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Chapter 14 G.Yule

The document discusses second language acquisition and learning, distinguishing between foreign language (EFL) and second language (ESL) settings. It highlights factors affecting language acquisition, including age, emotional barriers, and different teaching methods such as Grammar-Translation, Audio-Lingual, and Communicative Approaches. Additionally, it emphasizes the importance of learner motivation, input and output in language learning, and the concept of communicative competence.

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31 views16 pages

Chapter 14 G.Yule

The document discusses second language acquisition and learning, distinguishing between foreign language (EFL) and second language (ESL) settings. It highlights factors affecting language acquisition, including age, emotional barriers, and different teaching methods such as Grammar-Translation, Audio-Lingual, and Communicative Approaches. Additionally, it emphasizes the importance of learner motivation, input and output in language learning, and the concept of communicative competence.

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sudexakyol
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 14

⚫ Second Language Acquisition/Learning

T H E S T U D Y O F L A N G U A G E BY G E O R G E Y U L E
Second Language Learning
• Learning in a ‘foreign language ’setting (EFL): Learning a
language that is not generally spoken in the surrounding
community.
• Learning in ‘second language ’setting (ESL): Learning a language
that is spoken in the surrounding community.
• Example:
• EFL: Japanese students learning English in Japan.
• ESL: Japanese students learning English in USA.
Acquisition or Learning?
• Acquisition: The gradual development of ability in a language by
using it naturally in communicative situations with others who
know the language.
• Learning: A more conscious process of accumulating knowledge
the features of a language [such as vocabulary and grammar] in
an institutional setting.
Acquisition Barriers
• The second language (L2) is usually encountered during
teenage or adult years in a few hours each week of
school.
• Very few adults seem to reach native-like proficiency
in using an L2.
• Example: Joseph Conrad, a Polish writer who was excellent
when writing in English but not in Speaking. He is regarded as
one of the greatest novelists in English.
• Insufficient time, focus and incentive undermine many L2 learning
attempts.
The Age Factor
After the critical period has passed, around
the time of puberty, it becomes very difficult
to acquire a language fully. We might think of
this process in terms of our inherent capacity
for language being taken over by features of
the L1, with a resulting loss of openness to
receive the features of another language.
Affective Factors
 These are emotional reactions such as self-
consciousness or negative feelings that may
influence learning and create a barrier to
acquisition.
 -Many L2 learners have feelings of unwillingness or
embarrassment in attempting to produce the different
sounds of a language.
 The emotional reaction or ‘affect’ may also be caused by dull
textbooks, unpleasant classroom surrounding or an
exhausting schedule of study and/or work.
 These negative feelings or experiences are affective factors
that i.e. if we are stressed, uncomfortable, self-conscious or
unmotivated, then we are unlikely to learn anything.
Focus on Teaching Method
There are different methods used that aim at
fostering L2 learning, among which are:
1. The Grammar-Translation Method
2. The Audio-Lingual Method
3. Communicative Approaches
The Grammar-translation Method
1 The Grammar-translation method:
• A traditional approach that used vocabulary lists and
grammar rules to define the target language.
• Memorization is encouraged.
• Written language rather than spoken language is
emphasised.
• It was mainly used to teach dead languages such as
Latin.
• Students do well in exams but face difficulty when using the
language in everyday conversation.
The Audiolingual Method
2 The Audio-lingual method:
• This approach emphasised spoken language.
• The main technique used is to have students
repeat in order to memorize structures.
• Belief: Fluent use of a language is essentially a set
of ‘habits’ that could be developed with a lot of
practice .
• i.e. by repeating oral drills.
Communicative Approaches

3- Communicative Approaches:
• These methods came against the belief that consciously
learning the grammar rules of a language will necessarily result
in an ability to use the language.
• Instead, functions of a language (what it is used for) should be
emphasised rather than forms of the language (correct
grammatical or phonological structures).
• Example: A class to focus on the function of ‘asking’ in different social
settings rather than the forms of past tense.
Focus on the Learner
Transfer

 Recently, focus has shifted from the teacher, textbook and


method to the learner and the acquisition process.
 Example: Errors were seen negatively before, but are now seen as a
natural part of the learning process.
 Some errors may be due to transfer.
 Also called cross-linguistic influence.
 Transfer: Using sounds, expressions or structures from L1 when
performing in the L2. There are two types of transfer:
1. Positive transfer: Benefitting from an L1 rule in L2 which has it.
2. Negative transfer (interference): Using an L1 rule in L2 that isn’t found in
L2.
Interlanguage
⚫ There is some in-between system used in L2
acquisition which contains aspects of L1 and L2 but
which is an inherently variable system with rules of its
own. This system is called an Interlanguage and it is
basis of all L2 production.
⚫ If a learner’s L2 forms contain many features which
don’t match the target language, they don’t progress
any further and their interlanguage is fossilized.
Focus on the Learner
Motivation

Motivation is a factor that helps students learn. There are two


types of motivation:
1. Instrumental Motivation: Learning a language in order to achieve
another goal, such as completing a school graduation requirement or
being able to read scientific publications, but not really for social
purposes. (The desire to learn an L2, not to join the community of
L2-users, but to achieve some other goal, in contrast to integrative
motivation)

2. Integrative Motivation: Wanting to learn L2 for social purposes, in


order to take part in the social life of a community using that
language. (The desire to learn an L2 in order to take part in the
social life of the community of L2-users, in contrast to
instrumental motivation)
Input and Output & Task-based Learning
⚫ Input is the language that the learner is exposed to.
⚫ It has to be compressible by using simpler in structure and
vocabulary, as in a variety of speech known as foreigner talk. It
is a way of using language with non-native speakers that is
simpler in structure and vocabulary.
⚫ Negotiated input is the L2 material that the learner can acquire
in interaction through requests for clarification and active
attention being focused on what’s said.
⚫ Output is the language which learners produce in meaningful
interaction. The opportunity to produce it is the most crucial
factor in the learner’s development of L2 abilities.
⚫ Task-based learning is to use activities involving information
exchange and problem solving as a way of developing ability in
language. It provides learners opportunities to interact with each
other.
Communicative Competence
⚫ Communicative Competence: The general ability to use
⚫ language accurately, appropriately and flexibly.
1. Grammatical Competence: The accurate use of words
and
⚫ structures.
• This alone is not enough to be able to use L2
appropriately.
2. Sociolinguistic Competence: The ability to use
appropriate language. (The ability to use language
appropriately according to the social context)
Example: “Can I have some water?” rather than “Give me
some
water!” according to social context.
• 3. Strategic Competence: The ability to organize a
message effectively and to compensate, via strategies for
any difficulties.
• In L2 use, learners inevitably experience moments when they
have trouble saying something. What to do?
• Some people stop talking  bad idea!
• Some people use other ways to express themselves using a
communication strategy  good idea! –It is a way of overcoming a
gap between communicative intent and a limited ability to express
that intent.
• By using synonyms to substitute for words the speaker
cannot recall or has not yet learned is a strategy.
• Example: ‘the things that horses wear under their feet’ instead of
‘horseshoes’.
• This way a speaker can use vocabulary they know in order to describe a
word they don’t know.

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