Name
: Jethwa Monali A
Sub
: ELT
Unit
: 2 : Topic : Second language acquisition theory by David nunan
Sem
: 3 : M.A Part 2
Submitted
by : Department of English
M.K.B.U
Email
id : monalijethwa19@gmail.com
Second
Language Acqutision By David Nunan
Introduction
:-
- The prosses by which people learn a second language in addition o their native language Second language plays an institution role in the society .
- The terms second language acquisition refers to the prossesses through which someone acquire one or more second or foregin language. The discipline now known as SLA emerge from comeritive studies of similarites and differnce between languages .
- These sttudies were condected in the belief that a learners first language has an important influences in the acqusition of a second language , proponents of contrastive analysis argues that l1 and L2 are in confliects , such an error can be explained as a negitive transfer of the L1 rules to the L2 , When the rules are similer of the both language , positive transfer would occur and language learning whould be facilitated.
- In the terms of the padegogy ,contrastive held that held that learners difficulties in learning an L2 could be predicted on the basis of a systematic of the two language and that learners from diffrent first language backgroung would experience diffrent difficulties when attemting to learnears L2.
- Behaviourist believe that learning wa a prosses of habit formation .
- The term second language acquisition(SLA)refers to the processes through which someone acquire one or more second or foreign languag.some important point in this research paper:
-communication process
-L1 and L2 formaly -informaly
-product-The language use by learner's
-Process-mental
-positive
transfer
-nagative
transfer
-morpheme-minimum meaningful language unit.
-the term
'modified interaction.
- Brown made a study on native kids who's language is L1(English language).Dudley and Burn study those kids were learn different languages and background.
- The discipline now known as SLA emerged from comparative studies of similarities and differences between languages.
- These studies were conducted in the belief that a learner's first language(L1) has important influence on the acquisition of a second(L2), resulting in the 'contrastive analysis'(CA) hypothesis.L1 rules are not equal to L2- this is nagative transfer.Thus,English L1 learners will encounter difficulty trying to master the use of nominal classifier in certain Asian languages such as Cantonese,because these do not exist in English.
- In terms of pedagogy,contrastivist held that learners difficulties in learning an L2 could be predicted on the basis of a systematic comparison of the two languages,and that learners from different first language background would experience different difficulties when attempting to learn a common L2.
The
systematic study of learners errors revealed inter insights into SLA
process.
1) learners made
errors that were not predicted by the CA hypothesis.
2)The errors that
learners made were systematic,rather than random.
3) learner appeared
to move through a series of stages as they developed competence in
the target language.
- These successive stages were characterised by particular types of errors,and each stage could be seen as a kind of interlanguage or 'interum language'in it's own Right.
Major
statment on the language acqusition :-
(Long 1987):-
I think there is no
support whatever for structurally-graded syllabuses ... (however)
periodically I
encourage a focus on form. The pedagogic task in class will always be
some problem-solving
activity, but periodically the teacher might notice errors that are
systematic. At this
point, the teacher might introduce an activity which focuses on form.
(Krashen and
Terrell 1983: 35)
If it is true that
we acquire languages via comprehensible input, and if language
acquisition
is central, not
language learning, then it follows that the most important element in
any
language teaching
program is input. Language is best taught when it is used to transmit
messages, not when
it is explicitly taught for conscious learning.
(Krashen and Terrell
1983: 35)
- Diffrence between :-,
Acqusition
Lerning
Acqusition
Learning
- Gradual
Development
- conscious prosses .
- It happens
naturally .
- Grammer ,vocabulary and rules are
learnt in controlled manner.
- it happens
through interaction with the ones - it
happens in school college and so
who are native
native spearkers . on.
- Focus is on
meaningful communication not on - Activities and
methods are designed
grammatical forms
focus is on grammer.
Language
learning :-
- First language
- second language
- once native
language - Not the native
language
- Learned in the
childhood - Learned in addition
to the native language
- Mother language
- Acquried language
- SLA has been strongly influenced by L1 acqusition .SAL researchers have look to L1 acqusition for insights in to the two ways of hte investigating like the aqucition prosses as well as the outcomes of th research.
- Research
product
oriented
prosses
oriented
Dulay
and Burt 1974
lond
1981 , stephen krashen 1980
-To determine
whether there id natural sequence To focus on the
process how l2 can be
in the order in
which L2 learners acquire the acquired .
grammer of the
traget language
-Rejected hypotheses
that L2 Acquisition ecquisition The way we learns
language
-equales L1
acquisition.
Consciously is diffrent to the
subconscious acqution . Both are the
diiffrent mental prosses.
