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LANGUAGE ACQUISITION
vs. LANGUAGE LEARNING
TABLE OF CONTENTS
CONTENTS
Word Stress
Phonetic Signaling
Monitor & Personality
Effects of LA and LL on
Motivation
Group Size
Final Conclusions
Appendix
My Acquisition
My Wifes Acquisition
My Daughters Acquisition
Language Living-Learning
Centers
Up to
the
1950s
Gramma
rTranslat
ion
From
the
1950s
to the
80s
Audiolin
gual
Approac
h
From
the
1990s
on
Commu
nicative
Approac
hes
Behaviorism
Behaviorism is
is aa theory
theory
in
the
field
of
learning
in the field of learning
psychology
psychology according
according to
to
which
which learning
learning is
is habit
habit
formation
formation based
based on
on
imitation,
repetition
imitation, repetition and
and
negative
or
positive
negative or positive
reinforcement.
reinforcement.
SLA receives a push forward in the 80s with Stephen Krashens Natural
Approach based on his Acquisition-Learning hypothesis. Krashen maintains
that children and adults can acquire languages naturally.
One does not need to learn and master grammatical structures and
vocabulary, nor does one need to imitate, memorize and repeat exhaustingly
chunks of the foreign language in order to attain proficiency in it.
Instead, a foreign language can be less frustratingly acquired within the
context of human interaction and through exposure to the target language.
O movimento em favor do aprendizado natural de idiomas recebe um impulso
nos anos 80 com a teoria de Stephen Krashen, baseada nos conceitos de
Acquisition e Learning. Krashen afirma que crianas e adultos podem assimilar
lnguas naturalmente.
A pessoa no precisa estudar gramtica e vocabulrio nem precisa repetir e
decorar exaustivamente frases da lngua estrangeira para se tornar proficiente.
Em lugar disso, a lngua estrangeira pode ser assimilada naturalmente e de
forma menos frustrante atravs de interao em ambientes onde ela predomina.
LANGUAGE ACQUISITION
"Acquisition requires
meaningful interaction in
the target language
natural communication
in which speakers are concerned not with the
form of their utterances but with the messages
they are conveying and understanding."
(Stephen Krashen).
Para que ocorra acquisition, imprescindvel que haja interao inteligvel na
lngua-alvo comunicao natural , na qual os protagonistas esto concentrados
no nas formas gramaticais da linguagem produzida, mas sim na mensagem que
esto transmitindo e entendendo.
Comprehensible
Comprehensible input
input
is
is the
the target
target language
language
that
that the
the learner
learner would
would
not
be
able
to
produce
not be able to produce
but
but can
can still
still understand.
understand.
ItIt goes
goes beyond
beyond the
the
choice
of
words
choice of words and
and
involves
presentation
involves presentation of
of
context,
explanation,
context, explanation,
rewording
rewording of
of unclear
unclear
parts,
parts, the
the use
use of
of visual
visual
cues
cues and
and meaning
meaning
negotiation.
negotiation.
The
The meaning
meaning
successfully
successfully conveyed
conveyed
constitutes
the
constitutes the learning
learning
experience.
experience.
See a demonstration here.
LANGUAGE ACQUISITION
LANGUAGE ACQUISITION
ASSIMILAO NATURAL
LANGUAGE ACQUISITION
LANGUAGE ACQUISITION
LANGUAGE ACQUISITION
Exemplo comum de
language acquisition
so os adolescentes e
jovens adultos que
residem no exterior
durante um ano
atravs de programas
de intercmbio cultural,
atingindo um grau de
fluncia na lngua
estrangeira prximo ao
da lngua materna,
porm, na maioria dos
casos, sem nenhum
conhecimento a
respeito do idioma.
No tm sequer
noes de fonologia,
nem sabem o que
perfect tense, verbos
modais, ou phrasal
verbs embora saibam
us-los intuitivamente.
LANGUAGE LEARNING
LANGUAGE LEARNING
ESTUDO FORMAL
LANGUAGE LEARNING
LANGUAGE LEARNING
But in face of
the complexity and irregularity of the
languages, it
often leads to
nowhere.
LANGUAGE LEARNING
LEAR
NING
Artificial
Technical
ACQUI
SITION
Natural
Personal
Priority on
the written
language
Priority on
the spoken
language
Theory
(language
analysis)
Practice
(language in
use)
Deductive
teaching
(rule-driven;
top-down)
Preset
syllabus
Inductive
coaching
(rulediscovery;
bottom-up)
Learnercentered
activities with
room for
Accuracy is a result of
exposure to accurate language.
