Second Language Acquisition & English Teaching Chun-yin Doris Chen National Taiwan Normal University

I. The Study of Second/ Foreign Language Acquisition phonological development morphological development --- child L2/EFL morpheme acquisition --- adult L2/EFL morpheme acquisition syntactic development --- negation --- questions

Acquisition of Negatives *No Daddy go. *Daddy no go. *Daddy do not go. Daddy doesn’t go.

Acquisition of Yes-No Questions *Blue pen? *It is blue pen? *Is it is a blue pen? Is it a blue pen?

Acquisition of Wh-questions *What Daddy eating? *What Daddy is eating? *What is Daddy is eating? What is Daddy eating? *I don’t know what is Daddy eating. I don’t know what Daddy is eating.

Implication Similar error types Similar developmental sequence/ stages Difference in the required time spent at each stage

II. The Learner Learner Characteristics --- knowledge of another language? --- cognitive maturity? --- metalinguistic awareness? --- knowledge of the world? --- nervousness about speaking?

Learning Condition --- freedom to be silent? --- ample time? --- corrective feedback: grammar and pronunciation? --- corrective feedback: word choice? --- modified input?

Language Learner Strategies --- learning strategies? --- production strategies? --- communication strategies? --- L2/ EFL vs. L1 learner strategies

Cognitive Style --- personality --- aptitude --- motivation --- integrative motivation --- instrumental motivation --- attitude --- empathy

Learner characteristics Child L1 Child (informal) Adolescent (formal) Adult (informal) 1. Knowledge of another language 2. Cognitive maturity 3. Metalinguistic awareness 4. Knowledge of the world 5. Nervousness about speaking

III. Theories of Second/ Foreign Language Acquisition Behaviourism: the Second Language View Cognitive Theory: a New Psychological Approach Creative Constructive Theory The Second Language Interactionist View

Behaviorism All learning, verbal or nonverbal, takes place through habit formation. Input  correct repetitions and imitations positive reinforcement  habit formation Old habits of the first language acquisition influence the SLA, so that new habits are formed.

Weakness of Behaviorism Influence of learner’s first language is not simple a matter of habits, there are still other factors involved. Thus, behaviorism is an incomplete explanation of SLA.

When teaching more difficult and different patterns, we can provide more related activities so that students can practice the patterns in an interesting way. As a result, new habits can be formed.

Cognitive Theory Second language learning is a process which involves active mental processes and not simply the forming of habits. Through experience and practice, learners become able to use certain parts of the language automatically. Cognitive theory

Cognitive Theory Restructuring Through some mental process, learners may have sudden progress without extensive practice.

Weakness of Cognitive Theory The theory itself can not easily predict what will be automatized through practice and what will be restructured.

Creative Construction Theory Learners work out language rules using similar processes to first language learners. (UG) Distinctive feature Learners need not actually speak or write to acquire language. Acquisition takes place internally as learners read or hear what they understand. Krashen’s theory is based on it.

Stephen Krashen’s Theory The acquisition-learning hypothesis The monitor hypothesis The natural order hypothesis The input hypothesis The affective filter hypothesis

The acquisition-learning hypothesis What is acquisition? The product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interactions in the target language.

The acquisition-learning hypothesis What is learning? We learn through a conscious process of study and attention to form and error correction. Learning is less important than acquisition.

The acquisition-learning hypothesis Implication of teaching Implementing more communicative activities in the classroom instead of grammar instruction.

The monitor hypothesis Function The acquired system It initiates speaker’s utterances and is responsible for fluency and intuitive judgments and correctness. The learned system It performs the role of the monitor, making minor changes and polishing what the acquired system has produced.

The monitor hypothesis Condition necessary for monitor use Sufficient time Focus on form Knowing the rule

The monitor hypothesis Implication of teaching Knowing the rule only helps the speaker to polish what they have acquired, so the focus of language teaching should be communication and not rule learning.

The natural order hypothesis What is it? All second language learners regardless of L1 background pass through similar sequences or stages in language development. The natural order is independent of the input order.

The natural order hypothesis Evidence Grammatical morpheme acquisition order -ing -s (plural) irregular past -’s (possessive) the, a -ed -s (3rd singular) auxiliary

The input hypothesis What is it? Comprehensible input Learners acquire a language by receiving comprehensible input. Comprehensible input Input which is slightly above the learners’ current level. (i+1)

The input hypothesis Teaching implication Syllabus designing

The affective filter hypothesis What is it? Negative attitudes act as a filter (imaginary barrier) preventing the learner from making use of input, and thus hindering success in language learning. Affective filter A lack of motivation A lack of self-confidence anxiety

The affective filter hypothesis Teaching implication Lower students’ affective filter by….

The Interactionist View Modified interaction is a crucial element in the language acquisition process. So we have to pay attention to the modified input the way of interacting with learners

The Interactionist View Second language acquisition process Interactional modification ↓ Comprehensible input ↓ Acquisition

The Interactionist View Types and examples of conversational modifications. Comprehension check Ex: The bus leaves at 6:30, do you understand? Clarification requests Ex: Could you say that again? Self-repetition or paraphrase (foreigner talk) Ex: You won’t forget to buy the ice-cream on your way home, will you? The ice-cream—You will not forget to buy it on your way home—Get it when you are coming home, all right?

The Second Language Interactionist View comprehension checks clarification requests self-repetition or paraphrase

IV. Teaching Methodologies Communicative Language Teaching --- the role of the teacher --- multiple methodologies

Communicative Activity Design ---mechanical (duplication, repetition, substitution) --- meaningful (identification, ordering, completion) --- communicative (application)

V. English Teaching in the New Era Student-centered Individual Differences Multiple Intelligences Proportional Considerations Variety

Proportional Considerations grammar vs. functions-notions linguistic forms vs. communicative functions common activity types --- task completion --- problem solving --- game playing --- social interaction

Variety activity types scoring encouragement/ compliment

VI. The Immersion Approach total immersion partial immersion

The End!