Six Dimensions of language acquisition by Wolfgang Klein

1. - Propensity: (Inner force):

The learner feels the need, the urge of acquiring a language. Propensity has four components: Social Integration, Communicative Needs, Attitude and Education.

a.- Social Integration: Need of a learner to be integrated to others. Then they can communicate. It has a negative aspect; students stop talking when they think they are losing their culture (that is why we have to be careful to the children’s background).

b. - Communicative Needs: It is related to the context. In other words, it has to do with where or when I’m going to say something.

c. - Attitude: Children learn because language is there to be learned, adults are in will. Attitude can be conscious or unconscious.

d. - Education: This factor is the weakest of all because it depends on the outside and not on the inside of the learner. It may be effective only if it is combined with the other three propensity factors.

2.- Language Faculty

 It is a natural capacity of communicate and the functioning of the language processor (in terms of Biological Determinants of Language Processor and the Knowledge Available to the speaker at any one time).

a. - Biological Determinants of Language Processor: This represents only a fraction of our language skills. It deals with process in some parts of the central system (brain) according to perception, memory and higher cognitive functions.

b. - Available Knowledge: It deals with conscious knowledge acquired from books, school, others; and tacit knowledge which is unconscious.

3. - Access (to Language):

The processor previously mentioned cannot work if it is not exposed to raw material. Access covers some components which are: Input and the Range of Opportunities of Communication

1. - Input: It is the social interaction. The information we receive while we are in contact with others

2. - Opportunities of Communication: This range talks about the amount of exposure to language. The acquisition process comes to an end as soon as the learner stop being aware of the differences between his/her speech production and the one of his/her environment.

4.- The Structure of the process:

The text talks about two important aspects: Synchronization among various skills and elements of knowledge that make up a language, and Variations observed across learners and learners categories in the acquisition process.

1. - Synchronization of Elements in a Language: It refers to the acquisition of all linguistically knowledge. If a speaker wants to know a language, he/she must be able to make a proper use of several types of information, such as phonetically knowledge, inflection and so on.

2. - Variability (in learners): The structure and the way of acquisition varies depending on the learners. This variability is caused by many factors which include propensity components, the biological aspects of the learner his/her knowledge, a good input and so on.

5. - Tempo of Acquisition: According to three groups of factors; Heading propensity, language processor and Access.

6. - End State: Dealing with Fossilization and Backsliding.

Principles and practice in second Language Acquisition by Stephen Krashen

  1.- The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'.

2.- The Natural Order hypothesis it suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

3.- The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule. It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is - or should be - minor, being used only to correct deviations from 'normal' speech and to give speech a more 'polished' appearance. Krashen also suggests that there is individual variation among language learners with regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the 'monitor'.

4.- The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.

5.- The Affective Filter hypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

Age and acquisition by Brown

Think about an answer for
these questions.

1. What exactly is the relationship between age and language learning?

The way that the person is going to learn, if is young it could be easier, on the contrary of is older it could be more difficult.

2. Do children learn language faster? What do they learn faster?

Because they are not focus of forms and rules, they internalize what they are listening and watching, for that reason is because they learn faster, because they acquire without analyze.  

3. Is it impossible for adults to achieve fluency?

If they do not use their monitor all the time and if they practice over and over again, they can achieve fluency.

QUESTIONS

1. In your opinion which 3 of the 7 myths are of importance to dispell? Why? (page 50)

1.  The first one because, when we learn a second language is not only by repetition all the time, because we need significant meaning of the concepts that we are learning.

5. Number five, because we can learn how to write a word without listening it before.

7. Number 7 because is important to show some differences of grammatical structures to children, because they might make some mistakes and if we do not explain and try to fix those mistake children will not understand what is wrong.

2. Refer and explain 3 out of the 5 topics from the cognitive psychologist Ausubel. (page 51)

The rote learning practice of audio-lingual drills lacked the meaningfulness necessary for successful first and second language acquisition.  That is to say, even if students memories if there is no significant meaning there is not learning.

Adults learning a foreign language could, with their full cognitive capacities, benefit from deductive presentations of grammar; because they analyze and they are aware of forms and rules.  

The native language of the learner is not just an interfering factor- it can facilitate learning a second language.  Because sometimes students will find similar factors, concepts that they will connect with their first language. 

3. Explain the possible comparisons and contrasts between children and adult acquisition. (page 52)

-First and second language acquisition in children (c1-c2) holding age constant.  –Second language acquisition in children and adults (c2-a2) holding second language constant.  –First language acquisition in children and second language acquisition in adults (c1-a2)   

4. Refer to the CPH according to: (page 54) Lenneberg (1967) and Bickerton (1981) “The over the hill possibility”

This is by age of 12 or 13, when it comes to the possibility of successful second language learning.   

5. Discuss three points about the hemispheric lateralization. (page 54)

Left hemisphere seems to control intellectual, logical, and analytic functions including language functions, while right hemisphere controls functions related to emotional and social needs.

Some scholars contended the lateralization is completed about at the age of puberty, and some said it’s about five.

Thomas Scovel applied this lateralization concept to the second language acquisition.

6. What do we mean by biological accent-related (page 55)

The development of a socially bonding accent at puberty.  According to Scovel; ‘an accent emerging after puberty is the price we pay for our preordained ability to be articulate apes.’  

7. What is the role of the right hemisphere in learning a L2? (page 55)

There is significant right hemisphere participation, and it consist of the ‘strategies of acquisition’; of guessing at meanings and of using formulaic utterances.

