Second language acquisition week 2
Second language acquisition week 2 3041
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Popular in Linguistics and Speech Pathology
This 2 page Class Notes was uploaded by Ebonee Jackson on Tuesday January 26, 2016. The Class Notes belongs to 3041 at Georgia State University taught by YeonJoo Jung in Spring 2016. Since its upload, it has received 30 views. For similar materials see Second Language acquisition in Linguistics and Speech Pathology at Georgia State University.
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Date Created: 01/26/16
Week 2 Second language acquisition language after L1 is learned including L2 L3 Foreign language learning outside L2 context Second language learning inside L2 context Native language NS from birth or early childhood Nonnative speaker NNS later learner L2 learner learning second language Interlanguage language system learners create to figure out L2T L Elements from the NL the TL and elsewhere Stable and dynamic patterns emerge Shows L2 development and learning Bilingualism In SLA bilingualism is a continuum Benefits of bilingualism Communicative advantages speaking to more people economic more skills better jobs opportunities cognitive creative thinking more metalinguistic knowledge of language awareness code switching Multilingualism Interlanguage transfer interlanguage system of one L2 affecting another L2 Example French words using German syntax rules Similarities between languages can be helpful or they can get mixed up Heritage Language Acquisition Language that has personal connection language that is spoken at home or by family but not necessarily a native language Simultaneously SLA and bilingualism L1 can be switched at some point Heritage language learners typically do not become bilingual because of a lack of opportunity to speak heritage language they usually are not as competent as NS Typically better at speaking than L2 learners Gass chapter 2 There are no correct answers in analyzing IL data better worse There will always be ambiguity Comparative fallacy placing target language categories on interlanguage data may cause us 0 generate false hypotheses Steps of data analysis Categorize the data native like or non native like and ambiguous Initial explanation of data generate hypothesis to explain patterns in the data Test explanation does the learner data support the hypothesis or is it proven irrelevant Revise explanation if necessary account for all the data there could be problems with the conclusion are there exceptions Give explanations for exceptions 5 Define additional data needed what data do we need from the learner more utterances written spoken language PP P Comparative Fallacy Not comparing L2 performance to NS competence NS data is not always perfect speakers may fumble sometimes Not viewing IL as an incomplete version of TL Views SLA as a process of imitation rather than rule formation
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