- These researechers arguees that items can be learned when they are one stage ahead of leaner's present processing capacity . This is call the ' teachability 'hypothesis.
- According to his comprehen sible inputs hypothesis input hypothesis when the students understand a massage in the langauage contains a structure his or her current level of competences advances by onr stap and thet structure is aquired.
- Long advanced the following argument in the favour os task which promotes the converstional adjustment or interactional modification on the part of the learners :-
A – is linguistic
adjustment
B – is
compresencible inputs
C – is
acquisition
in that Step 1 :
(A) promotes ( B )
Step 2 :
( B ) promotes ( C )
Step 3 :
( A ) promotes ( C )
- Satiesfactory evidens of the A – B – C progression would be allow the linguistic enviorment to be posited as an indirect causal vaireble in SLA.
- Summaries of some sample studies into second language acquisitionin the classroom : -
- These summaries are intended to give some idea of the scope and focus of research
investigating SLA in
the classroom. If you are interested in these studies, you are
advised
to read the original
reports. It is also highly advisable t look at the additional
literature
provided in the
select list of references.
Long,
M 1981.
- Two-way information gap activities (which require the exchange of information among all
participants, each
of whom possesses some piece of information not known, but required
by all other
participants to solve a problem) facilitate comprehension. Such
activities
promote optimal
conditions for students to adjust their input to each other’s level
of
comprehension (ie
modifying the interaction) and thereby facilitate their second
language
acquisition.
Long,
M 1983.
- ‘Does second language instruction make a difference?: A review is :-
- This paper reviews studies reporting conflicting findings on the efficacy of instruction.
However, the picture
is clarified if two distinctions are observed: i) the absolute effect
of
instruction versus
its relative utility and ii) whether or not studies controlled for
instruction
and/or naturalistic
exposure.
- While not overwhelming, results suggest that, on balance, instruction is beneficial for
children as well as
adults, for beginning, intermediate and advanced students, on
integrative as well
as discrete point tests and in both acquisition-rich and
acquisition-poor
environments.
C
and T Pica 1986.
- Do they facilitate second language acquisition?‘
- This paper reports on studies conducted to determine the effects of task type (involving
optional and
required information exchange) and participation pattern (teacher
directed,
small group and
pairs). Results suggest that a task with a requirement for
information
exchange (a two-way
information gap activity) is crucial to the generation of
conversational
modification of
classroom interaction. The study accepts the premise that
conversational
modification
(interaction which is altered linguistically or conversationally to
facilitate
comprehension of
intended message) is instrumental in second language acquisition.
Small groups and
pairs produce more modification than teacher-fronted (whole class)
work.
Duff,
P 1986.
- Newbury House: Rowley Ma
- This study examines the effect of task type (convergent or problem-solving tasks versus
divergent tasks, eg
debates) on the input and interaction of non-native
speaker-non-native
speaker dyads.
- While both types of task can be considered two-way, in that there is required information
exchange between
members of the dyads, the study shows that debates reduce the
opportunities for
negotiation of input and are therefore hypothesised to be less
effective
for acquisition.
Rulon,
K and J McCreary 1986.
- Negotiation of content: Teacher-fronted and small-group interaction.
- Newbury House: Rowley Ma
- The purpose of this study was to examine negotiated interaction in small-group and
teacher-fronted
activities in the ESL classroom. It was found that when students are
placed in a group
situation and asked to complete a contextualised two-way task,
significantly more
negotiation of content takes place that when the teacher leads the
discussion.
- It is concluded that ‘working in small groups after the completion of listening
and/or reading
comprehension passages may not only promote an atmosphere essential
to successful second
language learning but may enhance the students’ comprehension
of the passage as
well.’
Porter,
P 1986.
- How learners talk to each other: Input and interaction in task-centreddiscussions.
- Newbury House: Rowley Ma Porter conducted a study into the language used by adult ESL subjects and native speakers of English in task-centred discussions. She found that input received by
- ESL students from non-native speakers was just as comprehensible as that from native
speakers.
- In fact, she found that learners received more and better quality input from
advanced
learners than from either intermediate learners or native speakers,
and that
learner
Claims
:-
- Adults can acquire a second language easily…!
- Practice does not make language perfect.
- Knowing a language rule does not mean one will be able to use it in an interaction.
- One cannot achieve native like command in an hour.
- Comprehension of text depends on learners ability to understand language.
- Learner already has a language available.
- Atmosphere of the learner.
http://www.slideshare.net/vaidehi09hariyani/second-language-acquisition-65883184
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