Presentation on theme: "L2 learning Second Language learning: The birth of error analysis."— Presentation transcript:
L2 learning Second Language learning: The birth of error analysis.
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.
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.
L2 LEARNING EFFECTS FROM L1 COGNITIVE DEVELOPMENTACADEMIC DEVELOPMENT
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)
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
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
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.)
LEARNING and ACQUISITION are not able to exist at the same time mutually exclusive
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
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
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