M1 5a Second Language Acquisition more recent research

60 mins

Were going to build from the point where Tom and your presentations left off in the History and Development of ELT. Print it off fill it in then check in the answer key at the end. Just to check you have got that information locked into place ...W/S A It is in rough time order down the page, but lots of things overlap. More recent developments overlap even more, but this is to try and give you the same overview of where things have gone since then. ...H/O B You have had sessions on learning styles and lexis and there are sessions coming up on CR, discourse analysis and genre (as part of writing). Today we are going to look at the top left quarter, at how people learn language. One of the biggest changes in perspective on learners and language was when we moved from seeing learners as having an inaccurate and negative knowledge of the language, to them having a growing and positive version of the language in their heads at any one time H/O C Go Look at the definition of interlanguage Selinker, early 70s. Then try to fill in the Krashen hypotheses (what were they ?) further reading if you are interested McLauglin Despite niggles with the theory, the need for comprehensible input and the idea of an affective filter are intuitively appealing and they led to lots of SLA research : Michael Long (85) said when considering the conditions for second language learning we must decide whether factors are 1. necessary 2. sufficient 3. efficient ...... to drive forward developments in the interlanguage Krashens response yes, comprehensible input is the driving force for interlanguage development and change and the effects of this change influence production so in short, we learn to speak by listening. Krashen was influenced by immersion programmes in Canada and their early success, but later evaluation showed a big difference between the receptive and productive skills of these students (Swain 85). So comprehension may not transfer into production. Swain (1985) developed a comprehensible output hypothesis. To learn to speak we actually need to speak. Why ? Try to generate 6 reasons then check in Key E. Go back to Longs factor criteria. Input was necessary but not sufficient. What about output ? necessary ? sufficient to drive forward development in the interlanguage ? (maybe) Is it efficient ? Do they need a focus on form ? In the session we read various extracts from Lightbown and Spada in this area. Skehan cites several studies that suggest output with no focus on form leads to better strategic and discourse competence, but may not affect linguistic competence. Ellis (90) cites studies that suggest that teaching cannot affect the route to SLA, but can affect the speed. BUT latest research is more about how you focus on form. Is it better to get them to notice it or to tell them what it is. Bibliography Brown, H.D. 1994. Principles of Language learning and Teaching. Prentice Hall. Ellis, R. 1990. Instructed Second Language Acquisition. Blackwell. Ellis, R. 1993. Talking Shop: SLA Research ; How Does It Help Teachers ? ELT Journal 47/1 Ellis, R. 2003. Task Based Language Learning and Teaching. OUP (How far is TBL backed up by SLA research - good overview of research) Lightbown, P + Spada, N. 1993. How Languages Are Learned. OUP. (This is a good, easy read introduction to SLA) McLauglin, B. 1987. Theories of Second Language Learning. Arnold. (He explains Krashen's ideas and what he thinks is wrong with them) Skehan, P. 1998. A Cognitive Approach to Language learning. OUP (A good overview of the input, output, focus on form story) Van Lier, L. 1996. Interaction in the Language Curriculum. Longman. (How SLA theory should be applied in the classroom)

Ideas about how people learn language

Effects in course books and classrooms 4. ____________________ learning language is an intellectual pursuit main skills - reading, writing, translation 5. ____________________ people needed to speak - developed by Berlitz oral communication primary lots of situational dialogues

How we look at language

1. ____________________ Skinner believed in stimulus, response, reinforcer. Need to develop an automatic speech habit (He was interested in L1) 2. ___________ If language is only a habit we could never say anything new - so it isn't. It's a dynamic, creative system. Postulated Language Acquisition Device (He was interested in L1 ) Some people believed in the primacy of affective and emotional factors in the learning process. 3. __________ Said second language acquisition was similar to first language acquisition. Need comprehensible input to learn. Expect a silent period. Focus on form not necessary. Affective factors are important.

