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Chapter 2

Chapter 2. Second Language Acquisition. Success Stories. L2 Students you’ve seen who: Began with little or no target language skills Struggled through with limited assistance Succeeded (became competent speakers) May be: English as target or other language…

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Chapter 2

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  1. Chapter 2 Second Language Acquisition

  2. Success Stories • L2 Students you’ve seen who: • Began with little or no target language skills • Struggled through with limited assistance • Succeeded (became competent speakers) • May be: • English as target or other language… • A student, friend or yourself… • Together we’ll relate the story to SLA concepts

  3. Whaddya ‘Know”… Challenge: Relate each of the below to ESL teaching… • phonetic system • the sounds of the language • phonological system • the sound patterns of the language • lexical system • the words or vocabulary of the language • morphological system • the patterns of word formation of language • syntactic system • the structure of sentences of the language • semantic system • the meanings of words and sentences of the language • pragmatic system • how the language is used in the context of spoken discourse

  4. Dave’s Language Model Pragmatics Reception: Listening, Reading, etc Semantics Pronunciation Syntax Vocabulary Meaning & Usage Phonetics Phonology Idioms Morphology Culture StyleRegisterDialect Intonation

  5. Say What?! • Metaphors • Idioms • Phrasal verbs • Sarcasm • Irony So… How do we teach these?

  6. ‘Powerful’ Language • Prestige  SAE • Written media • Aural/Oral media • Formal settings • Code &/or Style switching

  7. ‘Personal’ Language • Ebonics • Black English • African American English • Spanglish • Appalachian English • Etc. Cultural heritage // Self-worth

  8. Language Family Tree GermanEnglishDutch EnglishFinish English Finish Chinese (S) Chinese (M) Chinese (S) Chinese (M) Grma Grma Grpa Grpa Chinese (M) Eng, Finish Chinese (M & S)English Eng Mom Dad Eng, Chin, Jap Chinese (M), Eng, Jap • Questions: • Family feelings: Language • Lost? Why/not? • Education • Literacy • Employment • Patterns: • Cultural groups • Other factors: • Education • Literacy • Employment Jen & Jes English & Chinese

  9. How We ‘Get’ It: L1 • Behavioralist • Innatist • Interactionist Whaddya Think?

  10. How We ‘Get’ It: L2 • Behavioralist • Audio-Lingual Approach • Listen  Speak  Read  Write • Error-phobic • Innatist • SLA similar to FLA (Krashen – More to Come) • Interactionist • Let nature take its course…

  11. Krashen’s Hypotheses • Acquisition–Learning • Monitor • Natural Order • Input • Affective Filter

  12. Krashen Take-Aways • Focus on Communication • Accept Silent-Period • Create Low-Anxiety Learning • Krashen on Reading…

  13. Textual Quote To the extent that linguistically, culturally and academically diverse students are able to work together to accomplish learning tasks, thinking through procedures and problems as a group, they create the moment to moment sharing of linguistic and cognitive resources that can lead to not only academic learning, but also respect and rapport amongst each other (Gutierrez, et al, 2001) Peregoy & Boyle: p. 58

  14. SLA in School • Formal study vs. immersion • Age, social cognitive & personality • Teacher expectations • Social vs. academic language • Comprehensible input • Errors – Explicit & Implicit correction

  15. Discussion • Your own L2 learning experience • Age • Culture • Context / Environment • Hardest? • Easiest? • Why? • Level of proficiency • Theory in the teaching?

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