2. Second Language Acquisition

3. L2 learned or acquired? Language learning (behavioral psychology) –Explicit knowledge –Learners know grammar terms; metalanguage –Knowledge (conscious) –Language as an object of study –Memorization of rules, paradigms, translation, drill –Controlled use of language –Emphasis on form –Error correction –Compartmentalized language Language acquisition (cognitive psychology) –Implicit knowledge –Learners communicate via linguistic functions –Ability (subconscious) –Language as code/tool –Paired communicative activities, oral/reading comprehension –Original/personal communication –Emphasis on communicative message –Errors are natural; focus on meaning –Comprehensible input

4. Krashen’s theory of L2 acquisition Learning/acquisition hypothesis –Two independent systems of L performance. Learning is less important. Natural order hypothesis –Order independent of L1, age, background, learning environment. Monitor hypothesis (learning) –Balance of attention to form and function –Correlation to personality type/self-confidence Input hypothesis (acquisition) –Comprehensible input: i+1 Affective filter hypothesis

5. Effect of age on language acquisition Lateralization of the brain, beginning about age 2  puberty Abstract thought begins about age 11; learners focus on overt rule application, traditional learning styles Ego, attitude Fossilization

6. Limitations of language “learning” Ability to use the linguistic “code” (language) is not acquired through explicit knowledge of rules. –5 year old child knows nothing about language yet uses it with ease to communicate his/her personal message. –Traditional language learner knows about language (grammar) and may be articulate in patterned language production, but is unable to produce spontaneous language to express his/her own meaning. (oral interview example)

7. Benefits of language “learning” Familiarity with patterns to be acquired may reduce affective filter. Learners who have achieved a basic communicative competence can use rules to control and revise their language production. (“monitor”) Learning can be tested! Learners recognize learning.