Chapter 2 :

1. Chapter 2 : THE NATURE OF LEARNER LANGUAGE Second Language Acquisition Rod Ellis 1997 Shinta Devi BT/2201410014

2. Errors and Error Analysis • Reason for focusing on errors : • Errors are conspicuous (obvious) feature of learner language • Errors are useful for teacher to know what errors leaners make. • Errors can help leaners to learn when they elf-corrected the errors they make • Identifying errors Compare the sentences leaners produce with the normal or correct sentences in the target language.

3. Differentiate between mistake and error Error : occurs because the leaner does not know what is correct (lack of knowledge) Mistake : occurs because the leaner is unable to perform what he or she knows (slip) • Describing errors • Classify error into grammatical categories. example : error in past tense

4. Try to identify general ways in which the learners’ utterances differ from the reconstructed target-language utterance. a. Omission b. Misinformation c. Misordering • Explaining errors errors are : systematic, predictable, universal, only common to learners who share the same mother tongue or whose mother tongues manifest the same linguistic property

5. Error evaluation Some error can be considered more serious because they interfere with the intelligibility of what someone say. there are two kinds of error : • Global errors : violate the overall structure of the sentence • Local errors : affect only a single constituent in the sentence difficult to be processed less likely to create any problem

6. Development Pattern • The early stages of L2 acquisition • silent period : the children make no attemp to say anything • The children begin to speak but find it difficult to speak in full sentences Example : I no blue preparation through listening or reading it so they leave some words out

7. The learners begin to the grammar of the second language. this stage raises two questions : 1. acquisition order the learning of a featur of progressive –ing before a feature like past tense –ed 2. sequence of acquisition of particular grammar structure the learning of structures in a single step or the leaner proceed through a number of interim stages before mastering the target structure.

8. The order of acquisition when they do their research, the researchers will : • choose number of gramatical structures to study, • collect samples of learners language • identify how accuratele each feature is used by different leaners An accuracy order (A rank of the features according to how accurately each feature is used) The researchers claim that there must be a natural order of acquisition that all learners follow.

9. It raises a theoretical questions as to whether L2 acquisition is the result of : • environmental factors that govern the input to which learners are exposed OR • the internal factors which somehow dictate how learners acquire grammatical orders • Sequence of acquisition Learners acquire a grammatical structure through a series of stages en route.

10. Here is the table of the stage en route.

11. Acquisition follows a Ushaped course of development learners display a high level of accuracy only to apparently regress later before finally performing in accordance with target-language norms. this occurs because learners reorganize their existing knowledge in order to accomodate new knowledge. This is called restructuring (prevalent in L2 acquisition)

12. Some implications The importance of the discovery of common pattern in which learner language change over time is : “To support for the conclusion reached from the study of learner errors to a large extent, universal, reflecting ways” A key question for both SLA and language teaching is : Can the orders and sequences of acquisition can be altered through formal instruction?

13. Variability in Learner Language • Leaner language is systematical At particular state, learners consistently use the same grammatical form, although it is different from native speakers • Learner language is variable Leaners sometimes employ one form and sometimes another.

14. If the language is systematic variability is also systematic • Evidence : • Learners’ choice of past tense marker depends on whether the verb refers to an event, activity or a state (linguistic context). Effects : • the choice of past tense marker is created by the verb • the use of “to be” by the leaners • leaners use situatonal context.

15. Psycolinguistic context wheter the learners have the opportunity to plan their production. • Variable syterm of form-mappings by the leaners • Some variability is also “free” • Free variation constitutes an essential stage in the acquisition of grammatical structure

16. Stage of leaners’ development : Leaners acquire a single form to use for a variety fuction Leaners acquire other verb form Leaners eliminate non-target forms • General sequence of acquirisition applies to specific grammatical features • Indivdual learners can beat different stages in the sequence for different grammatical features

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