Lecture 6 psychological aspects of second language acquisition
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Lecture 6 Psychological aspects of second language acquisition. L1 versus L2. M K Leonard et al (2011). Language Proficiency Modulates the Recruitment of Non-Classical Language Areas in Bilinguals. In PLoS ONE 6(3): e18240.

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Lecture 6 Psychological aspects of second language acquisition

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Lecture 6 psychological aspects of second language acquisition

Lecture 6Psychological aspects of second language acquisition


L1 versus l2

L1 versus L2

M K Leonard et al (2011). Language Proficiency Modulates the Recruitment of Non-Classical Language Areas in Bilinguals. In PLoS ONE 6(3): e18240.

MEG responses to first language words, second language words, and pictures during lexico-semantic processing (~400 ms after a word is shown). Regions with arrows indicate areas where responses to pictures and L2 words are similar, but differ from the responses to L1 words.

Brain activity in Spanish-English bilinguals reading words in native Spanish & second language, English.


Dissociations in l2 learning

Dissociations in L2 Learning


Multicompetence

Multicompetence

Term used by Vivian Cook in 1991 (The poverty-of-the-stimulus argument and multi-competence, Second Language Research, 7, 2, 103-117)

Multicompetence raises the problems of contamination and attrition

It also raises the problem of what qualifies as a language


Word association

Word association


Theories of l2 acquisition

Theories of L2 acquisition

  • Stephen Krashen's Five Hypotheses

    • The natural order hypothesis

    • The Acquisition/Learning Hypothesis

    • The Monitor Hypothesis

    • The Input Hypothesis

    • The Affective Filter Hypothesis

  • Interlanguage – Larry Selinker

    • The learner does not learn the target language structure, they learn an intermediate structure

    • As the learner becomes more capable in the target language their interlanguage model drifts closer to the target language structure

    • Fossilization occurs when the learner ceases to be interested in the “nativisation” of their interlanguage

  • The reduced L1 model – Stephen Pit Corder

    • The learner starts with a simplified model of their L1, and uses that to build their L2.

    • As they become more capable in the target language the learner elaborates their model of the target language

    • Fossilization occurs when the learner feels they have a sufficient model of the target language

  • Theory of Instructed Language Learning – Rod Ellis

    • L2 utterances are Consciously planned or Unplanned

    • Pragmatic learning is more important to the learner than semantic learning

    • Teaching should attend to form as well as meaning


Pidgins creoles

Pidgins & Creoles


International icons

International icons


And finally

And finally ...


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