1. Introductory key ideas for ENGL 5860 (CMBG)

2. 1.List what teachers need to know to assess & address L2 learners’ pronunciation needs.

3. 1.Explicit knowledge of English sound system 2.Familiarity with variety of pedagogical techniques, including the communicatively oriented. 3.The ability to choose right techniques for task at hand

4. 2.Define “threshold level.” Why has it replaced native- like as a goal for most adult English learners?

5. Threshold level –intelligible, communication not hindered by pronunciation Reasonable goal for adults –Native-like is usually unrealistic & not required –Wiser use of energy and time -- vocabulary, syntax, etc.

6. 3.Define controlled practice. State the important pedagogical question regarding its use.

7. Controlled practice: Imitating a model or reading a script, so mental focus is strictly on producing the L2 accurately.

8. Pedagogical Q: How can the students’ accurate language production in controlled practice be transferred to their free use of the language?

9. 4.Discuss briefly the 6 learner factors that have an impact on language learning.

10. 1)Age

11. Generally, the earlier the exposure to native speakers of the L2, the better the acquisition of phonology (particularly before late teens). Sensitive periods do exist. –Learning “melody” of L1 in the womb

12. Psychomotor considerations with pronunciation--physical habits Schema for sounds are set--hear L2 with L1 ears Even child L2 learners’ acquisition is influenced by established L1.

13. 2)Exposure to L2

14. Language-rich environment: more input & high quality input aid acquisition-- “exposure & practice make perfect” –Even in TL settings, teachers must provide enough input & opportunities to use L2.

15. Listening discrimination first--helps perception & production Best situation--early total immersion in L2 speaking environment when young –For pronunciation, early gains often retained years later

16. 3)Amount & type of prior instruction

17. Experienced learners--may have fixed & systematic L2 pronunciation errors –Early models may have been inaccurate –May have had no explicit pronunciation instruction or feedback

18. 4)Aptitude

19. 4 traits--Learner may be especially strong in one, some, or all 1)Phonemic coding ability--discriminate & recall 2)Grammatical sensitivity--induce systems 3)Inductive learning abilty--to “acquire” L2 4)Memory--retain what’s learned

20. 5)Attitude & motivation

21. Attitude influenced by how your group is treated (sociocultural variables) & by own perceptions/feelings (affective variables)--Schumann –Affective variables may be especially influential.

22. “Ego permeability”--willingness to redefine self as part of the L2 group Integrative & assimilative motivation –a) Socially a member or (b) even indistinguishable from L2 group

23. Instrumental motivation –Learn L2 to achieve a goal (new job, promotion) Intensity of motivation as important as type (especially when combined with endurance--“grit”)

24. 6)Role of L1-- CA, EA, Markedness, IL (errors),

25. Contrastive analysis--better predictor for pronunciation than other areas of SLA –L1 facilitates & interferes (positive & negative transfer) –Problem--ability to predict degree of difficulty in acquiring L2 form

26. 2. Hierarchy of difficulty--“snacc” Hardest: Split x -> x or y; e.g., for -> por or para New: Ø -> x; e.g., grammatical gender Absent: x -> Ø; e.g., do as a tense marker Coalesced: x & y ->x; his & her -> su Easiest: Correspondence: x = x, e.g., -ing = -ndo

27. Contrastive analyses for pronunciation-- help us anticipate problems, explain errors, & know learners’ starting points Error analyses--a way to uncover what marked forms are –What’s likely to need extra focus

28. Fossilization of IL--refinement ends short of TL norm –May be a wise decision: Native-like may not be a good use of learner’s resources –(threshold level)

29. IL & learners’ errors

30. Errors are natural. Cannot be avoided. Errors reveal learner’s development. As long as development continues, errors may be eliminated. Our role: foster development; provide form-focused input

31. Correction is necessary: –If input alone cannot indicate correct L2 form. Need for negative input: –L1 offers more options than L2 offers; learners transfer all the L1 options.

32. 5.How does information- processing theory regard L2 learning?

33. Information processing theory –Learners interpret new information in relation to existing knowledge structures (schemata) –Take in information through either controlled or automatic processes

34. –Controlled--requires focus/attention--limited capacity –Automatic--capacity is not limited, happens outside of awareness

35. Information processing theory’s 2 predictions about phonological SLA & IPT’s 3 modes of learning.

36. Predictions. Strong tendencies to: 1)Process L2 sounds using L1 system 2)Process L2 phonological information automatically (not focus of attention). Reason for hyperpronunciation practice.

37. IPT’s 3 modes of learning 1)Addition: add new structures to existing knowledge structures (schemata) 2)Restructure: reorganize existing structures and create new ones based on preexisting patterns

38. 3)(Fine) Tune: Refine/modify new &/or old schemata, making them more accurate, general, or specific. A-R-T: add, restructure, (fine) tune Note: IPT is applied to all learning, not just L2 learning

39. 6.Explain voice quality & why it merits pedagogical attention.

40. Voice quality = global features of a language group’s performance: loudness, nasality, muscle tension/pitch, voice support, fullness/breathiness, mouth openness, lip shape, degree of assimilation

41. Importance of these settings: –If they’re wrong, phonemes, rhythm, intonation often can’t fall into place. –Speaker’s L2 might be not be pleasing to listeners’ ears. NAE English: lung support, lack of muscle tension in throat & face

42. 7.List the 8 ideas that are generally agreed upon regarding phonological acquisition.

43. 1)L1 plays a role in L2 phonological acquisition. 2)Extent of negative transfer varies by learner & type of structure. 3)Some aspects of IL phonology parallel child L1 learning.

44. 4)Register affects accuracy of L2 performance. 5)The earlier a learner is exposed to native-spoken L2, the better. 6)For most adults, intelligible L2 production is the reasonable goal.

45. 7)Acquiring L2 phonology is qualitatively different from acquiring L2 morphology & syntax. 8)Sociocultural & sociopsychological factors influence ultimate attainment of L2.