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.

COGNITIVE DEVELOPMENT L2 LEARNING EFFECTS FROM L1 COGNITIVE DEVELOPMENT ACADEMIC 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.)

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

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

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

The acquisition learning hypothesis

The Monitor hypothesis

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

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

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

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