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They raise issues relating to the description of learner language and they point some of the
problems researchers experience in trying to explain L2 acquisition.
Methodological issues
One issue has to do with what it is that needs to be described. It was concern broadly
with how Wes developed the ability to communicate in L2 and J and R acquired the ability to
perform a single language function (requests). Another issue concerns what it means to say
that a learner has acquired a feature of target language. There is another problem in
determining whether learners have acquired a particular feature. It point out that the learners
made considerable use of fixed expressions or formulas. A third problem in trying to measure
whether acquisiton has taken place concerns learners overuse of linguistic forms. SLA
researchers recognize the need to investigate how the relationship between form and function
in learners ouput compares with that of native speakers.
Questions
1. One of the goals of L2 acquisition is descriptions. What does it mean?
2. How does the item and system learning interrelate in L2 acquisition?
SUMMARY OF CHAPTER 2
Developmental patterns
We can also explore the universality of L2 acquisition by examining the developmental
pattern learners follow.
The early stages of L2 acquisition
Some L2 learners, particularly if they are children, undergo a silent period. That is,
they make no attempt to say anything to begin with. They may be learning a lot about the
language just through listening to or reading it.
When learners do begin to speak in the L2 their speech is likely to manifest two
particular characteristics. One is the kind of formulaic chunks. The second characteristic of
early L2 speech is propositional simplification.
The order of acquisition
To investigate the order of acquisition, researchers choose a number of grammatical
structures to study. Researchers have shown that there is a definite accuracy order and that
this remains more or less the same irrespective of the learners mother tongues, their age, and
whether or not they have received formal language instruction.
Other researchers have shown that the order does vary somewhat according to the
learners first language.
Sequence of acquisition
The acquisition of a particular grammatical structure, therefore, must be seen as a
process involving transitional constructions. Acquisition follows a U-shaped course of
development, that is, initially learners may display a high level of accuracy only to apparently
regress later before finally once again performing in accordance with target language norms.
Some implication
The work on developmental patterns is important for the reason. It suggests that that
some linguistic features are inherently easier to learn than others. This has implications for
both SLA theory and for language teaching.
A key question for both SLA and language teaching, then, is whether the orders and
sequences of acquisition can be altered through formal instruction.
Questions
1.
What are the difference of order
2. Can you explain more about free variation?
acquisition
and
sequence
acquisiton?
SUMMARY OF CHAPTER 3
The systematic development of learner language reflects a mental system of L2 knowledge.
This system is often referred to as interlanguage. To understand what is meant by
interlanguage we need to briefly consider behaviourist learning theory and mentalist views of
language learning.
What is Interlanguage?
The term interlanguage was coined by the American linguist, Larry Selinker, in recognition
of the fact that L2 learners construct a linguist system that draws, in part, on the learners L1
but is also different from it and also from the target language.
The concept of interlanguage involves the following premises about L2 acquisition:
1. The learner constructs a system of abstract linguistic rules which underlies
comprehension and production of L2.
2. The learners grammar is permeable.
3. The learners grammar is transitional.
4. Some researchers have claimed that the systems learners construct contain variable rules.
5. Learners employ various learning strategies to develop their interlanguage.
6. The learners grammar is likely to fossilize.
Questions
1.
How does L2 acquisition
2. Why do most learners fossilize?
take
place
in
the
concept
of
interlanguage?
SUMMARY OF CHAPTER 4
Three rather different approaches to incorporating a social angle on the study of L2
acquisition can be identified.
1. Views interlanguage as consisting of different styles which learners call upon under
different condition of language use.
2. Concerns how social factors determine the input that learners use to construct their
interlanguage.
3. Considers how the social identities that learners negotiate in their interactions with native
speakers shape their opportunities to speak and, thereby, to learn an L2.
Questions
1. How does social factor can influence L2 acquisition?
2. What does pidginization mean?
SUMMARY OF CHAPTER 5
Social factors do not impact directly on what goes on inside the black box. Rather they have
an indirect effect, influencing the communication learners engage in. We need to consider,
what the nature of this communication is and how it affects L2 acquisition. To this end we
will now focus our attention on the discourse in which learners participate.
The study of learner discourse in SLA has been informed by two rather different goals. On
the one hand, there have been attempts to discover how L2 learners acquire the rules of
discourse that inform native-speaker language use. On the other hand, a number of
researchers have sought to show how interaction shapes interlanguage development.
We seem to know intuitively how to modify the way we talk tp learners to make it easier for
them to understand. Learners sometimes still fail to understand, but they can pretend they
have understood. Research shows that learners sometimes do this. Learners can signal that
they have not understood. This result interactional modifications as the participants in the
discourse engage in the negotiation of meaning.
According to Stephen Krashens input hypothesis, L2 acquisition takes place when a learner
understands input that contains grammatical forms that are at i + I. Krashen suggest that the
right level of input is attained automatically when interlocutors succeed in making themselves
understood in communication. According to Krashen, then, L2 acquisition depends on
comprehensible input.
Michael Longs interaction hypothesis also emphasizes the importance of comprehensible
input but claims that it is most effective when it is modified through the negotiation meaning.
Another perspective is provided by Evelyn Hatch. Hatch emphasizes the collaborative
endeavours of the learners and their interlocutors in constructing discourse and suggest that
syntactic structures can grow out of the process of building discourse. One way in which this
can occur is through scaffolding.
