Flashcards
Lasc10 - Second Language Acquisiton 2
Cards in this deck (33)
- 1Psychological dimensions of SLA
- 2Age Rate of learning Ultimate attainment
- 3Issue 1. Is there a biological programme behind this?
- 4Issue 2. Is there a ceiling effect? - Ultimate attainment
- 5Age differences in SLA
- 6Aptitude- Is there a talent specific to learning languages?
- “Learning with ease (where others have to work hard)”
- Learning it fast? Learning it well? Or both?
- Language Aptitude - an omnipotent force?
- first tests of LA in 1950-60s (Cold War) - 7Components of Language Aptitude (Carroll 1965)
- 8Modern Language Aptitude Test
- 9Correlation with intelligence° high MLAT <> high IQ scores
° grammatical sensitivity/verbal intelligence also in IQ tests! - 10Correlation with L1 ability° Bristol study (Skehan 1986)
° importance of analytical and grammatical abilities
° L2 learning difficulties may be due to L1 learning difficulties
° Sparks & Ganschow 2006: 15-20% of school-children have linguistic coding
difficulties in L1 literacy development - 11Correlation with Memory capacity° case studies of excellent lg learners: exceptional verbal memory is the
distinguishing trait in all
° high short-term memory spans (e.g. ability repeat random non-word lists,
recall phrases from reading)
° also correlates with size of L2 vocabulary at early stages of L2 and with
grammar learning later on (both: long-term memory)
° Memory research is in its beginnings! - 12Cognitive styles= an individual’s “natural, habitual, and preferred way(s) of absorbing,
processing, and retaining new information and skills” - 13perceptually-based learning styles-> visual (S has to see things to be able to learn them)
-> auditory (S learns best by ‘ear’)
-> kinaesthetic (physical action, e.g. role play, helps learning process) - 14cognitive learning styles-> for instance:
field independent (S tends to separate details from the
general background)
field dependent (S sees things more holistically) - 15cognitive learning styles
- 16Language learning strategies
- 17Motivation° “the desire to learn L2 and the effort employed”
° psychological notion: determines the level of effort, enjoyment, investment - 18Lambert & Gardner Model of Language Learning Motivation integrative vs. instrumental
- 19Dörnyei’s Process-Oriented Model of Motivation (2001)
- 20Motivation is?
- 21Gender° Are women or men better at learning L2?
° Western stereotype: females are better at languages
° Research evidence = inconclusive
° Women: stronger mental representation of the lexicon
Men: stronger mental representation of compositional rules
lateralization & hormonal influence on the brain
° Overall
-> gender (rather than sex) seems to be decisive
-> effect of cultural & socio-psychological constraints - 22Social dimensions1. Global and national status of L1 and L2
2. Boundaries and identities
3. Language policy
4. Circumstances of learning - 231. Global and national status of L1 and L2° symbolic : political identification and cohesion
° L2s for conquest and empire-building
° L2s for access to economic / technological resources
=> relative economic, military and political power of society who ‘owns’ an L2
has a strong impact on learning motivation and opportunity - 242. Boundaries and identities° languages define boundaries within and across nations
° language as ‘badge’ > identity
° dominant groups refuse to learn non-dominant languages to avoid
identification with non-dominant group(s)
Acculturation Model (Schumann 1978):
A. = reducing the social distance tw. L2-group
factors working against acculturation: dominance, segregation, desire of
learner group to preserve own lifestyle - 253. Language policyInstitutional forces and constraints
degree of L2 competence decides on access to political life, education, social
services > potential discrimination of L2 speakers
(vs. positive discrimination for English NS in the international
knowledge economy)
acquisition of knowledge in an L2 may hinder implementation of that
knowledge in an L1 environment - 264. Circumstances of learningprevious educational experience & educational culture
informal/naturalistic : formal/instructed
access to L2 only in FL classroom or also via content lessons (CLIL)
immigrants: ? access to formal L2 instruction?
Gender may determine access to L2 speakers - 27Language Socialization Theory (Duff 2007)
- 28Micro-social contexts of SLA1. L2 variation
2. Input and Interaction - 291. L2 variation (cf. lectures on sociolinguistics, Labov)
- 30° Speech Accommodation Theory-> also applies to interactions between L2 & L1 speakers
-> learner: change accent; imitate phrases
expert speaker: simplify - 312. Input and interaction Input modifications
- 32Interactional modifications
- 33Feedback
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- Language in a Social Context (Dalton-Puffer) Flashcards on Lasc10 - Second Language Acquisiton 2, created by Lisza Neumeier on 10/09/2018.
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- Lisza Neumeier
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