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Lauren Porter
Introduction
This exam was completed for E527 Theories of Second Language Acquisition.
factors that are relevant to second language acquisition, and understanding of research in
Exam
1. Please describe the theoretical basis, as well as weaknesses and goals, for the
a. Theoretical basis
dependent on L1. The main idea is that everything that is most different from the L1 will
be the most difficult to acquire in the L2. Based on the theory that language is a habit;
therefore learning a new language requires establishing a new set of habits (Gass, 2013).
Universal Grammar: Not based on/dependent on the L1. All languages consist of a set
language by children. All languages have the invariable principles. Parameters vary
theory examines individual factors including: age, aptitude, anxiety, motivation, and
personality that can influence SLA. These factors are not attributed to the L1, but to the
SECOND LANGUAGE ACQUISITION TAKE-HOME EXAM 3
individual, as the name suggests. One popular theory within individual differences is the
b. Weaknesses
Contrastive Analysis Hypothesis: Relies too much on the influence of L1. Doesnt take
into consideration the amount of input, individual differences, etc. For example, a learner
in an ESL setting who has large amounts of exposure to a target structure that is different
Universal Grammar: Too theoretical. Cant provide enough concrete evidence. Not
falsifiable, meaning you cant make observations to declare it false. Because languages
vary greatly and are present across the world, it is not plausible that universal grammar
rules exist.
individual differences, not on linguistic elements. There are so many individual factors
present that it is hard to study them and operationalize studies to target just one individual
difference. If there are concrete findings, it is hard to attribute them to a single individual
difference.
c. Goals
determine potential errors that learners will make. Influence pedagogy by highlighting
what structures will need more attention than others, based on the L1 and L2 (Gass,
2013).
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Universal Grammar: Goal is to explain the generally successful and speedy ability of
children to acquire language (Gass, 2013). Attempts to fill in the gaps when questions
arise of how children can acquire language where there is insufficient input, or when
consideration factors that are not related to linguistics. Attempt to understand why some
people are more successful at learning language than others, even in a similar setting. For
example, consider non-linguistic factors that can impact second language acquisition,
The interaction hypothesis (IH) states that negotiation for meaning during
interaction can trigger adjustments in the learner and facilitate acquisition because it
connects input, internal capacities, and output (Gass, 2013). IH has evolved from looking
at meaningful input and pushed output to include re-casts, stimulated recall to confirm
There are numerous examples in the Gass textbook of conversations involving recasts
and negotiation. For example, (12-49) shows how NNS2 recasts the correct pronunciation
of cup during a conversation with NNS1 (Gass, 2013). After several turns, the NNS1
correctly pronounces cup, after mispronouncing it several times before. Using negotiation
in conversation to elicit certain structures can be used to support claims of the interaction
hypothesis.
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To examine and test the interaction hypothesis, I would design a study with a NS
production of simple past tense by the NNS. I would measure this and test it through
conversation analysis. I would ask the research question, Does explicit feedback in the
form of the correct recast help NNS learn the simple past tense of verbs? For this study,
I would target high-beginner to intermediate learners who would be familiar with simple
past tense but who may not have mastered it yet. I would do this is an ESL setting with
one (always the same) NS meeting with each NNS individually. They would all receive
the same strip sentence story when they met with the NS, who would first run through the
story giving a brief description of the events using the simple past. This would be an
indirect clue as to what the target structure is and to elicit use of the simple past. I would
use a strip story with pictures of scenes that would incorporate vocabulary already known
to the NNS. After the NS briefly describes the story (in the same way for each learner), I
would have the NS elicit the targeted structure (simple past tense) by asking What
happened in the story? The NS would ask about different parts of the strip story one by
one, and re-cast the correct past tense form when the NNS used them incorrectly. For
example:
NS: Oh, he walked to the park? Why do you think he walked to the park?
The conversations would be recorded so that each one could be analyzed later.
There would be a time limit of 20 minutes for each participant to try to keep some
regularity.
acquisition is to examine SLA in a more holistic fashion, and to answer questions about
why some learners are more successful than others in SLA, as well as why learners
fossilize at different stages. If research was only centered on linguistic variables, it would
be difficult to answer these questions because, for example, in a certain class (which
learners are assigned to based on their level), learners are exposed to the same structures
of language at the same speed and with the same mode of instruction. However, at the
end of a class, some learners are more successful than others. Additionally, some learners
will fossilize in stages that other learners will not. If the control variables of linguistics
have been constant, there must be other factors at play. There are methodological
For example, how would you know if a student is not acquiring the language because of
aptitude? Or motivation? Or anxiety? Oftentimes, these factors are intangible, and they
are interconnected. This makes it hard to prove, and also disprove (or falsify) some
claims. Additionally, if, for example, a student struggles with anxiety, it is hard to design
a study to test their knowledge in an environment that rids them of anxiety. How do you
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prove that they no longer have anxiety? A lot of research on non-linguistic factors uses
self-reports to measure these variables. Self-reports are not concrete, 100% reliable, or
acquisition research.
hypothesis, Natural Order hypothesis, Input hypothesis, Affective Filter hypothesis, and
Reading Hypothesis (Gass, 2013). Although Krashens hypotheses have been largely
One specific example is Nel De Jongs 2005 study, Can Second Language
if second language grammar could be taught through listening. The research studied the
idea of the Input Hypothesis as proposed by Krashen, which states that acquisition occurs
when learners receive comprehensible input (i+1). Comprehensible input denotes that the
input students are receiving is slightly above their current level. Pedagogically speaking,
and related to the study, this means that speech emerges as a result of comprehensible
input. In other words, perhaps structures can be taught implicitly solely through input.
The idea is that if enough of the input is understood by the students, grammar will
develop.
agreement in Spanish. He divided the participants into three groups; one group received
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receptive training (comprehensible input, i +1), one received receptive (i+1) and
productive training, and the last group was a control group that received no training, but
A criticism of this study is that it was performed over a short period of time. I
believe it is difficult to isolate the differences between implicit and explicit knowledge in
it is hard to say that the type of instruction was the main factor for either comprehension,
Krashens Affective Filter Hypothesis can still be seen in more recent research on
non-linguistic influences. The Affective Filter hypothesis states that when people are
receiving input, some learners have a filter that is up. This filter includes factors like
anxiety, motivation, and self-confidence. This idea of a filter was one way to try to
understand why some students do not learn when others do (Gass, 2013). Today, non-
linguistic influences include the same as mentioned above, and also include aptitude, age,
and personality. However, it is very hard to conduct studies that can pin point one of these
factors as a source for impeding knowledge. As stated earlier, many of these studies also
collecting data.
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References
Gass, S.M., Behney, J., & Plonsky, L . (2013). Second language acquisition: An
Introductory course (4th ed.). New York, NY: Taylor and Francis.