Chapter 1 introduction describing and explaining l2 acquisition
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Chapter 1 Introduction: Describing and Explaining L2 Acquisition. Second Language Acquisition (Rod Ellis) LUTFIANA TYAS MAHARANI 2201410072 Rombel 403-404. What is “Second Language Acquisition”?.

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Chapter 1 introduction describing and explaining l2 acquisition

Chapter 1Introduction: Describing and Explaining L2 Acquisition

Second Language Acquisition (Rod Ellis)

LUTFIANA TYAS MAHARANI

2201410072

Rombel 403-404


What is second language acquisition
What is “Second Language Acquisition”?

Second itself can refer to any language that is learned subsequent to the mother tongue. L2 acquisition can be defined as the way in which people learn a language other than mother tongue, inside or outside of a classroom and Second Language Acquisitions as the study of this.


What are the goals of sla
What are the Goals of SLA?

  • One of the goals of SLA is the descriptions of L2 acquisition.

  • Another is explanation.


Explanation means identifying

that account for why learners acquire an L2 in the way they do.

The external factors

The internal factors


The external factors are:

  • The social milieu in which learning take place. It can influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it.

  • The input that learners receive.


The internal factor
The internal factor

  • Learners possess cognitive mechanisms which enable them to extract information about L2 from the input.


The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.


How language help to learn a particular language
How language help to learn a particular language? proceeds and to explain this process and why some learners seem to be better at it than others.


The two case studies which we will examine are : proceeds and to explain this process and why some learners seem to be better at it than others.

  • A case study of an adult learner learning English in surroundings where it serves as a means of daily communication.

  • A case study of two child learners learning English in classroom.


For example of a case study of an adult learner learning : proceeds and to explain this process and why some learners seem to be better at it than others.

Omit –s from plural nouns, rarely put –s on the third person singular of verbs, and never used the regular past tense


For example of a case study of two child learners: proceeds and to explain this process and why some learners seem to be better at it than others.

R just pointed at a piece of card to let the teacher know that he wanted him to put a staple in it. He saying ‘Sir, give me a paper’

Then sometimes after this, they learned to use ‘Can I have _____?’


The purposes
The purposes proceeds and to explain this process and why some learners seem to be better at it than others.

  • Raise a number of important methodological issues relating to the description of learner language.

  • Raise issues relating to the description of learner language.

  • Point to some of the problems researchers experience in trying to explain L2 acquisition.


Methodological issues
Methodological Issues proceeds and to explain this process and why some learners seem to be better at it than others.

  • Issues in the description of learner language

  • Issues in the explanation of L2 acquisition


Issues in the description of learner language
Issues in the description of learner language proceeds and to explain this process and why some learners seem to be better at it than others.

1. Learners make errors of different kinds.

2. Second language learners acquire a large number of formulaic chunks, which they use to perform communicative functions.

3. Learners acquire the language systematically.


Issues in the explanation of l2 acquisition
Issues in the explanation of L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.

  • Learners internalize chunks of language structure but on the other hand they acquire rules. So, learners must engage in both of item learning and system learning.

  • The systematic nature of second language acquisition also requires explanation.


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