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SLA: Introduction
The document provides an introduction to second language acquisition (SLA), covering key concepts, theories, and components of language knowledge like competence and performance. It discusses different learning contexts such as naturalistic and instructed SLA, as well as motivations for learning a second language. The text references various authors and frameworks that inform current perspectives on language learning.
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SLA: Introduction
- 1. Second Language acquisition: An Introduction Universidad del Valle Escuela de Ciencias del Lenguaje Seminario de Lingüística Aplicada Prof. Carlos Mayora
- 2. The learning ofany language, to any level, provided only that the learning of the ‘second’ language takes place some time later than the acquisition of the first language. Mitchell & Myles, 2004, p. 5 Definition
- 3. •Language •Language knowledge •Learning situation •Learning Context •Input •Motivations (reasons to learn) •SLA theories Central Concepts
- 4. language Central Concepts Divine? faculty? System? Human property? Code? ability? Set of rules? Social tool? Social construction? Representational quality?
- 5. Language Language assystem as discourse as ideology Kumaravadivelu, 2006, p.4
- 6. Language knowledge Pedagogicview Knowledge Ability Cognitive view Analysis Access Mentalist view Competence Performance
- 7. Competence: Implicit andunconscious knowledge of the rules (phonological, morphological and syntactic) that govern sentence formation and interpretation in a language. The concept comes from Chomsky’s view of language. Language knowledge
- 8. Performance: Actual sentencesproduced by real speakers in concrete situations. It is affected by non- linguistic conditions and thus not always represents fully a speaker’s competence. Language knowledge
- 9. Communicative competence: Aspeaker’s ability not only to produce and understand grammatically correct sentences, but language that is socially acceptable and situationally adequate. . Language knowledge
- 10. Language knowledge Componentsof communicative competence according to Hymes (1972) Linguistic Pragmatic Sociolinguistic
- 11. Language knowledge Componentsof communicative competence according to Canale and Swaim (1983) Grammatical Sociolinguistic Discourse Strategic
- 12. Other central conceptsand conditions Learning situation Naturalist Instructed Context Second language learning Foreign language learning Input Authentic Modified Motivation Integrative Instrumental Please notice that these notions are classic. Recently, there are different and newer perspectives in each of these concepts as we will see later in this course.
- 13. Naturalistic SLA Thelearning/acquisition of the target language occurs in a natural environment, through abundant exposure to the language and interactions with native speakers and without formal teaching. Learning situation
- 14. Instructed SLA Thelearning/acquisition of the target language occurs in an educational setting, through deliberate teaching and according to a curriculum. Learning situation
- 15. Second language context The target language is spoken by the majority of speakers in the community where the learning takes place; i.e.: learning French in France or Portuguese in Brazil. Context
- 16. Foreign language context There is limited access to speakers of the target language; i.e.: learning French in Colombia or English in Italy. Context
- 17. Authentic input Languagesamples that are produced in the course of real communication and for real purposes other than teaching. Input
- 18. Modified input Languagesamples that are deliberately simplified in order to render the language more easy to understand. It can be modified for teaching purposes (textbooks and other instructional materials), or when a native speaker of the target language interacts with a beginner non-native speaker (foreigner talk). Input
- 19. Integrative When learnersare moved to learn the language for personal or affective reason such as I really like English; I think the Japanese culture is very interesting and so on. Motivation
- 20. Instrumental When learnersare moved to learn the language for practical reasons, such as getting a better job, higher studies or a promotion. Motivation
- 21. Other central conceptsand conditions Learning situation Naturalist Instructed Context Second language learning Foreign language learning Input Authentic Modified Motivation Integrative Instrumental
- 22. Other central conceptsand conditions Learning situation Naturalist Instructed Context Second language learning Foreign language learning Input Authentic Modified Motivation Integrative Instrumental
- 23. SLA Theories Perspectives(discipline or epistemology) Innatists Critical period hypothesis Universal Grammar Cognitive Krashen’s 5 hypothesis model Information processing model Analysis and accessibility model Noticing Social Perception and attitudes based models Interaction hypothesis Socio constructive models
- 24. References Gass, S.& Selinker, L. (2008). Second language acquisition: An introductory course. New York: taylor & Francis. Mitchell, R. & Myles, M. (2004). Second language learning theories (2nd ed.). New York: Hodder Arnold. Kumaravadivelu, B. (2006). Understanding language teaching. From method to postmethod. London: Lawrence Erlbaum Associates.