Theories of L2 Acquisition

Dr. Chen Chin-fen

 Introduction

An integrated understanding of the

principles of SLA that underline the
pedagogical process.
A number of disciplines attempting to
explain the complex phenomena, each with
its claims and hypotheses, which reflect
the intricacy of SLA and the variability of
individuals and contexts.
 Current Generalizations,
Hypotheses, and Models of SLA
Elements for a language theory:
1. What language is, what learning is, and
what teaching is.
2. Knowledge of kids learning of their L1.
3. Differences between adult & child
learning, and between L1 & L2.
4. SLA is part of general principles of human
learning.
5. Variations across learners in cognitive
style and learning strategies.
 Learner Variables
Age
Cognition
Native Language
Input
Affective Domain
Educational Background
 Age
Biological
Children 1-5
Cognitive factors
5-10 Social parental
influence,
schooling,
peer group pressure.

Adolescents 11-15 Critical period,

social factors
Adult 16-on
Critical period,
social factors
 Cognition

General intelligence

Language aptitude (learning strategies)

 Native Language

Phonological
Grammatical
Semantic
Input -I

Free learners:
place of learning (foreign L., L2 L.,
bilingual environments)
Type of language contact
Family L. environment
Peer L. Environment
 Input -II
Instructed learners:
Types of instruction (formal, informal,
intensive, non-intensive)
Length of instruction (No. of years,
No. of contact hours)
Place of instruction (Foreign, L2,
bilingual environment)
Material of Instruction ( graded (sequencing),
ungraded, skill-oriented materials)
Source of instructor (teacher attitude/training)
 Affective Domain

Social-cultural factors : attitude toward

native culture, L2 culture,, native people and
to L2 people.
Egocentric Factors :
depression, anxiety, homesickness, ego
permeability, rejection, and self-
consciousness
Motivation: integrative, instrumental (own
or forced choice)
 Educational Background

Illiterate
Literate :
professional (educational system,
specialization)
non-professional (number of years,
place of study)
 Innatist model: Krashens hyp
othesis subconscious

The Acquisition
learning hypothesis Monitor hypothesis

Krahsen The Natural Order

hypothesis

Affective Filter The Input Hypothesis

hypothesis
 McLaughlins Attention-
processing -conscious
Controlled: Automatic:
New skills, capacity Well trained, practiced skill
limited capacity is unlimited
Focal Grammatical Keeping an eye out
Intentional explanation Modals, clause formation
attention Word definition Monitoring oneself
(p. 284) Scanning, Editing, peer
-editing
Peripheral Simple greeting, Open-ended work
TPR, natural Rapid reading, Free writing
approach
 Attention-processing model

Controlled process: capacity limited,

temporary: primitive learned skills
Automatic process: more accomplished
skills , which is done by a process of
restructured, in which the components of a
task are coordinated, integrated, or
reorganized into a new unit.
In every act, focal and peripheral attention
actually occur simultaneously.
 Attention-processing model

When a child says Nobody likes me.

Focal to express verying emotion, mental ang
uish, or loneliness.
Peripheral - attend to words and morphemes th
at underline the central meaning.
Go between: to read parents facial
Features, mental recall of an uncomfortable inci
dent of rejection, awareness of a sibling overhe
aring the communication.
 Cognitive Models- Implicit
and Explicit Models
Implicit knowledge: automatically and
spontaneously used in the tasks. Kids learn
phonological, syntactic,, semantic and
pragmatic rules of their L1 but cannot
explain the rules explicitly. (Bialystoks,
1978)
Rod Elliss: Grammar raising- some explicit
attention to language form is blended with
implicit communicative tasks.
 Cognitive Models-Implicit
and Explicit Models
Input Language exposure

Other
knowledge Explicit linguistic Implicit linguistic
Knowledge knowledge

Automatic

Output Response

Time-delayed
 Social Constructivist Model
Longs interaction hypothesis, 1985
Emphasize the dynamic nature of interplay between lear
ners, their peers, their teachers and others.-socially medi
ated interaction.
IH: comprehension input is the modification of interactio
n- native speakers and other interlocutors create in order
to render their input comprehensible to learners.- mother
tone, slowing down, more deliberate, with clarification/
repair requests, paraphrases
Van Lier (1996), Curriculum as interaction: principles of
awareness, autonomy, authenticity leading to Vygotsky
s ZPD
 Social Constructivist Model
Pedagogical research for Optimal Learning
Environment:
classrooms is a place where the contexts
for interaction are carefully designed.
Material and curriculum developers are
supposed to create the Optimal Learning
Environments and tasks for input and
interaction, where learners will create their
own language knowledge in a socially
constructed process of discovery.
 Ecology of Language
Acquisition (Brown, 1991)
Input: Teacher talk, Leaves of Strategies:
textbook, materials, other scanning, skimming, keyword
students, nonverbal, attention, nonverbal, self-
practice, dictionary use, appeal
outside of class, self.
to authority, error monitoring

Branches of
Affective variables: Fruit of performance:
speaking, listening, writing
extroversion, anxiety,
(production) , reading
risk-taking, empathy (comprehension) Trunk of
feedback.
 Ecology of Language
Acquisition (Roots)
Seeds of predisposition: Soil of Style: problem
Innate factors, previous solving, cognitive style,
experience, cultural personality style input
schemata, aptitude. generator

Inferred competent intake:

Germination strategie
Phonologicla, grammatical, di
s: direct, memory, aff scourse, socialinguistic, prag
ective social, metaco matic rules; reception & prod
gnitive strategies. uction rules; interlanguaeg sy
stem.
 Proper Attitude toward
Language Theories

Balancing believing games and

doubting games: try to find something
wrong in ones claims or hypotheses.
Appreciate the art and science of SLA
Trust your intuition: when problems
are elusive and hard to define
Is it hard? Of course
not!
!