice.
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
This document discusses crosslinguistic influence (CLI) and transfer in third language acquisition (TLA). It defines key terms like CLI, transfer, and interlanguage transfer. CLI considers how all previously acquired languages interact during TLA, not just the first language. Factors that determine which language is activated include typology, the learner's second language status, and proficiency levels in all known languages. The closer a language is typologically to the target language, the more likely it will influence acquisition. Learners also tend to transfer from their second language. Both high and low proficiency can impact CLI.
The role of universal grammar in first and second language acquisitionSajjad Zehri
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
Second language acquisition and english language teachingOsnovna šola Pivka
This document discusses theories of second language acquisition and their influence on English language teaching. It examines key theories that have attempted to influence SLA over time, from behaviourism to cognitive approaches. While early theories focused on linguistic and psycholinguistic factors, more recent theories emphasize the importance of social and sociolinguistic factors in language learning. The document also discusses factors that influence the amount and type of language input learners receive, and how this impacts the development and success of second language acquisition.
This introduction provides an overview of the research presented in the collection Multi modal Discourse Analysis. The papers represent early work in extending systemic-functional linguistics to analyze discourse that uses multiple semiotic resources beyond language.
The collection is divided into three parts focusing on different media: three-dimensional objects and space, electronic media and film, and print media. Across the papers, new social semiotic frameworks are developed and applied to analyze meaning constructed through integrated language and visual resources in genres like architecture, museums, cities, film, hypertext, and advertisements. The theoretical approach draws on systemic-functional linguistics and particularly Michael O'Toole's work on analyzing architecture. Computer-assisted analysis is also explored. Overall, the
The document discusses key concepts related to the effects of age on second language acquisition, specifically the critical period hypothesis. It notes that while children are often believed to be superior language learners, the relationship between age and learning is complex, with both advantages and disadvantages for early and late starters. The critical period hypothesis proposes an optimal period for language learning ending at puberty, but evidence for this is limited. Research shows that age effects depend greatly on learning opportunities and contexts. Classroom studies show older learners can achieve high proficiency and are often more efficient learners than younger students. There is no single ideal age for second language learning.
This document is an introduction to the 2002 edition of Noam Chomsky's 1957 book "Syntactic Structures." It summarizes that Chomsky's book began the "cognitive revolution" in linguistics by establishing the view of linguistics as part of psychology and human biology. It also notes that while influential, Chomsky's original book did not discuss cognitive representations or grammars as mental systems, and that view developed later. The introduction examines the context and impact of Chomsky's early work and the development of the generative paradigm it began.
This document summarizes recent research on World Englishes and English as a Lingua Franca and its implications for teaching English. It begins by noting how awareness of World Englishes has grown among TESOL professionals over the past 15 years. It then discusses definitions of World Englishes, English as a Lingua Franca, and how understandings of these terms have evolved. Key developments in the research on these topics in the past 15 years are overviewed, along with implications for debates around English language standards and the roles of native and nonnative English teachers. The document concludes by noting remaining questions for future research.
This document discusses various theories about the causes of language change. It begins by noting that while early theories proposed fanciful causes, modern theories focus on imperfect transmission between generations and the role of social factors. The document then examines theories regarding the origin of innovations, including both unconscious sources like phonetic variation as well as possible conscious sources. It also analyzes theories of how innovations diffuse and become accepted changes, highlighting the importance of social prestige and network ties found in sociolinguistic research. The document ultimately argues that sociolinguistic studies of language variation provide the most empirically supported explanation of how and why languages change over time.
1) The document discusses the concept of fossilization in second language acquisition as proposed by Selinker in 1972. Fossilization refers to permanent errors that remain in a learner's interlanguage despite instruction and exposure to the target language.
2) It reviews different definitions and classifications of fossilization, including individual vs. group fossilization, and temporary vs. permanent fossilization.
3) Fossilization can occur at different linguistic levels, including phonological, morphological, syntactic, semantic, and pragmatic levels. Common examples of each type are provided from the errors Chinese students make when learning English.