Questions
1.
How do input that comes in foreigner talk contribute to L2 acquisition?
2. What is the meaning of auto-input?
SUMMARY OF CHAPTER 6
Psycholinguistics is the study of the mental structures and processes involved in the
acquisition and use of language. Here, the focus is on a small number of major issues L1
transfer, the role of consciousness, processing operations, and communication strategies.
L1 Transfer
L1 transfer refers to the influence that the learners L1 exerts over the acquisition of an L2.
This influence is apparent in a number of ways. The learners L1 is one of the sources of error
in learner language. This influence is referred to as negative transfer. However, in some cases,
the learners L1 can facilitate L2 acquisition. Language transfer that facilitates the acquisition
of target language forms is called positive transfer.
The learners stage of development has also been found to influence L1 transfer. This is
clearly evident in the way learners acquire speech acts like request, apologies, and refusals.
Other researchers have found that the transfer of some L1 grammatical features is tied to
learners stage of development. Transfer is governed by learners perceptions about what is
transferable and by their stage of development. It follows that interlanguage development
cannot constitute a restructuring cintinuum.
Processing Operations
Another way of identifying the processes responsible for intelanguage development is to
deduce the operations that learners perform from a close inspection of their output.
Operating Principles
The study of the L1 acquisition of many different languages has led to the identification of a
number of general strategies which children to use to extract and segment linguistic
information from the language they hear. Dan Slobin has referred to these startegies as
operating principles. Operating principles provide a simple and attractive way of accounting
for the properties of interlanguage.
Processing Constraints
A project known as ZISA (Zweitspracherwerb Italienischer und Spanischer Arbeiter)
investigated the order in which migrant workers with Romance language backgrounds
acquired a number of German word-order rules. The project found clear evidence of
developmental route, bearing out the research on acquisitional patterns.
What distinguishes this work on acquisitional sequences is that it led to and was informed by
a strong theory, known as the multidimensional model. Multidimensional model is a powerful
theory of L2 acquisition in that it proposes mechanisms to account for why learners follow a
definite acquisitional route.
Communication Strategies
Learners frequently experience problems in saying what they want to say because of their
inadequate knowledge. In order to overcome these problems they resort to various kinds of
communication strategies.communication strategies are seen as part of the planning phase.
They are called upon when learners experience some kind of problem with an initial plan
which prevents them from executing it.
Questions
1. What influence that is caused by psycholinguistic aspects?
2. Do learners of L2 acquisition have to make communication strategy? Why?
Final Exam
1. Explain and give your own example of errors as transfer and misinformation?
Errors categorized as
Transfer error is learners use their L1 knowledge and they use grammar they are learning.
They make their own rules.
Example: Es un punto importante. (correct in Spanish)
Is an important point. (incorrect in English)
It
^ is an important point. (correct in English)
Misinformation is using one grammatical form in place of another grammatical form.
Example: the use of was watching instead of were watching
2. Explain and give your own example of foreigner talk?
Foreigner talk is a native speaker the way a native speaker use language to non-native
speaker with short sentence and simple grammar.
Ungrammatical
e.g. I think I not good teacher.
Grammatical
e.g. You will not go to market, right?
3. Compare features of relative clauses in English and in Indonesia, especially relative pronouns
functioning as subject, direct object, indirect object, object of preposition and genitive. What
implications can you draw on the possible errors in the learners production of relative
clauses in English?
Comparison of relative clauses in English and Indonesian
Relative
Function
Subject
Pronoun English
Direct Object
Indirect Object
Object of Preposition
Genitive
Indonesian
Orang yang menelponku tadi malam
adalah guruku.
Lelaki yang memukul anakmu baru
saja membeli truk es krim.
Dia tidak tahu perempuan yang dia
belikan kopi kemarin.
Lelaki yang pernah makan siang
dengan kita adalah seorang guru
Lelaki yang anaknya pernah kita temui
adalah seorang guru
The conclusion is the comparison between relative clause in English and in Indonesia totally
different. We can see on the example that the changes of relative clause in English into
Indonesia show the significant differences. English usually occur in objection of comparative
function because not every language has the same role as English.
4.
Explain the critical period hypothesis. What explanations can you offer for the failure of
adults achieve native like competence in L2? What conditions are required so that young
learners would better acquire the new language than those who learn the new language at a
later age?
The critical period hypothesis:
The critical period hypothesis states that the acquiring of ability of language acquisition will
lose if the learners do not acquire a first language before in certain time.
Based on that state, the failure of adults achieve native like competence in L2 because they
have reached the puberty time. They believe that their capacity to achieve full competence
seems to decrease.
Social conditions is required when young learners would better acquire the new language
than those who learn the new language at a later age. It is because l1 learners do not
experience social distance.
5. What makes individual learner different in acquiring new languages? Explain with your own
examples.
Language aptitude and learning strategies can make individual learners different in acquiring
new language.
Language aptitude. Example : learners who score highly on language aptitude test typically
learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores.
Learning Strategies. Example: repeating new words aloud to help remember them.
6. Can you suggest some of the ways in which teachers attempt to motivate their students?
There are some ways for teachers that can be used to motivate students. For example, we can
use one of the method teaching like communicative language teaching (CLT) that have many
ways to teach students by using role play, interview, games and learning by teaching.