6. ____________________ First listen and speak, later read and write. Language is a set of habits - drilling and repetition No translation, no comparison, no analysis 7. ____________________ Arose at this stage, but more impact later. Learning a language is an active, intelligent, rule-seeking, problem solving process. Community Language Learning ( 8. ___________ ) The Silent Way ( Gattegno ) Suggestopaedia (9. ___________ ) 10. ___________________ Deep End Shallow End Use to learn Learn to use Little or no grammar focus Inductive grammar Functional labels Language is for communication. It developed partly in reaction to the audiolingual approach.

11. ____________________ Bloomfield - traditional tools of linguistic analysis not adequate to document all languages. He isolated linguistic structures and patterns into smaller and smaller segments - produced substitution tables.

Move from a structural syllabus to a 12. ____________________ syllabus, or at least a combination of the two. In the latter language is arranged not according to structure, but according to meanings the learner needs to express.

Use these words to fill in the blanks. Direct Method Curran Grammar translation Structural Linguistic Analysis Behaviourist Psychology Krashen Lozanov Notional Functional AudioLingual Method Cognitive Code Learning The Communicative Approach

Chomsky

SLA more recent H/O B

More recent developments overlap even more, but ... How People Learn Language Effects in Classrooms and Course Books INTERLANGUAGE INPUT OUTPUT FOCUS ON FORM View of the Learner MOTIVATION (Module Two) LEARNING STYLES (Module Two) TASKS (Next session) NEW APPROACHES TO LEXIS (Today) GENRE (In writing session week 7) CONSCIOUSNESS RAISING (CR) (Module Two) LEARNER TRAINING (Module Two) CORPUS LINGUISTICS LEXIS (Last week) DISCOURSE ANALYSIS (Week seven) CHANGING IMPORTANCE OF DIFFERENT AREAS How We Look at Language

SLA more recent H/O C One term crops up again and again when discussing these issues ... INTERLANGUAGE Errors went from being seen as unfortunate and to be avoided at all costs, to being seen as a constructive part of the learning process. Selinker (1972) coined the term interlanguage to describe the learners construct of the language at any point in the learning process. He saw it as a construct rather than, as previously, a defective model. It is the interim grammar, that is a single system composed of rules developed via the correct understanding of the target language, but also through transfer, overgeneralisation or simplification. A QUICK RECALL OF KRASHEN's IDEAS What were Krashen's hypotheses about ? In your group try to note down one or two sentences to explain each of the following. (Don't get too lengthy/technical) The Acquisition /Learning Hypothesis The Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis If you are interested in reading more about Krashen and why he was or wasn't right, try McLaughlin. (see bibliography)

Answer key for handout one 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. behaviourist psychology chomsky krashen grammar translation direct method audiolingual method cognitive code learning curran lozanov the communicative approach structural linguistic analysis notional functional

KRASHEN - A REMINDER The Acquisition / Learning Hypothesis We acquire language when we engage in meaningful interaction, as with children and L1. We learn consciously when we study and pay attention to form. Learning cannot become acquisition. Only acquired language is available for natural, fluent communication. The Monitor Hypothesis The learned system can act as editor or monitor, polishing what the acquired system produces, but needs time, focus on form and knowledge of the rule to do so. If language is produced quickly and spontaneously it must be acquired, not learned. The Natural Order Hypothesis There is a predictable sequence of learning. Rules which are easy to state are not always first to be acquired. The Input Hypothesis We acquire language by receiving comprehensible input. This input should contain forms and structures just beyond the learners current level of competence in the language, then comprehension and acquisition will occur. The Affective Filter Hypothesis Affect is motives, needs and emotions. Depending on the learners state of mind, the filter limits what is attended to or acquired.
SLA more recent H/O E

Swain (1985) developed a Comprehensible Output Hypothesis. To learn to speak, you actually have to speak.

Why ? 6 reasons 1. To generate better input When you feedback to the speaker, you get input that is more finely tuned to your needs. If you only listen you rely on luck that it may be at your level. 2. To force syntactic processing If you know you are going to have to speak, you pay attention better so you can use things you have noticed later on. 3. To test hypotheses 4. To develop automaticity Frequent use will improve fluency as with any skill. 5. To develop discourse skills If the making of meaning is a collaborative activity, we have to take part in discourse to learn how to build conversations. 6. To develop a personal voice Otherwise you will be dependent on expressing yourself with only those meanings you have been exposed to.