SECOND LANGUAGE ACQUISITION

SECOND LANGUAGE ACQUISITION

1. The nature of language

   • Morphology and the lexicon
     • Word's formation study
       • morpheme
         • The minimal unit of meaning.
           • Bound morpheme
             • It can't function by itself
             • It can form new words
               • Affixes
                 • Ex: un of unlikely
           • Free morpheme
             • It can funtion by itself
               • (Ex: man, woman, book).
   • Semantics
     • Word's meaning study
       • semantic's knowledge
         • means
           • Language reference's knowledge
     • Syntax and meaning interrelate
   • Pragmatics
     • Language use in context.
       • Word order may have an effect on meaning
   • Understanding of what it is that needs to be learned.
   • Sound systems
     • It entails knowing
       • what sounds are possible
       • what sounds are not possible in the language.
     • Phonological knowledge
       • Involves knowing what happens to words in fast speech as opposed to more carefully articulated speech
   • Syntaxt
     • Descriptive grammars
       • Referring to the knowledge we have of the order of elements in a sentence.
       • There are two types
         • Prescriptive grammar
           • They are rules as are generally taught in school
             • without regard to the way native speakers of a language actually use language
         • Descriptive grammar
           • Describe languages as they are actually used

2. Development of SLA

   • In the past 40–45 years
   • Draws from various disciplines
     • Linguistics
     • Psychology
     • Education
     • Sociolinguistics
     • Cognitive science

3. The nature of nonnative speaker knowledge

   • Native speakers
     • Have a level of language proficiency
   • Students of second languages
     • Created their own language system
       • Called interlengua (IL)
         • It has its own structure.
         • Elements
           • Mother tongue (LN)
           • Target Language (ME)
           • New forms
             • They do not come from either.
         • The fossilization
           • Permanent establishment of deviant language forms in interlanguage.
           • They exist regardless of subsequent exposure to the target language.
           • Can generate learning problems
             • Students reach levels far removed from the standards of the target language
   • The study of the acquisition
     • It is a complex field
       • Due to the information to be learned.
   • Tthe absence of longitudinal studies and necessary databases
     • generates
       • The lack of solid explanations

4. Conclusion

   • cross-linguistic analysis
     • focuses on
       • The learner and the learning processes.

5. Points for discussion

   • Students
     • Ability to produce indirect questions
     • Spontaneous speech
       • Tendency to make mistakes.
   • Distinction between
     • Acquiring a second language and learning a foreign language
       • Considered
         • Fundamentally different and not different.
     • Acquisition of the child language and the second adult language
       • In relation to
         • Understanding and use of clauses
   • Lack of solid theoretical explanation
     • For fossilization in interlanguage
     • It is asked of the peers
       • Create a list
         • Reasons for its existence.
   • It is discussed and considered
     • Variation in the acceptance of prayers by native speakers
       • Examples of
         • Acceptable and unacceptable prayers.
     • Variation in syntactic knowledge
       • In second language students.
   • Is explored and examined
     • The nature of knowledge of non-native speakers
       • Are analyzed
         • Examples of sentences
           • Produced by an Arabic speaker of English
     • Motivating factors
       • To study the acquisition of a second language
   • They are compared
     • In their mother tongue (Tatar) and second language (Russian)
     • Compositions written by schoolchildren
       • Focusing on
         • Similarities and differences in the information included
   • It is requested
     • Couples
       • Answer statements
         • About learning languages and justifying their answers
   • It is mentioned
     • The difficulty of determining when learning has been completed
       • Is presented examples of
         • Stumbling areas in the first language Words unknown in the vocabulary of the mother tongue.

6. Involves the study of any language that’s learned after your first language

   • Including grammar, vocabulary, pronunciation, and communication skills.

7. Scope

   • Language system creation
   • Native and second language proficiency
   • Formation of language rulers by learners

8. Language pedagogy

   • Pedagogical decision-making must reflect
     • What is known about the process of learning.
     • which is the domain of second language acquisition

9. Cross-cultural communication and language

   • In interactions with speakers of another language/culture
     • we have certain expectations and we often produce stereotyped reactions.
   • Many of the speech patterns that nonnative speakers
     • use reflect their nonnativeness rather than characteristics of their personality.

10. Language policy and language planning

    • Many issues of language policy
      • are dependent
        • on a knowledge of how second languages are learned.