Input, interaction and second language acquisition by Rod Ellis

Answer the following questions:

1. How exactly does acquisition take place?

A) Understanding a second language i+1 for (i.e. linking it to a meaning).

B) Noticing a gap between the second languages i+1 form and the interlanguage rule which the learner currently controls.

C) The reappearance of thei+1 form with minimal frequency.

2. Which conversational tactics are used in a Native Speaker – Non Native speaker talks?

The Native speaker – Non Native speaker were much more likely to make use of conversational tactics such as repetitions, confirmation checks, comprehension checks or clarification request.

3. Why is output important in second language acquisition?

Because producing output the students will improve their input, and it is necessary to produce it to know if they are learning or not, which are their mistakes, weaknesses and so on.  

4. Why is the reflective role of output important?

Because it provides them with opportunities to reflect on, discuss and analyse these problems explicitly.  

Match the teacher’s behavior with the proper correction techniques

A: Ignore the mistake.

B: Use finger correction.

C: Draw a time line on the board.

1. - You are working with a class of ten-year-old who are doing a fluency activity. One of the learners is talking to the class about her pet. She says: ‘My rabbit eat lettuce.’ You let her continue talking.

__A__

2. - You are doing a controlled practice activity. One of the learners says: ‘I have been working last week.’ You show her a diagram.

___C___

3. - You are focusing on spoken language and the use of contractions. A learner says: ‘I’m going swimming tomorrow.’ You want to show him where the mistake is. You use your hand.

___B___

Second Language Acquisition Chapter 17,By Yule

1. What is the difference between the terms ACQUISITION and LEARNING?

• ACQUISITION: Development of ability in language.

            It naturally develops in communicative situations.

• LEARNING: Conscious process of accumulating knowledge of a Language

2. Why is motivation important for L2 students?

If students feel motivated they will want to learn more and more, even if they make mistakes, because the motivation will show to them the necessity of realize what they have to improve.

3. Why might foreign talk be beneficial?

Because the message will be easier to understand and if a student feels that can understand what the teacher is talking about he/she will want to learn more, because of the motivation that this will bring to him/her.   

4. What is communicative competence?

Is the way that we use to produce speech, we find three concepts of this which are:

·         Grammatical competence; it is related to the accurate use of words and structures in the L2.

·         Sociolinguistic competence: It enables the learner to discriminate the social context.

·         Strategic competence: This is the ability to organize a message effectively and to compensate, via strategies, for any difficulties.

5. What is Positive and Negative Transfer?

·         Positive transfer: when some concepts from L1 and L2 have similar characteristics, the learner may be able to benefit from the positive transfer of L1 Knowledge. For example; if a student uses the word doctor, even if he/she does not know that this words is equal in Spanish and English.   

·         Negative transfer (or interference): L1 and L2 are too different, and it is not effective for L2 communication. For example; if a student says this is my carpet, referring to say folder, in Spanish, but the similitude between both languages make the student do this negative transfer.  

Put on the box, the words with the correct information

GTM	Audiolingual method	Communicative competence
grammatical rules	spoken language	creation of communicative experience

GTM / Communicative competence / Audiolingual method / grammatical rules / creation of communicative experience / spoken language

Interlanguage and Latent Structures.

1.      Explain the five central processes with your own words.

• Language transfer, this process occur in our IL performance. It is refers to speakers or writers applying knowledge from their native language to a second language, can occur in any situation when someone does not have a native-level command of a language.
• Transfer of training, when language teaching creates interlanguage rules that are not of the L2 and which result in the way the learners were taught.
• Strategies of second language learning, e.g. simplification
• Strategies of second language communication, when learner omits grammatically redundant items in an utterance, producing ill-formed sentences.

• Overgeneralization of TL linguistic material, where the learner tries to use TL rules and semantic features in the way there would not be used by a native speaker. 

           2.   Which of these processes can be apply to you in terms of your L2 acquisition?.

Language transfer and Transfer of training 

     3.  Which aspects have you fossilized?.

•  Pronunciation: because sometimes is unconscious to pronounce words with sounds of my first language
• Grammatical: the common mistakes that someone make when use a mixture of first language rules with the foreign language

True of false (justify the false)

a)     ___F__ Unsuccessful second language learning refers to the generalization problem.

The generalization problem is found not only in second language but first language too.

b)    __F__ Storage refers to the process of recalling information that is stored in memory

Retrieval In psychology, retrieval refers to the process of recalling information that is stored in memory, and storage refers to the process of storing information in the brain, those are mental processes.

     c) __T___ some conditions that affect in the process of learning a new language are anxiety, shifting    attention and second language performance.

     d) __T___ Fossilization cannot be reversible.

How language is shaped

Indicate if truth or false, provide the correct info.

Chomsky claimed that:

1. We have a predisposition to speak ... T
2. We have not been genetically programmed with mental structures... F
we have been genetically programmed with mental structures.
3. Nouns, adjectives and adverbs are not use in our universal grammar... F
Nouns, adjectives and adverbs are used in all languages but their differences are where they are situated in the grammar structures.
4. We are able to learn an Alien's language... F
We do not know if we are able to learn an Alien's language, if their language violates the principles of our universal grammar, we couldn't be able to understand their language because it couldn't be understandable, because it could have different codes.
5. Skinner, Chomsky and Piaget agreed on their theories... F
They had different theories about how human being developed their language.
6. Skinner believes that a language organ can develop regarding the environment... T
He claimed that all our learning could develop it with training and experience.

Match the following pictures to the corresponding theory, and therefore author.

PIAGET... C
CHOMSKY... A
SKINNER... B