Bei dieser Prüfungsvorbereitung handelt es sich um eine Lernzusammenfassung in Stichpunkten zum Thema Second Language Acquisition.
Second Language Acquisition
Introducing SLA by Saville-Troike, M. (2006)
Chapter 1: Intro
- Informal and formal SL learning
- Differences + similarities of languages
- Linguistic competence (knowledge) + performance (production)
- Cognitive processes (psycholinguistics)
- Multidisciplinary approach
- Theories differ, contradict each other
- Learning conditions => social, cultural, economic factors
- Linguists: identity L1/L2
- Psycholing.: aptitude, personality, motivation, learning strategies
- Socioling.: social, economic, political differences
Chapter 2: Foundations
- English = most common L2
- Motivations for SLA
- Conquest
- Need for communication
- Immigration
- Religious reasons
- Education
- Social advancement
- Interest
- Hard to estimated number of multilinguals, interviews not reliable
- Question of proficiency
- Prestige and status of language (e.g. Haitian Creole vs. French)
- Simultaneous multilingualism = exposed to more than one language during early childhood
- middle of 20th century = learning by imitation (stimulus-response theory)
- language learning
- natural ability
- innate capacity
- children learn L1 at the same age
- master phon.+gramm. Operations by age 5/6
- create novel utterances, not mere repeating
- cut-off point
- social experience
- L1 input and interaction is needed
- Depend on cultural+social factors
- L1 vs. L2
- genetic predisposition also for L2?
- L1 = rapid, always successful
- theoretical assumptions: judge which L2 utterances are not possible
- L2 influenced by L1 prior knowledge => transfer/interference in all levels
- Resources such as world knowledge, skills of interaction
- Interlanguage as intermediate stage
- Input + interaction needed
- L2 = instruction and correction, aptitude + motivation => some learners are more successful than others
- Final state of L2 = never total native linguistic competence, proficiency varies
- Logical problem
- Chomsky => universal grammar
- Competence transcends input
- Frameworks for SLA
- Structuralism + Behaviorism => audiolingual method
- Linguistic
- Internal focus (competence): Chomsky, innate capacity
- External focus (use): functionalism
- Psychological
- Social
- Microsocial: immediate social contexts
- Macrosocial: broader contexts
Chapter 3: Linguistics
- Systematic: rules+principles
- Symbolic: agreement among speakers
- Social: communication
- Early Approaches
- Contrastive Approach
- Predicting + explaining learner problems
- Comparison L1-L2 => similarities and differences
- Pedagogical goal => increase efficiency of teaching
- Structure before meaning
- Stimulus-response-reinforcement (behaviorism)
- Transfer L1 à ß L2
- Cannot explain the logical problem, not validated
- Error Analysis
- Internal focus on learner’s creative ability
- Analysis of errors in L2
- Replaced CA by 1970s
- Focus shifted to underlying rules
- Shift to mentalism, innate capacity
- Separated pedagogical concerns
- Interlanguage
- Intermediate state
- Third language system
- Systematic, dynamic, variable, reduced system
- Morpheme Order Studies
- Natural order?
- Same elements are learned first in L1 and L2
- Monitor Model
- Language acquisition device/innate capacity
- Criticized because it is imprecise, not verifiable
- 5 hypotheses
- Acquisition (unconscious) vs. learning (conscious)
- Available only as a monitor
- Natural, predictable order
- Input needed, grammar automatically
- Affective filter
- Universal Grammar
- Principles and parameters => selecting
- Initial state in SLA
- Access to UG?
