The document discusses the complex relationship between language input and intake in second language acquisition, highlighting a fundamental mismatch between what is taught and what is learned. It explores various theories including behaviorist, innatist, and interactionist frameworks, emphasizing how learner language, or interlanguage, develops through distinct processes influenced by both native language transfer and interaction with others. Additionally, it underscores the importance of both explicit and implicit knowledge in language teaching, suggesting that effective instruction must accommodate different types of language acquisition.

1. M2 MEEF November 2014
Learner language
Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford
University Press.

2. input ≠ intake

3. input ≠ intake
❖ the linguistic forms we teach a
second language (L2) learner
are not the same as the forms
that learner learns

4. input ≠ intake
❖ the linguistic forms we teach a
second language (L2) learner
are not the same as the forms
that learner learns
❖ fundamental mismatch
between language teaching
and language learning

5. input ≠ intake
❖ the linguistic forms we teach a
second language (L2) learner
are not the same as the forms
that learner learns
❖ fundamental mismatch
between language teaching
and language learning
❖ learners have their own “built-in”
syllabus (Corder, 1967)

6. input ≠ intake
❖ the linguistic forms we teach a
second language (L2) learner
are not the same as the forms
that learner learns
❖ fundamental mismatch
between language teaching
and language learning
❖ learners have their own “built-in”
syllabus (Corder, 1967)
built-in !
syllabus
≠
target !
language (TL)!
grammar

7. interlanguage

8. interlanguage
❖ native speakers see their own
language (NL) as rule-governed,
even if they cannot
articulate all the rules

9. interlanguage
❖ native speakers see their own
language (NL) as rule-governed,
even if they cannot
articulate all the rules
❖ they perceive a second
language learner’s language as
characterised by mistakes and
errors

10. interlanguage
❖ native speakers see their own
language (NL) as rule-governed,
even if they cannot
articulate all the rules
❖ they perceive a second
language learner’s language as
characterised by mistakes and
errors
❖ yet learner language is also
rule-governed; the linguistic
system of learner language has
been called interlanguage

11. interlanguage
❖ native speakers see their own
language (NL) as rule-governed,
even if they cannot
articulate all the rules
❖ they perceive a second
language learner’s language as
characterised by mistakes and
errors
❖ yet learner language is also
rule-governed; the linguistic
system of learner language has
been called interlanguage
autonomy!
of learner!
language

12. transfer
what processes!
shape learner!
language !
development?

13. transfer
❖ native language transfer is
particularly obvious in early
stages, and with phonology
what processes!
shape learner!
language !
development?

14. transfer
❖ native language transfer is
particularly obvious in early
stages, and with phonology
❖ intralingual transfer concerns
the TL structures being
learned; the learner may
overgeneralise a rule
what processes!
shape learner!
language !
development?

15. transfer
❖ native language transfer is
particularly obvious in early
stages, and with phonology
❖ intralingual transfer concerns
the TL structures being
learned; the learner may
overgeneralise a rule
❖ transfer of training occurs
when instruction goes wrong
and learner believes incorrect
information
what processes!
shape learner!
language !
development?

16. theories explaining SLA
second !
language!
acquisition!
(SLA)

17. theories explaining SLA
❖ behaviorist theories suggest
learning a new language means
replacing old (NL) habits with
new (TL) ones
second !
language!
acquisition!
(SLA)

18. theories explaining SLA
❖ behaviorist theories suggest
learning a new language means
replacing old (NL) habits with
new (TL) ones
❖ innatist theories state that all
learners follow the same
developmental sequence
because of innate language-learning
capacities
second !
language!
acquisition!
(SLA)

19. theories explaining SLA
❖ behaviorist theories suggest
learning a new language means
replacing old (NL) habits with
new (TL) ones
❖ innatist theories state that all
learners follow the same
developmental sequence
because of innate language-learning
capacities
❖ interactionist theories claim
that acquisition results from
interaction with other speakers
second !
language!
acquisition!
(SLA)

20. behaviourism

21. behaviourism
❖ behaviorist theories are based
on contrastive analysis (CA) of
NL and TL

22. behaviourism
❖ behaviorist theories are based
on contrastive analysis (CA) of
NL and TL
❖ linguistic features which are
similar in the two languages
are easy to learn, those which
are different will be difficult

23. behaviourism
❖ behaviorist theories are based
on contrastive analysis (CA) of
NL and TL
❖ linguistic features which are
similar in the two languages
are easy to learn, those which
are different will be difficult
❖ BUT behaviorist theory does
not predict the patterns we
observe in learner language

24. behaviourism
❖ behaviorist theories are based
on contrastive analysis (CA) of
NL and TL
❖ linguistic features which are
similar in the two languages
are easy to learn, those which
are different will be difficult
❖ BUT behaviorist theory does
not predict the patterns we
observe in learner language
linguistic!
difference!
=!
learning!
difficulty

25. innatist theories
Universal !
Grammar

26. innatist theories
❖ innatist theories include
Universal Grammar
(Chomsky)
Universal !
Grammar