Conclusion:
If we want to learn about a
language, we have to acquire it
first.
How irregular is
English?
Qual o grau de irregularidade do ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
The vowel grapheme a corresponds to one sound in Spanish
and two sounds in Portuguese (e.g. casa, cama). How many
possible interpretations are there in English? A letra a corresponde a 1 som
A.
B.
C.
D.
E.
Two
Three
Four
Five
Six
a
1.
2.
3.
4.
5.
6.
six
em espanhol e a 2 em portugus
(ex.: casa, cama). Quantas interpretaes ela tem em ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
Two
Three
Four
Five
Six
i
1.
2.
3.
4.
5.
6.
six
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
One
Two
Three
Four
Five
oo
1.
2.
3.
4.
5.
five
o grafema oo em
ingls correspondesse a
uma nica interpretao
fontica. Entretanto ...
// as in boot - /
/
// as in book - /
/
// as in blood - /
/
// as in brooch - //
// as in door - /
/
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
A.
B.
C.
D.
Two
Three
Four
Five
s
five
1. // as in basic, past, say
2. // as in because, rose
3. // as in sugar, sure
4. // as in casual, usually, television
5. /mute/ as in aisle, island
In Spanish one; in Portuguese two
SPELLING-PRONUNCIATION CORRESPONDENCE
1. bough /
/
2. cough /
/
3. dough //
4. rough /
/
5. through /
/
6. hiccough
/
/
A frustrao parece no ter fim, como podese constatar neste exemplo clssico.
SPELLING-PRONUNCIATION CORRESPONDENCE
This is irregularity!
Isto irregularidade!
SPELLING-PRONUNCIATION CORRESPONDENCE
WORD STRESS
WORD STRESS
WORD STRESS
caf,
estudar,
computador
, avio
Paroxtonas
(stress on one
before the last)
casa,
modelo,
bonito,
cadeira
Palavras
em portugus (e
espanhol) so normalmente paroxtonas,
Proparoxtonas
fgado,
two
metrpole,
quando(stress
foremon
oxtonas,
frequentemente tero acentuao grfica e,
last)
hemoflico
quandobefore
foremthe
proparoxtonas,
sempre tero acentuao grfica.
WORD STRESS
WORD STRESS
caf,
estud
ar,
comp
utado
r,
avio
ENGLIS
H
hotel,
control,
police,
improve,
exchang
e*
WORD STRESS
Conclusions:
1. If we want to learn about a language,
we have to acquire it first.
PHONETIC SIGNALING
PHONETIC SIGNALING
Phonetic signaling in linguistics is the
quantity of phonetic output per unit of
meaning.
Different languages have different levels of
phonetic signaling. In other words, the
number of syllables per word can be very
different.
Sinalizao fontica, em lingustica, a quantidade de som articulado
por unidade de significado.
Diferentes lnguas podem ter diferentes graus de sinalizao fontica.
Ou seja, podem ter um nmero maior ou menor de slabas por palavra.
PHONETIC SIGNALING
For example:
It takes 1 syllable to say dog while it
takes 3 syllables to convey the same
meaning in Portuguese: cachorro.
Pronunciamos apenas 1 slaba para dizer dog, enquanto que
precisamos pronunciar 3 slabas para transmitir o mesmo
significado em portugus: cachorro.
PHONETIC SIGNALING
Try it yourself:
1. Take the syllable as the unit of sound and
the word as the unit of meaning.
2. List a few common words from your
surroundings in English and Portuguese.
3. Add the total number of syllables for each
language.
Faa voc mesmo uma experincia:
1. Considere a slaba como unidade de som e a palavra como
unidade de significado.
