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Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Meeting 5 Second language acquisition (ch.15)

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Presentation on theme: "Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Meeting 5 Second language acquisition (ch.15)"— Presentation transcript:

1 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Meeting 5 Second language acquisition (ch.15)

2 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Today’s agenda Repetition of meeting 4 (brain, L1 acquisition) Seminar on chapter15 & mini-lecture The exam Qs? Goodbye

3 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics The brain

4 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Aphasia

5 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Individual variation Speak but not write Write but not speak Deficiency in language comprehension… …and/or in language production

6 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Tomas Tranströmer

7 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Tip of the tongue phenomenon *fire distinguisher =malapropism, ”near-misses” for words

8 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Slips of the tongue Reverend Dr William Spooner ( )

9 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Slips of the ear ♫’Cause I’m strong enough ’Cause I’m Stroganoff

10 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Victor & Genie

11 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Jim Sachs, Bard & Johnson. (1981). Language learning with restricted input: Case studies of two hearing children of deaf parents. Applied Psycholinguistics, 2 (1),

12 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Ch.15. Second language acquisition What is a second language as opposed to a foreign language? What is English in Sweden – a second or a foreign language?

13 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics SLA …a cover term for learning any other language (foreign, second, third…) after your first language (i.e. your mother tongue, your native tongue, your L1) Is it possible to change one’s first language? How many languages can a child acquire simultaneoulsy? The Aalborg child

14 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Behaviorism Skinner imitationpositive reinforcement feedback contrastive analysis audiolingual method habit formation

15 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Contrastive analysis Errors in L2 due to L1 influence Negative transfer Learner awareness of transferable and less transferable L1 features Idiomatic expressions Skolan*The school

16 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Positive transfer Swe-Eng

17 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics

18 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics We’re related! Mamma Fisk Bok SVO –De har ett hus. –De har ett rött hus. Bil – bilar *bilbil Mother Fish Book SVO –They have a house. –They have a red house. Car – cars *carcar

19 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Interlanguage Larry Selinker fossilization Zero L2 knowledge Native-like proficiency idiosyncratic

20 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Innatism Chomsky UG LAD competence L1 (+L2) performance Critical period Lenneberg

21 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics The Monitor Model – five hypotheses Krashen acquisition-learning monitor comprehensible input: i → i + 1 natural order affective filter

22 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Cognitivism Vygotsky environment Zone of proximal development Sociocultural perspective private speech connectionism N. Ellis (explicit/implicit learning), Lantolf (socio- cultural perspective), Long (negotiation of meaning), Swain (output), Gass (interaction approach), Schmidt (noticing)… Jim

23 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Seminar The four sharings: Worksheet 5

24 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Pia’s thesis

25 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Extramural English (EE)

26 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Research question Does extramural English have an impact on students’ oral proficiency and vocabulary?

27 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics 9th grade – 2006/

28 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics What data? How representative? Extramural English (EE) –Two language diaries –Hours / week Oral Proficiency (OP) –Five speaking tests, random dyads –OP grade, 1-6 Vocabulary –Two written tests Generalizability of results

29 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Total extramural English Individual variation Lack of research

30 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics The EE House

31 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics All: Time per room (%) =2 =72 =26 Time and results Vocabulary Oral proficiency.357**;.307**

32 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics BoysGirls Gender: Time per room (%)

33 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics BoysGirls Gender: Time per room (%)

34 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics EE & OP - gender

35 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Gender pattern Boys: Strong positive correlation between EE and OP; statistically significant (.515**, Spearman, 2-tailed) Girls: Weak positive correlation between EE and OP, not statistically significant (.118, Spearman, 2-tailed) The same pattern for vocabulary and self-efficacy

36 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Main conclusions 1 EE correlates positively and significantly with both the level of OP and the size of VOC The correlation b/w EE and VOC is stronger and more straightforward than the correlation b/w EE and OP EE has an impact on both OP and VOC; causal relationship more salient regarding VOC

37 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Main conclusions 2 EE activites which require learners to be active/productive and to rely on their language skills (upstairs) have a greater impact on learners’ OP and VOC than EE activities where learners can remain fairly passive/receptive (downstairs).

38 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Main conclusions 3 Boys spend more time on active/productive EE activities than girls; therefore, EE has a greater impact on boys’ OP and VOC than it has on girls’

39 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Background variables socioeconomic

40 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Main conclusions 5 OP is clearly connected with socioeconomic background variables, whereas EE is not. EE is an independent variable; it is a possible path to progress for any learner, regardless of his or her socioeconomic background Implications for the English classroom? Young learners?

41 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics The exam

42 Pia Sundqvist ENGBG1 ENGBL1 Campus Linguistics Questions? Good luck studying


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