The document discusses several topics related to language learning: - It distinguishes between language acquisition, which is unconscious and incidental, versus learning, which involves formal study. - It describes differences in acquiring a first language versus a second/foreign language, noting factors like age of exposure, motivation, and reliance on the first language. - It discusses debates around whether younger learners have advantages in acquiring a new language compared to older learners. - It examines contrastive analysis and the contrastive analysis hypothesis regarding how the differences and similarities between a learner's first and second languages influence the learning process.

1. LEARNING TO LANGUAGE LEARNING Wallace,J.(1991) Training Foreign Language Teachers. Cambridge University Press By: Dolly Ramos G

2. ACQUISITION & LEARNING Acquisition: It refers to the spontaneous , unconscious and incidental process of internalization that result from natural language use Learning: to acquire the knowledge of something through the conscious and formal study

3. ACQUISITION & LEARNING Pick up the lg naturally Implicit knowdlege Formal teaching is not necessary Using lg for real communication Formal teaching is necessay Knowing about the lg Knowledge of the rules ACQUISTION LEARNING

4. DIFFERENCES Innate Exposed all the time No emotional barrier Natural motivation No interlanguage Learned Not used all the time Might be emotional barrier Less motivation Reliance on L1 First Language Second Language

5. FIRST, SECOND AND FOREIGN LANGUAGE Concern on children’s learning The main charateristics of Foreign lg Learning Amount of time Type F or S Responsibility of the teacher

6. LEARNING THE FRIST LANGUAGE READING Age 5 L1 incompletely developed Age 5-6 Literacy skill is on process SPEAKING & WRITING Age 7 Narrative & Extended discourse Reference to characters Age 11& 15 (not fully developed) Relative Clauses & pronouns Logical understanding Co-ordinators & language LINGUISTIC DOMAINS (P,M,S,L, conversation & discourse) largely independent Child’s early experience(family) Narative & discourse Vocabulary Teacher Consider: Childrens’ individual differences and lg strengths

7. LEARNING A SECOND LANGUAGE Children learn faster than adults. ( Hypothesis ) Critical Period Hypothesis Children learning is more effectively before puberty (mechanisim assited the L1) Lightbown & Spada (1999) Against the Hypothesis Factor needs Motivation native- profiency SL Context communicative-goal FL

8. THE INFLUENCE OF L1 ON L2 Competition Model Bates & Whinney(1989) Explain how L1 learning affects L2 &FL L1 Reliable or Unreliable Babies (particular cues) transfer to SL Learning the whole & the parts 7-8 age. Sound and rythm 12-14 age. Word order

9. AGE AND LANGUAGE FIRST Who has less prolonged attention? FL lesson influence lg development Does conversation develop independently fron extended discourse? Modelling for scaffolding How can a teacher deal with this?

10. IS YOUNGER REALLY BETTER Catherine Snow & Marian Hoefnagel (1978) X= beginning Y = end TASK CHILD ADOLESCENT ADULT PRONUNCIATION AUDITORY DISC MORPHOLOGY SENTENCE REPET SENTENCE TRANSL SSENTENCE JUST/ VOCAB TEST STORY COMPREH STORY TELLING

11. IS YOUNGER REALLY BETTER Catherine Snow & Marian Hoefnagel (1978) TASK CHILD ADOLESCENT ADULT PRONUNC Y Y X AUDITORY DISC XY MORPHOLOGY XY SENTENCE REPET XY SENTENCE TRANSL XY SSENTENCE JUST/ XY VOCAB TEST XY STORY COMPREH Y X STORY TELLING Y X

12. ADVANTAGES TO STARTING YOUNG WITH FOREIGN LG ADVANTAGES Early starters develop & maintain SOME areas fo the lg skill Listening comprehension pronunciation Language development DISAVANTAGES grammar slower Cognitive development

13. CONTRASTIVE ANALYSIS “… is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in a second language learning situation..” Gass & Selinker, p72

14. CONTRASTIVE ANALYSIS HYPOTHESIS (CAH) " The most efficient materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner. " Fries (1945) "...those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult." Lado (1957)

15. CONTRASTIVE ANALYSIS ASSUMPTIONS (1) 1- Errors are accounted for by considering differences between L1 and L2 2- The greater the differences, the more errors will occur 3- Focus on dissimilarities in learning; similarities require little new learning 4- Difficulty and ease in predicted by differences and similarities between L1 and L2

16. CAH: Two positions A priori or strong view: comparison between languages will predict learning outcomes A posterior or weak view: comparison between languages will help explain learning outcomes, especially errors.

17. ‘ MISTAKE ’ VERSUS ‘ ERROR’ Mistake : Random performance slip caused by fatigue, excitement, etc. Readily self-corrected. Error : Systematic deviation by learners who have not yet mastered the rules. More difficult to correct. Indication of learner’s attempt to figure out the L2 system Second Language Acquisition

18. TYPES OF ERRORS: INTERLINGUAL & INTRALINGUAL Interlingual – based on cross-linguistic comparisons Intralingual – based on language being learned Second Language Acquisition

19. A DEVELOPMENTAL SEQUENCE FOR NEGATION. Stage Sample Utterance 1. External >> No this one / No you playing here 2. Internal, pre-verbal >> Juana no / don’t have job. 3. Aux. + neg. >> I didn’t went to Costa Rica 4. Analysed don’t >> She doesn’t drink alcohol . (Larsen-Freeman & Long, 1991, p94) Second Language Acquisition

20. THANK YOU See you next Monday do not forget your to study and read