2. Faa uma lista de palavras comuns em ingls e portugus.
3. Some o total de slabas em cada lngua.
PHONETIC SIGNALING
Example:
table
book
computer
pen
(1)
chair
dog
(1)
tired
work
sleep
bed
(1)
(2)
(1)
(3)
(1)
(2)
(1)
(1)
mesa
(2)
livro
(2)
computador (4)
caneta (3)
cadeira (3)
cachorro (3)
cansado
(3)
trabalho
(3)
dormir (2)
cama
(2)
-------
-------
14
27
PHONETIC SIGNALING
bad - mau
ball - bo-la
bed - ca-ma
beer
- cer-ve-ja
beet
- be-ter-raba
black - pre-to
blood - san-gue
book - li-vro
boy - me-ni-no
bread - po
brick - ti-jo-lo
bus - -ni-bus
can - la-ta
car - car-ro
cat - ga-to
chair - ca-deira
cheap - ba-rato
chin
- quei-xo
chip
- las-ca
clock - re-lgio
coat
- ca-saco
corn
- mi-lho
PHONETIC SIGNALING
air
- well
sky
tea
give
pain
I
chalk
go
there
read
light
bad
sky
- tea
no
we
bread
pair
foot
dust
quem who
rei - king
sal - salt
sim - yes
sol - sun
som
sound
sul - south
ter - have
trem
train
ver - see
vir - come
monosslabos
do portugus,
dificilmente se
encontra um
nmero maior
de slabas em
seus correspondentes em
ingls.
PHONETIC SIGNALING
a-gri-cul-ture /
/ - a-gri-cul-tura
ca-len-dar /
/
- calen-d-rio
cho-colate / /
cho-co-la-te
ci-ty / /
- ci-da-de
de-part-ment /
- depar-ta-men-to
im-por-tant /
/
- impor-tan-te
PHONETIC SIGNALING
PHONETIC SIGNALING
Difficulties in second-language
speech recognition are strongly
aggravated when the quantity of
phonetic information provided by
the target language is smaller
than the learners mother tongue.
A dificuldade de entendimento da lngua estrangeira falada
significativamente agravada se a quantidade de informao
fontica for menor que a da lngua materna.
PHONETIC SIGNALING
PHONETIC SIGNALING
PHONETIC SIGNALING
Conclusions:
1. If we want to learn about a language, we
have to acquire it first.
2. The more irregular the target language, the
more limited the result of studying it.
3. English scarcity of phonetic clues indicate
the need for oral practice rather than study.
Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta
lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral
em vez de estudo.
INTROVERTS
Introverts, who normally lack selfconfidence and often are perfectionists, will
benefit little from understanding the grammar
of the language and its irregularities. The
result can be even adverse, in the case of
languages with a high degree of irregularity
such as English.
Pessoas que tendem introverso, falta de autoconfiana ou ao
perfeccionismo, pouco se beneficiaro de conhecimento da estrutura da
lngua e de suas irregularidades. O efeito pode at ser adverso, no caso
de uma lngua com alto grau de irregularidade como o ingls.
After years of English learning in high school (grammartranslation) and language schools (audio-lingual), where
natural deviations are classified as errors and are promptly
corrected and repressed, the student who is
insecure by nature may develop a mental
block that discourages spontaneity due to
his awareness from experience that there is
a high probability of making a mistake.
Com pouco contato com a lngua falada e depois de anos de ingls inspirado
em learning no ensino mdio e em alguns cursos livres, onde desvios naturais
de linguagem so classificados como "erros" e prontamente corrigidos e
reprimidos, o aluno adquire conscincia da alta probabilidade de se cometer
erros com a lngua. Para aqueles que por sua natureza so inseguros, isto
pode se transformar num bloqueio que compromete a espontaneidade.
Estudei ingls por 4 anos, o que descobri ser muito pouco para quem tem
verdadeira inteno de aprender e obter fluncia. Estou desesperadamente
a procura de uma sequncia para meus estudos, pois no consegui me
soltar na conversao justamente por insegurana.
Bete Freitas 3/1/02
No meu caso, tive muita dificuldade para me tornar fluente na segunda lngua (ingls) devido
interferncia de dois fatores. O primeiro foi a estratgia de aprendizado, baseada em
traduo (da L2 para a L1 e para a L2, novamente) com aulas inspiradas pelo mtodo de
traduo e gramtica. Era lento e me dava dores de cabea e frustrao. Depois, passei um
ano inteiro traduzindo durante um programa de intercmbio. A segunda interferncia foi baixa
autoestima, acreditando no conseguir produzir a L2 devido a uma educao opressiva
vivenciada em meu curso universitrio no Brasil. Os professores acreditavam que notas
baixas refletiam um curso puxado (significando bom), ento nada era suficientemente bom.
Os alunos se formavam surdos lngua estrangeira falada. (minha traduo)
I would like to start teaching English; Ive been studying it for 10 years at *****,
now in the last book of the series. But I still have a lot of difficulties with
pronunciation and conversation. Is that normal for a person that has studied
English for 10 years?
