1. Chapter 15: Lang. Acquisition As coffee is an acquired taste…

2. Learning vs. Acquisition Yes, there is a difference…

3. KidSpeak… Other examples of “KidSpeak”?

4. FLA: More than Imitation To acquire one’s first language: Learn words Derivational & Inflectional morphemes Recognize relationships Sentence order Word collocations Semantics Pragmatics Make generalizations

5. The Enablers Innate Grammar No genetic predisposition… Motherese Cognitive Development Feedback You catch more flies with honey… Recasting Critical period

6. Syntax One-Word Stage Two-Word Stage Telegraphic Stage Movement Rules Y/N Questions WH Questions Passive Reflexive & Pronouns

7. Morphology Kids Acquisition (abbreviated) 1. -ing 2. plural -s 3. possessive -’s 4. the, a 5. past tense -ed 6. 3 rd pers. sing. -s 7. auxillary BE Parents Usage 1. the, a 2. -ing 3. plural -s 4. auxillary BE 5. possessive -’s 6. 3 rd pers. sing. –s 7. past tense -ed So what…?

8. Morphology Kids Acquisition -ing plural -s possessive -’s the, a past tense -ed 3 rd pers. sing. -s auxillary BE Question: Would you expect exactly the same order in Spanish, German & Chinese kids? (Ex. 9)

9. Lexicon: Common 1 st Words Daddy, mommy, baby… Juice, milk, cookie, water, apple… Dog, cat, duck, horse… Car, boat… Shoes, hat… Ball, blocks… Bottle, key… Hot, all-gone, dirty, cold, here, there… Up, sit, see, eat, go, down… Hi, bye… Whaddya think: Why these words….?

10. Morphological Acquisition Phrase final elements Syllabicity Intolerance of Ambiguity ≠ Homophony ≠ Exceptional ≠ Allophonic = Clear Semantics

11. The Ways We Learn (& Err) Whole Object Assumption Type Assumption Basic Similarities Assumption Overextension Underextension Verb meanings Dimensions

12. Any Questions… …before we move on? (next: Phonology)

13. Phonological Development She said “da-da” Babbling Put one foot in front of the other… VowelsbeforeConsonants Stops “ Fricatives/Affricates Labials “ Velars Word-initial “ Word-final Reception “ Production

14. Early Phonetic Production Substituted segments Deleted syllables Deleted final consonant Reduced consonant clusters More Examples?

15. Get Some Exercise What phonetic processes are evident in the pronunciation of a 2 yr old below? pocket[bαt] spoon [bun] zoo [du] bath [bæt] grandma[gαgα] What might we hear for: juice under From Previous Slide: Substituted segment Deleted syllables Deleted final consonant Reduced consonant clusters

16. KidSpeak… Linguistically Realistic?

17. Foundations Innate grammar Methods Naturalistic We’re taking the video anyway… Longitudinal Experimental Focused on a point Cross-sectional

18. Wug Test One WugTwo _____

19. Get Some Exercise (2) One Naturalistic study found only 12 of 60 children used a passive structure. Does this mean the other 48 had not yet acquired the passive structure? How does this example reflect on the “pros & cons” of the Naturalistic approach? Other Pros/Cons to Naturalistic/Behavioral Approaches?

20. Any Questions… …before we move on?

21. “Gina is by lingual… that means she can say the same thing twice, but you can only understand it once.”

22. Comparing FLA & SLA FLA  Blank slate  Intensive input  Adaptability  Reduced cognition  Less experience SLA  Competition  Peripheral input  Less flexible  Expanded cognition  More Experience

23. Motivation Matters Instrumental Goal oriented Integrative Community based

24. Whaddya Think? Acquiring a second language involves both knowing something about the language and being able to do something with the language. Do you think that knowledge and skills are related? What trade-offs can you see between accuracy and fluency?

25. Competence & Performance L1 L2 Interlanguage

26. Transference L1 competence in L2 performance Pre-nominal ADJs in Spanish of English native “e” b/4 initial ‘sk’ in English of Spanish native Fossilization Interlanguage ‘errors’ become ‘rules’

27. Fossilization L½L½ Persistent Errors L1 L2 Bilingual production L1

28. Will I/they Ever Get It? Age Critical Period Hypothesis Idiosyncrasies Affective issues cf. Krashen’s Filter Cognitive issues Positive (Direct) Evidence Negative (Indirect) Evidence Learning environment

29. Fossilization: Whaddya think? What factors can you think of that might influence fossilization? Do you think some people are more likely to fossilize than others? Why or Why not? Do you think it can be reversed? If so, what strategies might be effective?

30. Whenever we speak… Language Strategic CompetenceCompetence OrganizationalPragmaticCompetence GrammaticalTextualIllocutionarySociolinguistic CompetenceCompetenceCompetenceCompetence VocabularyCohesionRhetorical DialectCultural OrganizationReferences SyntaxRegister Morphology Functional PhonologyAbilities Typical ESL Instruction

31. Interlanguage Phonology Markedness Differential Hypothesis Linguistic universals ~ If it’s uncommon, it’ll be harder to acquire Similarity Differential Rate Hypothesis Similarity breeds confusion… Syllabification Once a syllable, always a syllable… A stressful situation

32. Exercise A dialect of Arabic breaks up clusters by inserting an epenthetic vowel in front of an unsyllabified consonant. How would a speaker of this dialect pronounce the following words? plant transporttranslate

33. Exercise (some more) Given what you know about implicational universals, do you think it would be easier for an English speaker to acquire French nasal vowels (e.g. gant [gã] ‘glove’) or for a French speaker to acquire English oral vowels?

34. Interlanguage Syntax L1 Merge & Move Rules Null Subject Verb Movement Markedness & Subsets

35. Exercise (again) What explanation would you give for a native speaker of French who produced the English sentence ‘I drink frequently coffee’ ? How could you explain to this person that ‘He is frequently late’ is grammatical? Do any other English verbs have the same properties as BE ?

36. Interlanguage Morphology L1 Acquisition -ing plural –s irregular past possessive -’s copula ( main verb ) BE articles the, a, an regular past -ed 3 rd pers. sing. -s auxillary BE L2 Acquisition -ing copula ( main verb ) BE articles the, a auxillary BE plural -s irregular past regular past -ed 3 rd pers. sing. –s possessive -’s

37. Morphology Exercise Second language learners, regardless of their first language, produce forms like goed, sheeps, and could decided even though they never hear these from a native speaker. Why? What are some other forms you might expect to hear?

38. In the Classroom Modified Input Teacher talk ( i +1) Modified Interaction  Discourse differences Focus on Form  Explicit Language Instruction Error Correction  Self-monitoring & correction

39. Bilingual Education Almost 10% of school kids = ESoL Bilingual Education English-Only ESL Newcomer Programs Heritage Language Programs Over 500% increase ESoL kids in SC from 1994 - 2004

40. Education: Whaddya think? Roughly 75% of all non-native speakers of English in K-12 schools will drop out by or before the 10 th grade. What SLA issues share in this issue? What can we do about it?