1. Second Language Acquisition.2 Roml 700 Fall 2012 1 What?

2. I know what this is! But what are we supposed to do with it? 2

3. BUT…  “Helping Learners to learn does not require an understanding of SLA phenomena.”  ICoSLA (International Commission on Second Language Acquisition) 3

4. Cognitive Linguistics  Efficiency  grammatical structures of language are directly associated with the way people conceptualize Ronald Langacker: “grammar is conceptualization” 4

5. Multi-competence – Integration continuum  Mind of L2 user is a whole  L1 + interlanguage + L2 Cook, 2002 Grosjean, 2001 5

6. Fundamental distinctions Competence Performance  Unconscious knowledge of a grammatical system  How linguistic knowledge is used 6

7. What do we teach? 7

8. Oh, crap! this is going to hurt!! 8

9. Input  Learner’s source of information is the target language itself.  Intake = Learner processes language  Language must fall within the learner’s range of comprehension.  Different learners have different intake levels. Krashen’s I + 1 9

10. Factors in traditional instructional methods that inhibit intake  Strict sequencing  Emphasis on productive skills  Limited interaction 10

11. Using English in the classroom: NO  Children learning L1 can’t fall back on another language.  L1 and L2 should be kept in separate compartments in the brain.  Maximize quantity of exposure to L2.  Use L2 for real life functions. 11

12. Using English in the classroom: YES  Cognitive styles 1.Acquisition Learning hypothesis 2.Monitor hypothesis 3.Natural Order hypothesis 4.Input hypothesis 5.Affective Filter hypothesis Wholists Analytics Verbalisers Convergent thinkers Divergent thinkers Holists Serialists Single dimension: right- brain to left-brain Adaptation-Innovation … Hudson Witkin Ornstein Riding 12

13. Using English in the classroom: HOW?  Teachers  Instructions, explanations  Use of L1 is supportive and facilitating  scaffolding  Students  Allows work within Zone of Proximal Development L1 L2  Protects attitudinal balance between L1 and L2 ZPD: Lev Vigotsky, 1978 Clay, 2005 Smagorinsky, 2007 13

14. Why correct errors? 14

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16. Acquisition theory  Learner will stop making errors when ready  Provide correct Input + 1 16

17. Learning as process  Make error obvious  Model alternative  Explain why it’s important to produce the correct answer 17

18. fossilization  “stopping short” (incompleteness) of native speaker proficiency  A central characteristic of any interlanguage is that it fossilizes… cases to develop at some point short of full identity with the target language. Tarone, 1994 Selinker, L. (1972). Interlanguage. IRAL, 10, (3), 209-231. Motivation Ego boundaries Lack of empathy with TL speakers 18

19. Pragmatics  Grammatical competence  Unconscious  Implicit knowledge the speaker has about language  Comes from the module of the mind associated with the human language faculty Chomsky, 1965  Pragmatics  Real world knowledge  Not innate  The result of non-language specific abilities that change over the course of cognitive development 19

20. How do we test achievement? 20

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22. Wanted Proper descriptions of successful L2 users: unique characteristics of grammar, vocabulary and pronunciation. Progress assessment  Is student a successful L2 user? (not “failed native speaker”)  What makes individual sense: specialized goals. 22

23. Proficiency assessment  American Council of Teachers of Foreign Languages American Council of Teachers of Foreign Languages  Minnesota Language Proficiency Assessment Minnesota Language Proficiency Assessment  Center for Advanced Language Proficiency Education and Research, Penn State Center for Advanced Language Proficiency Education and Research  University of Iowa University of Iowa World Language Placement Tests developed at Brigham Young 23 Achievement and Placement

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