Learner language
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Transcript of Learner language
M2 MEEF November 2014
Learner language
Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford University Press.
input ≠ intake
input ≠ intake
❖ the linguistic forms we teach a second language (L2) learner are not the same as the forms that learner learns
input ≠ intake
❖ the linguistic forms we teach a second language (L2) learner are not the same as the forms that learner learns
❖ fundamental mismatch between language teaching and language learning
input ≠ intake
❖ the linguistic forms we teach a second language (L2) learner are not the same as the forms that learner learns
❖ fundamental mismatch between language teaching and language learning
❖ learners have their own “built-in” syllabus (Corder, 1967)
input ≠ intake
❖ the linguistic forms we teach a second language (L2) learner are not the same as the forms that learner learns
❖ fundamental mismatch between language teaching and language learning
❖ learners have their own “built-in” syllabus (Corder, 1967)
built-in !syllabus
target !language (TL)!
grammar
≠
interlanguage
interlanguage❖ native speakers see their own
language (NL) as rule-governed, even if they cannot articulate all the rules
interlanguage❖ native speakers see their own
language (NL) as rule-governed, even if they cannot articulate all the rules
❖ they perceive a second language learner’s language as characterised by mistakes and errors
interlanguage❖ native speakers see their own
language (NL) as rule-governed, even if they cannot articulate all the rules
❖ they perceive a second language learner’s language as characterised by mistakes and errors
❖ yet learner language is also rule-governed; the linguistic system of learner language has been called interlanguage
interlanguage❖ native speakers see their own
language (NL) as rule-governed, even if they cannot articulate all the rules
❖ they perceive a second language learner’s language as characterised by mistakes and errors
❖ yet learner language is also rule-governed; the linguistic system of learner language has been called interlanguage
autonomy!of learner!language
transfer
what processes!shape learner!
language !development?
transfer❖ native language transfer is
particularly obvious in early stages, and with phonology
what processes!shape learner!
language !development?
transfer❖ native language transfer is
particularly obvious in early stages, and with phonology
❖ intralingual transfer concerns the TL structures being learned; the learner may overgeneralise a rule
what processes!shape learner!
language !development?
transfer❖ native language transfer is
particularly obvious in early stages, and with phonology
❖ intralingual transfer concerns the TL structures being learned; the learner may overgeneralise a rule
❖ transfer of training occurs when instruction goes wrong and learner believes incorrect information
what processes!shape learner!
language !development?
theories explaining SLA
second !language!
acquisition!(SLA)
theories explaining SLA❖ behaviorist theories suggest
learning a new language means replacing old (NL) habits with new (TL) ones
second !language!
acquisition!(SLA)
theories explaining SLA❖ behaviorist theories suggest
learning a new language means replacing old (NL) habits with new (TL) ones
❖ innatist theories state that all learners follow the same developmental sequence because of innate language-learning capacities
second !language!
acquisition!(SLA)
theories explaining SLA❖ behaviorist theories suggest
learning a new language means replacing old (NL) habits with new (TL) ones
❖ innatist theories state that all learners follow the same developmental sequence because of innate language-learning capacities
❖ interactionist theories claim that acquisition results from interaction with other speakers
second !language!
acquisition!(SLA)
behaviourism
behaviourism
❖ behaviorist theories are based on contrastive analysis (CA) of NL and TL
behaviourism
❖ behaviorist theories are based on contrastive analysis (CA) of NL and TL
❖ linguistic features which are similar in the two languages are easy to learn, those which are different will be difficult
behaviourism
❖ behaviorist theories are based on contrastive analysis (CA) of NL and TL
❖ linguistic features which are similar in the two languages are easy to learn, those which are different will be difficult
❖ BUT behaviorist theory does not predict the patterns we observe in learner language
behaviourism
❖ behaviorist theories are based on contrastive analysis (CA) of NL and TL
❖ linguistic features which are similar in the two languages are easy to learn, those which are different will be difficult
❖ BUT behaviorist theory does not predict the patterns we observe in learner language
linguistic!difference!
=!learning!difficulty
innatist theories
Universal !Grammar
innatist theories
❖ innatist theories include Universal Grammar (Chomsky)
Universal !Grammar
innatist theories
❖ innatist theories include Universal Grammar (Chomsky)
❖ developmental stages!
❖ negation!
❖ question formation!
