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L2 learning Second Language learning: The birth of error analysis.

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Presentation on theme: "L2 learning Second Language learning: The birth of error analysis."— Presentation transcript:

1 L2 learning Second Language learning: The birth of error analysis.

2 Errors happen when learners try to say something that is beyond their current level of language processing. Learners are not able to correct their errors. E.g Excuse me, I didn’t hear what did she say. Slips are the result of tireness, temporary emotions or circumstances. Learners can correct slips by themselves. E.g She has five years, I mean, she is five years old.

3 Origen of error analysis Contrastive analysis of pairs of language J´aime les. Je les aime I like them Devepopments in 1st. LA Pass me the one ball. Pass me the ball.

4 L2 LEARNING EFFECTS FROM L1 COGNITIVE DEVELOPMENTACADEMIC DEVELOPMENT

5 SECOND LANGUAGE LEARNING: the birth of error analysis Researchers and teachers: studies are based on contrastive analysis Findings: pairs of languages were not difficult E.g: I like them (English) Je les aime (French)

6 SECOND LANGUAGE LEARNING Error Analysis Origin: Due to the Development of first language acquisition and desillusionment with contrastive analysis. The predictions of contrastive analysis: all error would be caused by interference from first language. Other predictions: errors would not be caused by first language

7 SECOND LANGUAGE LEARNING Researchers: compared the errors made by children learning their mother tongue. Interlanguage appeared: two fundamental notions. 1. language is a system: its own rules 2. language is a dynamic system: evolve over time

8 Theories about SLA Principles and Practice in Second Language Acquisition FIVE HYPOTHESIS  Acquisitions / learning are two different processes (spontaneous vs. conscious)  Natural order (grammar is acquired in a predictable order in a natural setting)  Monitor (learning functions only as an editor or monitor)  Input (comprehensible input essential for acquisition)  Affective filter (acquisition occurs when affective conditions are optimal, i.e, low anxiety, motivation, confidence, etc.)

9 Affective Factors in SLA Extroversion Empathy Anxiety Risk taking Inhibition Self - esteem

10 LEARNING and ACQUISITION are not able to exist at the same time mutually exclusive

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14 Acquisition Learning implicit, subconsciousexplicit, conscious informal situationsformal situations uses grammatical 'feel'uses grammatical rules depends on attitudedepends on aptitude stable order of acquisition simple to complex order of learning

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18 INTERLANGUAGE TT language produce by learners SYSTEM Which can be described at any point in time as a resulting from sistematic rules INTERLOKING SYSTEM Caracterize learner progression

19 The interlanguage concept relies on two fundamental notions The language produced by the learners is a SYSTEM DINAMIC SYSTEM in its own right obeying its own rules envolving over time

20 REFERENCES Ellis (1990, p.57) Mitchell & Myles (1998, p.126) Gregg (1984, p.94) McLaughlin (1987, p.56) Krashen & Terrell, 1983; Terrell et al, 1997

21 JIMMY TORRES GABRIELA VENEGAS RUTH INFANTE MARIA DE LOURDES GUEVARA MONICA CHILIQUINGA MEMBERS GROUP 3


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