1. Ellis 2003, chapter 1 pp. 3 -13 By Aida W. Wardhananti 2201410055

2. GLOBAL VILLAGE (GLOBALIZATION) GLOBAL VILLAGE (GLOBALIZATION) People start to learn a second language (L2)

3. What is ‘Second Language Acquisition’? SECOND Any language that is learned subsequent to the mother tongue. It refer to the learning of a third or forth language Any language that is learned subsequent to the mother tongue. It refer to the learning of a third or forth language The way in which people learn a language other than their mother tongue, inside or outside of a classroom L2 Acquisition Second Language Acquisition (SLA) The Study of L2

4. What are the Goal of SLA?

5. External and Internal Factors ExternalInternal Social milieu (Social condition) influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it e.g., learning a language when you respect and are respected The input that learners receive the sample of language to which a learner is exposed Social milieu (Social condition) influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it e.g., learning a language when you respect and are respected The input that learners receive the sample of language to which a learner is exposed Learners possess cognitive mechanisms which enable them to extract information about the L2 from the input- to notice e.g., The plurality in English is conveyed by adding an –s to a noun Learners possess cognitive mechanisms which enable them to extract information about the L2 from the input- to notice e.g., The plurality in English is conveyed by adding an –s to a noun

6. The goals of SLA are to: o Describe how L2 acquisition proceeds o Explain this process o Describe why some learners seem to be better at it than others

7. Two Cases Studies A case study is a detailed study of a learner’s acquisition of an L2 (involving the collection of samples of the learner’s speech or writing over a period of time, sometimes years) Two case studies are: 1.The study of an adult learner English in surroundings where it serves as a means of daily communication 2.The study of two children learning English in classroom Two case studies are: 1.The study of an adult learner English in surroundings where it serves as a means of daily communication 2.The study of two children learning English in classroom

8. A case study of an adult learner A thirty-three year-old Japanese artist named Wes. He is an example of ‘naturalistic learner’ (Someone who learns the language at the same time as learning to communicate in it. Richard Schmidt, a researcher at the University of Hawaii, studied Wes’s language development over three years period from the time Wes visited Hawaii.

9. Result of the research After three years of trying to communicate English, Wes did not learn much grammar, (he was not so good in grammar); however, he achieved considerable success as communicator.

10. A case study of two child learners The learners were a ten-year-old Portuguese boy named J and an eleven-year-old boy from Pakistan named R. They were completely beginners in english Both learners were learning English in a language unit in London. The researcher was Rod Ellis. The focus of the study is requests.

11. The development of the learning Their requests were verbless Began to use imperative verbs Using a general extention of linguistics devices e.g, term ‘want’ Using ‘can’ with a range of different verbs

12. The result of the study Both learners were capable of successfully performing simple requests even when they knew very little English Both learners manifested development in their ability to perform requests over the period of study. However, both learners were still far short of native-like competence.

13. Methodological issues

14. Issues in the description of the learner language

15. Issue in the explanation of L2 acquisition

16. Learners must engage in both ITEM LEARNING and SYSTEM LEARNING Item Learning: learning expression ‘Can I have….?’ System Learning: learning kind of rule for ‘can’ Learners must engage in both ITEM LEARNING and SYSTEM LEARNING Item Learning: learning expression ‘Can I have….?’ System Learning: learning kind of rule for ‘can’ So?

17. Conclusion of the research None of the three learners in the two case studies reached a native-speaker level of performance. WHY? Needed more time to learn Stop learning They are only motivated to learn an L2 to the extent that they are able to satisfy their communicative need. They did not wish to belong to the community of the native speakers they had contact with. Perhaps,

18. THANKS ^_^