❖ relative clauses
Universal !Grammar
innatist theories
❖ innatist theories include Universal Grammar (Chomsky)
❖ developmental stages!
❖ negation!
❖ question formation!
❖ relative clauses
❖ Monitor Model
Universal !Grammar
Monitor model
Monitor model❖ Krashen’s monitor model
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
2. SLA follows a natural order, similar to TL
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
2. SLA follows a natural order, similar to TL
3. an internal monitor edits language production in certain circumstances
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
2. SLA follows a natural order, similar to TL
3. an internal monitor edits language production in certain circumstances
4. comprehensible input is sufficient for SLA
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
2. SLA follows a natural order, similar to TL
3. an internal monitor edits language production in certain circumstances
4. comprehensible input is sufficient for SLA
5. an affective filter blocks acquisition when a learner’s attitude is negative
Monitor model❖ Krashen’s monitor model
1. acquisition (subconscious process) ≠ learning (conscious process)
2. SLA follows a natural order, similar to TL
3. an internal monitor edits language production in certain circumstances
4. comprehensible input is sufficient for SLA
5. an affective filter blocks acquisition when a learner’s attitude is negative
comprehensible !input!“i+1”
Interactionist theories
Interactionist theories
❖ SLA results from learner’s active interaction with other partners
Interactionist theories
❖ SLA results from learner’s active interaction with other partners
❖ passive reception of input is not enough (≠ Krashen)
Interactionist theories
❖ SLA results from learner’s active interaction with other partners
❖ passive reception of input is not enough (≠ Krashen)
❖ communicative activities encourage focus on meaning while using targeted linguistic forms
Interactionist theories
❖ SLA results from learner’s active interaction with other partners
❖ passive reception of input is not enough (≠ Krashen)
❖ communicative activities encourage focus on meaning while using targeted linguistic forms
communication!with focus!
on meaning
Interactionist theories
Interactionist theories❖ noticing: learners must
consciously notice a form in order to acquire it (Schmidt)
Interactionist theories❖ noticing: learners must
consciously notice a form in order to acquire it (Schmidt)
❖ focus on form: brief attention to linguistic form during meaning-based activities (Doughty, Long)
Interactionist theories❖ noticing: learners must
consciously notice a form in order to acquire it (Schmidt)
❖ focus on form: brief attention to linguistic form during meaning-based activities (Doughty, Long)
❖ scaffolding: more knowledgeable partners help co-construct language (Vygotsky, Bruner)
Interactionist theories❖ noticing: learners must
consciously notice a form in order to acquire it (Schmidt)
❖ focus on form: brief attention to linguistic form during meaning-based activities (Doughty, Long)
❖ scaffolding: more knowledgeable partners help co-construct language (Vygotsky, Bruner)
switch!between!
focusing on!meaning!
and noticing!form
Teaching implications
explicit!and !
implicit!knowledge
Teaching implications
❖ explicit knowledge from teacher and textbook, needed for tests explicit!
and !implicit!
knowledge
Teaching implications
❖ explicit knowledge from teacher and textbook, needed for tests
❖ implicit knowledge is used to produce language when learners focus on meaning
explicit!and !
implicit!knowledge
Teaching implications
❖ explicit knowledge from teacher and textbook, needed for tests
❖ implicit knowledge is used to produce language when learners focus on meaning
❖ teaching needs to take both kinds of knowledge into account
explicit!and !
implicit!knowledge
implicit language
implicit language
❖ implicit knowledge has its own independent logic
implicit language
❖ implicit knowledge has its own independent logic
❖ language forms will be acquired in a different order from explicit language learning
implicit language
❖ implicit knowledge has its own independent logic
❖ language forms will be acquired in a different order from explicit language learning
❖ this difference is no-one’s fault; it is due to the way the brain is wired to acquire language
implicit language
❖ implicit knowledge has its own independent logic
❖ language forms will be acquired in a different order from explicit language learning
❖ this difference is no-one’s fault; it is due to the way the brain is wired to acquire language
implicit!knowledge has!
its own!independent!
logic
Reading
❖ Lightbown, P. M., Spada, N., Ranta, L., & Rand, J. (2006). How languages are learned (Vol. 2). Oxford: Oxford University Press.!
❖ Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford University Press.
Learning and Teaching !Foreign Languages
http://unt.unice.fr/uoh/learn_teach_FL/
http://www.scoop.it/t/telt/