Second language acquisition theory by David nunan

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Name : Jethwa Monali A

Sub : ELT

Unit : 2 : Topic : Second language acquisition theory by David    nunan

Sem : 3 : M.A Part 2

Submitted by : Department of English

M.K.B.U

Email id : monalijethwa19@gmail.com

Second Language Acqutision By David Nunan

Introduction :-

• The prosses by which people learn a second language in addition o their native language Second language plays an institution role in the society .
• The terms second language acquisition refers to the prossesses through which someone acquire one or more second or foregin language. The discipline now known as SLA emerge from comeritive studies of similarites and differnce between languages .

• These sttudies were condected in the belief that a learners first language has an important influences in the acqusition of a second language , proponents of contrastive analysis argues that l1 and L2 are in confliects , such an error can be explained as a negitive transfer of the L1 rules to the L2 , When the rules are similer of the both language , positive transfer would occur and language learning whould be facilitated.

• In the terms of the padegogy ,contrastive held that held that learners difficulties in learning an L2 could be predicted on the basis of a systematic of the two language and that learners from diffrent first language backgroung would experience diffrent difficulties when attemting to learnears L2.

• Behaviourist believe that learning wa a prosses of habit formation .

• The term second language acquisition(SLA)refers to the processes through which someone acquire one or more second or foreign languag.some important point in this research paper:

-communication process

-L1 and L2 formaly -informaly

-product-The language use by learner's

-Process-mental

-positive transfer

-nagative transfer

-morpheme-minimum meaningful language unit.

-the term 'modified interaction.

• Brown made a study on native kids who's language is L1(English language).Dudley and Burn study those kids were learn different languages and background.

• The discipline now known as SLA emerged from comparative studies of similarities and differences between languages.
• These studies were conducted in the belief that a learner's first language(L1) has important influence on the acquisition of a second(L2), resulting in the 'contrastive analysis'(CA) hypothesis.L1 rules are not equal to L2- this is nagative transfer.Thus,English L1 learners will encounter difficulty trying to master the use of nominal classifier in certain Asian languages such as Cantonese,because these do not exist in English.

• In terms of pedagogy,contrastivist held that learners difficulties in learning an L2 could be predicted on the basis of a systematic comparison of the two languages,and that learners from different first language background would experience different difficulties when attempting to learn a common L2.

The systematic study of learners errors revealed inter insights into SLA process.

1) learners made errors that were not predicted by the CA hypothesis.

2)The errors that learners made were systematic,rather than random.

3) learner appeared to move through a series of stages as they developed competence in the target language.

• These successive stages were characterised by particular types of errors,and each stage could be seen as a kind of interlanguage or 'interum language'in it's own Right.

Major statment on the language acqusition :-

(Long 1987):-

I think there is no support whatever for structurally-graded syllabuses ... (however)

periodically I encourage a focus on form. The pedagogic task in class will always be

some problem-solving activity, but periodically the teacher might notice errors that are

systematic. At this point, the teacher might introduce an activity which focuses on form.

(Krashen and Terrell 1983: 35)

If it is true that we acquire languages via comprehensible input, and if language acquisition

is central, not language learning, then it follows that the most important element in any

language teaching program is input. Language is best taught when it is used to transmit

messages, not when it is explicitly taught for conscious learning.

(Krashen and Terrell 1983: 35)

• Diffrence between :-,

Acqusition Lerning

Acqusition Learning

- Gradual Development - conscious prosses .

- It happens naturally . - Grammer ,vocabulary and rules are

learnt in controlled manner.

- it happens through interaction with the ones - it happens in school college and so

who are native native spearkers . on.

- Focus is on meaningful communication not on - Activities and methods are designed

grammatical forms focus is on grammer.

Language learning :-

- First language - second language

- once native language - Not the native language

- Learned in the childhood - Learned in addition to the native language

- Mother language - Acquried language

• SLA has been strongly influenced by L1 acqusition .SAL researchers have look to L1 acqusition for insights in to the two ways of hte investigating like the aqucition prosses as well as the outcomes of th research.

• Research

product oriented prosses oriented

Dulay and Burt 1974 lond 1981 , stephen krashen 1980

-To determine whether there id natural sequence To focus on the process how l2 can be

in the order in which L2 learners acquire the acquired .

grammer of the traget language

-Rejected hypotheses that L2 Acquisition ecquisition The way we learns language

-equales L1 acquisition. Consciously is diffrent to the

subconscious acqution . Both are the

diiffrent mental prosses.

