1. Second Language Acquisition

2. Acquisition / Learning Hypothesis
Similar to a child’s 1st language acquisition
“Picking up” language naturally
Subconscious
Implicit knowledge
Formal teaching does not help much
Learning
Formal knowledge of language
“Knowing facts” about language
Conscious
Explicit knowledge
Formal teaching can be helpful

3. To acquire a second language, two conditions are necessary:
Comprehensible Input
Lowered
Affective Filter

4. How do we acquire language?
We acquire language in just one way:
By understanding messages or obtaining
COMPREHENSIBLE INPUT.
More specifically, we acquire a new rule about language by understanding messages that contain this new rule. This is done with extra-linguistic context, knowledge of the world, and our previous linguistic competence.
…This helps explain why pictures and real things are so valuable to the language teacher. They provide context or background information that helps make input comprehensible.

5. If comprehension is the answer
to the question of how language is acquired,
the next important question is,
what helps comprehension?
According to research in psycholinguistics,
context or extra-linguistic information
can be a powerful enhancer of comprehension.

6. Several studies show how a picture or a bit of background information
can render an incomprehensible text or message comprehensible.
Here is an example from Adams(1982, p.159):

7. The object is to figure out the meaning of the word rouche in the following passage: (Shhh…don’t tell if you figure it out right away.)
Favorable conditions are necessary in order to do this activity. That is, you have to have enough rouche.

8. If there is too much rouche, the object might break.

9. But if conditions are too calm, you will have problems because the rouche makes the object go up.

10. If there are obstacles, a serious problem can result because you cannot control the rouche.

11. Usually the rouche is most favorable during the Spring.
Krashen, Stephen D., Inquiries and Insights , pp.70-71)

12. The Input Hypothesis We use meaning to help us acquire language.
When language is attached to context
(visuals, realia, sounds, smells, etc.),
it acquires
MEANING.
When we as teachers do this, we are providing
COMPREHENSIBLE INPUT.

13. The Affective Filter…
prevents a student from acquiring a second language.
Is caused by:
low motivation,
high student anxiety,
low student self-esteem.

14. The Natural Approach Optimum For 2nd language acquisition Supportive ,
Quality
Comprehensible
Input
Supportive ,
low anxiety
environment
Optimum
For
2nd
language
acquisition

15. Language Proficiency Model
CALPS
(Cognitive Academic Language Proficiency Skills)
BICS
(Basic Interpersonal Communication Skills)
2-5 years
5-12 years
Thanks to Dr. Jim Cummins

16. i + 1 is best for Language Acquisition!
The i + 1 Hypothesis
i= a student’s existing level of linguistic competence.
i + 1 = input containing language slightly above student’s existing level of competence
i + 1 is best for Language Acquisition!

17. Rubin (1975) listed three characteristics of a good language learner:
* strong drive to communicate
* willing to appear foolish and make mistakes
* able to live with a certain amount of vagueness--a risk taker.

18. Points to Ponder
Optimum second language acquisition occurs when the learner has a low anxiety level and high motivation.

19. Teachers’ attitudes and expectations toward students may vary according to students’ ethnic or socioeconomic status, and these expectations have a direct bearing on student achievement.

20. The greater the perceived social and psychological distance between the first and second language, the slower the second language will be acquired.

21. When the student is positive about the second language culture, with a sense of belonging, the second language is more readily acquired.

22. The order of second language acquisition is very similar to that of first language acquisition.
(In other words, if you have ever helped raise a baby and watched the child’s language develop, you already know much about the order of second language acquisition.)

23. It takes 10 “exposures” to recognize a new word or phrase.
It takes 100 “exposures” to know it.

24. A few helpful AVID strategies to use with second language learners
K. W.L.
Cornell Notes
Costa’s Levels of Questioning

25. K.W.L.
To get the most from your students reading experience follow these easy steps for each heading.
Look at the heading for each section.
Before reading think about all you already Know about the topic or items mentioned in that heading.
Before reading think about what you Want to learn by reading this section.
While you are reading look for the answer to your question and any other important information that you Learned by reading this section.
Heading Know Want to Learn Learned

26. Cornell Notes
Name__________________ Date____________ Period_____ Class__________________
Questions/Main Points
*Written during review, within 24 hours of notes being taken, for best recall.
*Focuses content of right-hand column
*Can be used as study tool.
Example – What are
Some techniques for making note taking manageable?
*Notes, Explanations, Problems, Diagrams are located on the right.
__________________________________________________________
*Written during lectures, textbook reading discussions, completing a handout, labs and films.
*The information needed to formulate an answer to that question would be found here in their notes.
A reflection or summary, 1 paragraph long, is located here)

27. Costa’s Model of Intellectual Functioning in Three Levels
Level Three (Application)
Apply
Evaluate
Hypothesize
Imagine
Judge
Predict
Speculate
Level Two (Processing)
Analyze
Compare
Contrast
Group
Infer
Sequence
Synthesize
Level One (Information)
Define
Describe
Identify
List
Name
Observe
Recite
Scan

28. A picture worth a thousand words