EXTROVERTS
Extroverts, who talk too spontaneously, also benefit little
from learning. Their monitoring function is almost
inoperative and subject to an impulsive personality that
manifests itself without much concern with accuracy. The
only ones who benefit from learning are people whose
personalities are midway between introvert and extrovert,
and manage to apply the monitoring function in a moderate
and effective form.
Pessoas que tendem extroverso, a falar muito, de forma espontnea e improvisada, tambm pouco se beneficiaro do conhecimento gramatical obtido por meio de
learning, uma vez que a funo de monitoramento quase inoperante, est
submetida a uma personalidade intempestiva que se manifesta sem maior cautela.
Os nicos que se beneficiam de learning, so as pessoas cujas caractersticas de
personalidade se situam num ponto intermedirio entre a introverso e a extroverso,
e que conseguem aplicar a funo de monitoramento de forma moderada e eficaz.
Existncia e conhecimento da regra: que haja uma regra que se aplique ao caso, e
que a pessoa tenha conhecimento desta regra bem como das possveis excees.
Conclusions:
1. If we want to learn about a language, we have
to acquire it first.
2. The more irregular the target language, the
more limited the result of studying it.
3. English scarcity of phonetic clues indicate the
need for oral practice rather than study.
4. The applicability of the monitor is narrow.
Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar
esta lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em
vez de estudo.
A utilidade da funo de monitoramento da fala limitada.
Conclusions:
1. If we want to learn about a language, we have to
acquire it first.
2. The more irregular the target language, the more limited
the result of studying it.
3. English scarcity of phonetic clues indicate the need for
oral practice rather than study.
4. The applicability of the monitor is narrow.
Conclusions:
1.
2.
The more irregular the target language, the more limited the result
of studying it.
3.
4.
5.
Instead of a
syllabus, language
acquisition
programs offer
intercultural
communication
through a
personal
relationship.
Em vez de um plano didtico, programas inspirados em
language acquisition oferecem comunicao intercultural
atravs de um relacionamento pessoal.
Conclusions:
1.
2.
The more irregular the target language, the more limited the result of
studying it.
3.
English scarcity of phonetic clues indicate the need for oral practice
rather than study.
4.
5.
6.
The younger the learner, the more efficient acquisition will be over
learning.
7.
1. Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.
2. Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
3. A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em vez de estudo.
4. A utilidade da funo de monitoramento da fala limitada.
5. Abordagens inspiradas em learning podero mais facilmente desgastar a motivao.
6. Quanto mais jovem for o aprendiz, maior ser a eficcia de acquisition sobre learning.
7. Programas inspirados em language acquisition exigem modelos nativos de performance.
GROUP SIZE
GROUP SIZE
GROUP SIZE
GROUP SIZE
GROUP SIZE
GROUP SIZE
GROUP SIZE
Conclusions:
1. If we want to learn about a language, we have to acquire it first.
2. The more irregular the target language, the more limited the result of studying it.
3. English scarcity of phonetic clues indicate the need for oral practice rather than
study.
4. The applicability of the monitor is narrow.
5. Learning-inspired approaches are more likely to drain motivation before
proficiency is attained.
6. The younger the learner, the more efficient acquisition will be over learning.
7. Acquisition-inspired programs require native-like performance models.
Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em vez de estudo.
A utilidade da funo de monitoramento da fala limitada.
Abordagens inspiradas em learning podero mais facilmente desgastar a motivao.
Quanto mais jovem for o aprendiz, maior ser a eficcia de acquisition sobre learning.
Programas inspirados em language acquisition exigem modelos nativos de performance.
Programas inspirados em language acquisition exigem grupos pequenos.
FINAL CONCLUSIONS
FINAL CONCLUSIONS
FINAL CONCLUSIONS
FINAL CONCLUSIONS
FINAL CONCLUSIONS
APPENDIX
My acquisition of English
At the age of 27, I
went to live and work
in the U.S. for 4
months. Two years
later I went again for
a period of 11
months. At the age
of 37 I went for the
third time for a period
of 18 months to
attend graduate
school and since
then Ive had contact
with native speakers
on a regular basis.
From 3 to 6 in Japan
(kindergarten)
6 to 8 in the U.S.
(elementary school)
8 to 15 in Brazil
(elementary school)
15 to 16 in Japan
(high school)
16 to 19 in Brazil
(high school & college)
19 to 20 in the U.S.
(college)
20 to 22 in Brazil
(college)
22 to 24 in the U.S.
(working)
24 to 29 in Brazil
29 to 30 in Japan