• These researechers arguees that items can be learned when they are one stage ahead of leaner's present processing capacity . This is call the ' teachability 'hypothesis.

• According to his comprehen sible inputs hypothesis input hypothesis when the students understand a massage in the langauage contains a structure his or her current level of competences advances by onr stap and thet structure is aquired.

• Long advanced the following argument in the favour os task which promotes the converstional adjustment or interactional modification on the part of the learners :-

A – is linguistic adjustment

B – is compresencible inputs

C – is acquisition

in that Step 1 : (A) promotes ( B )

Step 2 : ( B ) promotes ( C )

Step 3 : ( A ) promotes ( C )

• Satiesfactory evidens of the A – B – C progression would be allow the linguistic enviorment to be posited as an indirect causal vaireble in SLA.

• Summaries of some sample studies into second language acquisition
  in the classroom : -

• These summaries are intended to give some idea of the scope and focus of research

investigating SLA in the classroom. If you are interested in these studies, you are advised

to read the original reports. It is also highly advisable t look at the additional literature

provided in the select list of references.

Long, M 1981.

• Two-way information gap activities (which require the exchange of information among all

participants, each of whom possesses some piece of information not known, but required

by all other participants to solve a problem) facilitate comprehension. Such activities

promote optimal conditions for students to adjust their input to each other’s level of

comprehension (ie modifying the interaction) and thereby facilitate their second

language acquisition.

Long, M 1983.

• ‘Does second language instruction make a difference?: A review is :-

• This paper reviews studies reporting conflicting findings on the efficacy of instruction.

However, the picture is clarified if two distinctions are observed: i) the absolute effect of

instruction versus its relative utility and ii) whether or not studies controlled for instruction

and/or naturalistic exposure.

• While not overwhelming, results suggest that, on balance, instruction is beneficial for

children as well as adults, for beginning, intermediate and advanced students, on

integrative as well as discrete point tests and in both acquisition-rich and acquisition-poor

environments.

C and T Pica 1986.

• Do they facilitate second language acquisition?‘

• This paper reports on studies conducted to determine the effects of task type (involving

optional and required information exchange) and participation pattern (teacher directed,

small group and pairs). Results suggest that a task with a requirement for information

exchange (a two-way information gap activity) is crucial to the generation of conversational

modification of classroom interaction. The study accepts the premise that conversational

modification (interaction which is altered linguistically or conversationally to facilitate

comprehension of intended message) is instrumental in second language acquisition.

Small groups and pairs produce more modification than teacher-fronted (whole class)

work.

Duff, P 1986.

• Newbury House: Rowley Ma

• This study examines the effect of task type (convergent or problem-solving tasks versus

divergent tasks, eg debates) on the input and interaction of non-native speaker-non-native

speaker dyads.

• While both types of task can be considered two-way, in that there is required information

exchange between members of the dyads, the study shows that debates reduce the

opportunities for negotiation of input and are therefore hypothesised to be less effective

for acquisition.

Rulon, K and J McCreary 1986.

• Negotiation of content: Teacher-fronted and small-group interaction.
• Newbury House: Rowley Ma

• The purpose of this study was to examine negotiated interaction in small-group and

teacher-fronted activities in the ESL classroom. It was found that when students are

placed in a group situation and asked to complete a contextualised two-way task,

significantly more negotiation of content takes place that when the teacher leads the

discussion.

• It is concluded that ‘working in small groups after the completion of listening

and/or reading comprehension passages may not only promote an atmosphere essential

to successful second language learning but may enhance the students’ comprehension

of the passage as well.’

Porter, P 1986.

• How learners talk to each other: Input and interaction in task-centred
  discussions.

• Newbury House: Rowley Ma Porter conducted a study into the language used by adult ESL subjects and native speakers of English in task-centred discussions. She found that input received by
• ESL students from non-native speakers was just as comprehensible as that from native

speakers.

• In fact, she found that learners received more and better quality input from

advanced learners than from either intermediate learners or native speakers, and that

learner

Claims :-

• Adults can acquire a second language easily…!
• Practice does not make language perfect.
• Knowing a language rule does not mean one will be able to use it in an interaction.
• One cannot achieve native like command in an hour.
• Comprehension of text depends on learners ability to understand language.
• Learner already has a language available.
• Atmosphere of the learner.

http://www.slideshare.net/vaidehi09hariyani/second-language-acquisition-65883184

• http://dodiyameghana.blogspot.com/2016/07/second-language-acquisition.html

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