Input, interaction and second language acquisition by Rod Ellis

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___

Age and acquisition by Brown

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.

Second Language Acquisition Chapter 17,By Yule

Second Language Acquisition Chapter 17,By Yule

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

• ACQUISITION: Unconscious process that 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 learn easily because the LAD will be activated, and that is one of the most important factors when it comes to learning.

3. Why might foreign talk be beneficial?

Because when students think they can understand what the teacher actually says by modifying her/his own speech they will feel more motivated and this will leads students to learn TL easily.

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 students use 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 students say this is my carpet, referring to a folder, in Spanish, but the similitude between both languages make students do this negative transfer.