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. COGNITIVE DEVELOPMENT
L2 LEARNING
EFFECTS FROM L1
COGNITIVE DEVELOPMENT
ACADEMIC 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
Self -esteem
Inhibition
Extroversion
Empathy
Risk taking
Anxiety

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

14. implicit, subconscious explicit, conscious informal situations
      Acquisition
      Learning
implicit, subconscious
explicit, conscious
informal situations
formal situations
uses grammatical 'feel'
uses grammatical rules
depends on attitude
depends on aptitude
stable order of acquisition
simple to complex order of learning

15. The acquisition learning hypothesis

16. The Monitor hypothesis

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

19. The interlanguage concept relies on two fundamental notions
in its own right
obeying its own rules
SYSTEM
The language produced by the learners is a
DINAMIC SYSTEM
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. MEMBERS GROUP 3
Jimmy torres gabriela venegas ruth infante maria de lourdes guevara monica chiliquinga