Module 2: Part 2

1. Module 2: Part 2 Processes of Adult Language Learning

2. Essential questions • What are some important influences on adults’ language learning? • What are the processes of adult language learning? • What does it mean to be a competent language user? Second Language Acquisition and the Adult Learner

3. Second Language Acquisition and the Adult Learner Part 1. Learner differences and the way they affect language learning. Part 2. Theories about the process of second language learning. Part 3. The competent language user Second Language Acquisition and the Adult Learner

4. Part II: What are the processes of adult language learning? Theories of language learning: • Psycholinguistic theories • Socio-cultural theories Second Language Acquisition and the Adult Learner

5. Could you put this graph in the IIO slides on the next pages?

6. Psycholinguistic Theories Need a diagram here –I don’t know how to make the one I have in mind. Does Dixon do graphics?? Input –Interaction—Output (IIO Models)Theories on Input • Universal Grammar Theory (ok) • The Input Hypothesis • i + 1 leads to learning (Krashen) • Input and intake (Gass) Second Language Acquisition and the Adult Learner

7. Include graphic Input – Interaction – Output Comprehensible Output We need “to incorporate the notion of being pushed towards the delivery of a message that is not only conveyed, but that is conveyed precisely, coherently, and appropriately” (Swain, 1985, p. 248-9).

8. Input – Interaction – Output include graphic Example: • NS: Do you like California? • NNS: Huh? • NS: Do you like Los Angeles? • NNS: Uhm… • NS: Do you like California? • NNS: Yeah, I like it. (Gass, 2001, p. 274) • Theories on Interaction • “Negotiation of meaning” (Michael Long, 1996)

9. Simplified version of Gass’s model of IIOThe input – interaction – output model INPUT Negotiation of meaning Native speaker modification of input COMPREHENDED INPUT Noticing Comprehension of meaning for immediate communicate purposes Comprehension of syntax for longer-term learning INTAKE INTEGRATION New language integrated into existing knowledge Restructuring of learner’s existing language system OUTPUT At this stage, but also in interaction throughout the process This simplified model is adapted from a model by Susan Gass. Source: http://www.sflip.org.uk/

10. Summary of Psycholinguistic Theories Input –Interaction—Output IIO Model - Input: i + 1 (Krashen) • Interaction: “Negotiation of meaning” (Long) • Output: (Swain) • Input and intake (Gass, 1988a)

11. Sociocultural Theories Context “[T]he social environment is not the context for, but the source of, mental development” (Swain & Deters, 2007, p. 821)

12. Sociocultural Theory (Vygotsky, 1962) • Language as a mental tool • Human activity and interaction requires language • Learning results from internalization of social processes • Zone of proximal development (ZPD) Lev Vygotsky, 1896-1934)

13. Language is a tool of the mind(Swain and Deters, 2007) • The act of using language (i.e. speaking and writing) can be considered part of the language learning process. • An activity in which we use language to learn language is called “languaging”.

14. Second Language Identities (Norton, 2000) • Second language learning involves becoming a member of a social community. • As you learn a second language, you reconstruct your identity. • Failure to learn a second language can be understood as non-participation.

15. Re-cap Socio-cultural theories • Language is a tool of the mind • “Languaging” • Second Language Identity

16. Activity • NS: Who is the best player in Colombia? • NNS: Colombia? • NS: Does uh…who is the Colombian player? • NNS: Me? • NS: No, in Colombia, who is the player? • NNS: In Colombia plays. Yah. • NS: No, on your team. On the Millonarios. • NNS: Ah yah, Millonarios. • NS: On the Millonarios team. • NNS: Millonarios play in Colombia. In Sud America. • In Europa. • NS: Do, do they have someone like Pele in Colombia? • NNS: Pele? In Colombia? Pele? • NS: In Colombia? Who is, who is Pele in Colombia? Do you have someone? • NNS: In Bogota? • NS: Yeah, who is the best player? • NNS: In Santo de Brazil? • NS: Ok (gives up) and are you center forward? (Gass & Selinker 2001: 276 )

17. Where do you see examples of “negotiation of meaning”? • Do you see any evidence that the input becomes intake for the NNS? • 3. Is “languaging” occurring, and if so how?

18. Assessment Assessment Processes of adult language learners 1. Exposure to the target language is necessary and sufficient for learning the language. F 2. Interaction is important for language learning because it allows learners to test what they know about a language and to figure out their current misunderstandings about the language. T 3. Sociocultural theories of language learning see a learner’s social context as an important influence but not actively part of the learning process. F 4. “Languaging” refers to the process of using language in order to learn the language. T 5. The language that learners produce, i.e. their output, is primarily important for demonstrating what they already know or have already learned about the target language. F