27. innatist theories
❖ innatist theories include
Universal Grammar
(Chomsky)
❖ developmental stages!
❖ negation!
❖ question formation!
❖ relative clauses
Universal !
Grammar

28. innatist theories
❖ innatist theories include
Universal Grammar
(Chomsky)
❖ developmental stages!
❖ negation!
❖ question formation!
❖ relative clauses
❖ Monitor Model
Universal !
Grammar

29. Monitor model

30. Monitor model
❖ Krashen’s monitor model

31. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)

32. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)
2. SLA follows a natural order,
similar to TL

33. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)
2. SLA follows a natural order,
similar to TL
3. an internal monitor edits language
production in certain circumstances

34. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)
2. SLA follows a natural order,
similar to TL
3. an internal monitor edits language
production in certain circumstances
4. comprehensible input is sufficient
for SLA

35. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)
2. SLA follows a natural order,
similar to TL
3. an internal monitor edits language
production in certain circumstances
4. comprehensible input is sufficient
for SLA
5. an affective filter blocks
acquisition when a learner’s
attitude is negative

36. Monitor model
❖ Krashen’s monitor model
1. acquisition (subconscious process)
≠ learning (conscious process)
2. SLA follows a natural order,
similar to TL
3. an internal monitor edits language
production in certain circumstances
4. comprehensible input is sufficient
for SLA
5. an affective filter blocks
acquisition when a learner’s
attitude is negative
comprehensible !
input!
“i+1”

37. Interactionist theories

38. Interactionist theories
❖ SLA results from learner’s
active interaction with other
partners

39. Interactionist theories
❖ SLA results from learner’s
active interaction with other
partners
❖ passive reception of input is
not enough (≠ Krashen)

40. Interactionist theories
❖ SLA results from learner’s
active interaction with other
partners
❖ passive reception of input is
not enough (≠ Krashen)
❖ communicative activities
encourage focus on meaning
while using targeted linguistic
forms

41. Interactionist theories
❖ SLA results from learner’s
active interaction with other
partners
❖ passive reception of input is
not enough (≠ Krashen)
❖ communicative activities
encourage focus on meaning
while using targeted linguistic
forms
communication!
with focus!
on meaning

42. Interactionist theories

43. Interactionist theories
❖ noticing: learners must
consciously notice a form in
order to acquire it (Schmidt)

44. Interactionist theories
❖ noticing: learners must
consciously notice a form in
order to acquire it (Schmidt)
❖ focus on form: brief attention
to linguistic form during
meaning-based activities
(Doughty, Long)

45. Interactionist theories
❖ noticing: learners must
consciously notice a form in
order to acquire it (Schmidt)
❖ focus on form: brief attention
to linguistic form during
meaning-based activities
(Doughty, Long)
❖ scaffolding: more
knowledgeable partners help
co-construct language
(Vygotsky, Bruner)

46. Interactionist theories
❖ noticing: learners must
consciously notice a form in
order to acquire it (Schmidt)
❖ focus on form: brief attention
to linguistic form during
meaning-based activities
(Doughty, Long)
❖ scaffolding: more
knowledgeable partners help
co-construct language
(Vygotsky, Bruner)
switch!
between!
focusing on!
meaning!
and noticing!
form

47. Teaching implications
explicit!
and !
implicit!
knowledge

48. Teaching implications
❖ explicit knowledge from
teacher and textbook, needed
for tests explicit!
and !
implicit!
knowledge

49. Teaching implications
❖ explicit knowledge from
teacher and textbook, needed
for tests
❖ implicit knowledge is used to
produce language when
learners focus on meaning
explicit!
and !
implicit!
knowledge

50. Teaching implications
❖ explicit knowledge from
teacher and textbook, needed
for tests
❖ implicit knowledge is used to
produce language when
learners focus on meaning
❖ teaching needs to take both
kinds of knowledge into
account
explicit!
and !
implicit!
knowledge

51. implicit language

52. implicit language
❖ implicit knowledge has its
own independent logic

53. implicit language
❖ implicit knowledge has its
own independent logic
❖ language forms will be
acquired in a different order
from explicit language learning

54. implicit language
❖ implicit knowledge has its
own independent logic
❖ language forms will be
acquired in a different order
from explicit language learning
❖ this difference is no-one’s
fault; it is due to the way the
brain is wired to acquire
language

55. implicit language
❖ implicit knowledge has its
own independent logic
❖ language forms will be
acquired in a different order
from explicit language learning
❖ this difference is no-one’s
fault; it is due to the way the
brain is wired to acquire
language
implicit!
knowledge has!
its own!
independent!
logic

56. Reading
❖ Lightbown, P. M., Spada, N.,
Ranta, L., & Rand, J. (2006).
How languages are learned (Vol.
2). Oxford: Oxford University
Press.!
❖ Tarone, E., & Swierzbin, B.
(2009). Exploring learner
language. Oxford University
Press.
Learning and Teaching !
Foreign Languages
http://unt.unice.fr/uoh/learn_teach_FL/
http://www.scoop.it/t/telt/