4) The main causal factors of fossilization discussed are language transfer from the first language, transfer of training methods
This document provides an introduction and overview of an English 344 course on second language acquisition (SLA). It outlines the course objectives of exploring fundamental SLA concepts from linguistic, socio-cognitive, and sociocultural approaches. The document also briefly summarizes the historical development of the field from behaviorist to current sociocultural theories. Students are assigned to purchase course texts, set up a blog, and submit their first blog post by the next Tuesday at noon.
This document discusses topics related to second language acquisition, including:
1. Hot topics in SLA research such as explicit vs implicit learning, input, output, and frequency.
2. Theoretical perspectives on SLA including Krashen's Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and Input Hypothesis.
3. Theoretical views on how a second language can best be learned, including the Grammar Translation Method, Audio-Lingual Methods, and Communicative Approaches.
4. The role of linguistic universals in SLA, including linguistic universals themselves, language typology, and the accessibility hierarchy.
This document provides an overview of theories surrounding language change. It discusses Jean Aitchison's view that there are three perspectives on language change: decay, progress, or neither. It also outlines Labov's studies showing both conscious and unconscious language changes. Types of language change and their causes are explored, such as ease of articulation and prestige. Theories for why and how language changes are examined, including functional theory, random fluctuation theory, and substratum theory. The processes of potential change, implementation, and diffusion are also summarized.
This document provides an overview of the early study of language among ancient Greeks. It discusses how Greeks like Herodotus and Plato speculated about the origins, history, and structure of language. It describes the debate between Analogists, who saw language as natural and logical, and Anomalists, who pointed out its irregularities. While Greeks realized language changes over time, they never systematically studied this. Their grammatical observations were confined to Greek and stated philosophically rather than based on careful observation. This laid the foundations for later traditional views of language.
The document summarizes three major traditions in second language acquisition: behaviorism, structural linguistics, and cognitive approaches. It focuses on behaviorism and its influence on early approaches like contrastive analysis and audiolingualism which viewed language learning as habit formation. Later, error analysis emerged which saw learner errors as significant and led to the idea of an internal language learning process. Research also found limited evidence for contrastive analysis predictions, pointing to more developmental and innate factors in acquisition.
The document provides a history of the term "applied linguistics" including its origins in the 1940s at the University of Michigan and its initial focus on foreign language teaching and automatic translation. It discusses debates around defining applied linguistics and alternative terms that were proposed. While initially focused on linguistics application, the field has broadened in scope over time to incorporate diverse disciplines and address a wider range of language-related issues beyond teaching. Disagreements remain around what constitutes applied linguistics and how broadly or narrowly it should be defined.
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
The Input Learner Learners Forward Throughout...Tiffany Sandoval
This document provides an analysis of Robert Frost's poem "Stopping by Woods on a Snowy Evening" through a linguistic and stylistic lens. It introduces stylistics as the study of appropriate language use and style in writing. The analysis will examine Frost's style and how it shapes the interpretation of the poem. It describes Frost as an American poet known for his philosophical poetry dealing with existential questions about life, death, and humanity's place in the universe. The analysis will observe Frost's style in this particular poem.
This document introduces a volume on corpus-based approaches in cognitive linguistics. It discusses common assumptions in cognitive linguistics and functional linguistics, such as the view that language is not autonomous and that linguistic knowledge emerges from language use. It also outlines common methods in corpus linguistics, such as analyzing naturally occurring language data from balanced corpora using frequency lists and statistical techniques. The introduction notes that while corpus methods have a long history, their use in cognitive linguistics is more recent. It identifies different levels of analysis (e.g. lemma vs. word form) and degrees of quantitativeness as parameters of corpus-based research.
Inquiry on the Philosophy of Language.pptxutcrash88
It is a reasoned inquiry into the origins of language
Its nature of meaning
The usage and cognition of language
The relationship between language and reality
To clarify concepts with which language is described and analysed
To settle and resolve philosophical disputes originating from linguistic confusion
Applied linguistics is the study of language in relation to practical problems. It originated in language education but now applies to other fields like speech therapy and translation. According to the document, applied linguistics aims to investigate language problems and find practical solutions. It draws from various disciplines like linguistics, psychology, and sociology. Applied linguistics covers areas like second language teaching and learning, as well as language disorders, therapy, and professional language uses. The overall goal is to better understand language's role in human affairs and provide knowledge to make language-related decisions.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.