- Interlanguage
- Resetting parameters according to input
- Role of lexical acquisition
- Final state
- Access to UG
- Relationships L1-L2
- Quality of input
- Perceptiveness
- Functional approaches
- External focus
- Language as system of communication, not rules
- Systematic Linguistics
- Halliday, since 1950s
- Interrelated systems of choices
- Functional Typology
- Developmental stages of L2
- Markedness
- Function-to-form mapping
- Process of grammaticalization in L1 and L2
- Information organization
- Utterance structure: Nominal, infinite, finite
- Organizing principles
- Phrasal, semantic, pragmatic constraints
Chapter 4: Psychology
- Organization in the brain
- Bilingualism
- Coordinate
- Compound
- Subordinate
- L1+L2 stored in different areas of the brain, but both left hemisphere
- Learning process
- Information Processing
- Controlled à automatic
- Competition Model
- Adjusting internalized system
- Connectionist approach
- Connected units in the brain
- Differences
- Age
- Gender => ?
- Aptitude/talent
- Motivation
- Integrative: desire to learn, emotional factors are dominant
- Instrumental: practical value
- Cognitive style
- Preferred way of processing
- Personality
- Anxiety
- Extravert/introvert
- Learning strategies
- Cognitive – direct analysis
- Metacognitive – planning+monitoring
- Social - interaction
Chapter 5: Social contexts
- Communicative competence
- L1 = part of socialization
- Language policies
- Access to education
- Acquisition of dominant L2 => loss of L1
Understanding SLA by R. Ellis
Issues
- Research focus on grammar
- Contrastive Analysis
- Predict problems by comparison of L1 + L2
- But: many problems not a result of intereference
- Natural route
- Predictable sequence of acquisition
- L2 = L1 hypothesis (developmental-type errors)
- Learner language
- Errors = important source
- Not memorizing rules, construction of own rules
- Not systematic => variable rules (if…then)
- Varies according to situational context + linguistic context
- Individual differences
- Age, Aptitude, cognitive style, motivation, personality
- Fossilization: stop learning at a certain point
- Input
- Early studies => behaviorism, no active construction
- Chomsky => language acquisition device vs. linguistic environment
- Input as trigger or shape?
- Learner processes
- Learner strategies
- Universal grammar
- Formal instruction
The role of L1
- Replacing features of L1 that intrude L2 = restructuring process
- Never a peaceful co-existence
- But: interference not a major strategy
- Behaviorism
- Habits
- Errors
- Setting
- Classroom setting => higher interference because L1 is used
- Stage
- Elementary stage => interference
- Intermediate => overgeneralization
- Criticism of CA
- Doubts about capacity to predict errors => only small number of errors are due to interference
- Feasibility of comparing
- Relevance
- Disagreement about the role of L1
- Transfer/beavorism => SLA as habit-formation, errors = result of interference
- CA => general learning theory, importance of L1 questioned
- Re-examination
- Avoidance predicted
- Similarity
- Interference more likely when L1 and L2 are similar
- Multi-factor approach
- Sets of factors
- Universal, specific L1, specific L2
- L1 = resource of knowledge
- Most evident in phonology
Interlanguage
- L2 = L1 hypothesis
- High level of similarity
- But also differences: sentence patterns restricted in L2
- Acquisition device vs. creative construction
- Natural sequence of development, but order differs
- Errors = active contribution
Input + Interaction
- L2 data available + internal mechanisms for processing
- Behaviorism
- Learner = producing machine
- Linguistic environment is crucial
- Nativist account
- Learner = initiator
- Input as trigger
- Interactionist view
- Combination of both
Theories
- Acculturation (Brown, Schumann)
- Adaption to new culture
- Language = expression of culture
- Social and psychological distance between learner and language culture
- Nativization Model (Andersen)
- Accommodation Theory (Giles)
- Discourse Theory (Hatch, Halliday)
- Use => rules+structure
- Monitor Model (Krashen)
- Acquisition vs. learning
- Natural order
- Monitor (edit language performance)
- Input
- Affective filter
- Aptitude = learning vs. attitude = acquisition
- Variable Competence Model, Universal hypothesis, Neurofunctional theory
[...]
- Quote paper
- Antje Holtmann (Author), 2014, Second Language Acquisition. Lernzusammenfassung in Stichpunkten, Munich, GRIN Verlag, https://www.grin.com/document/277970