Guiding Questions

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University of Potsdam

WT 2023-24
Department of English and American Studies
Approaches to SLA

Early Linguistic Approaches

Read the literature (Saville-Troike 2012). On that basis, prepare some notes regarding
the following questions.

1. On Contrastive Analysis
a. What is the general aim and purpose of Contrastive Analysis? What led to its
development, and what were the main influences? What are its basic
assumptions? Who is/are its main proponent(s)?
Is an approach to the study of SLA involving prediction and explanation of
learner problems based of an comparison between L1 and L2
Was heavily influenced by linguistic theories in the USA in 1940/50
Structualism and Behaviorism
Goal: increase L2 teaching

b. Explain the notion of transfer, the types of transfer, and the types of
interference that have been identified by Lado.
Transfers: transfer of elements acquired in L1 to the target L2
Positive (facilitating) transfer: if structures are the same in L1 and L2 (Spanish
and English plural -s)
Negative (interference) transfer: if structures are inappropriately used
(additional transfer of for example the Spanish plural -s to a modifier (greens
beans))
Forms of interference: Same form and meaning, different distribution
Same meaning, different form
Same meaning, different form and distribution
Different form, partial overlap in meaning
Similar form, different meaning
c. What is its basic methodology?

d. How does CA (aim to) contribute to the understanding of Second Language


Acquisition?

-it highlights potential learning problems and shows a relationship between L1


and L2 while trying to prevent the formation of bad habits

2. On Error Analysis
a. What is the general aim and purpose of Error Analysis? What led to its
development, and what were the main influences? What are its basic
assumptions? Who is/are its main proponent(s)?
is the first approach to the study of SLA which includes an internal focus on
learners’ creative ability to construct language.
description and analysis of actual learner errors in L2, rather than on idealized
linguistic structures attributed to native speakers of L1 and L2 (as in CA)
b. How are errors, learner language and language learning conceptualized in the
framework?

c. What is the basic methodology of Error Analysis?


Most samples of learner language which have been used in EA include data
collected from many speakers who are responding to the same kind of task or
test
Identification of errors . This first step in the analysis requires determination of
elements in the sample of learner language which deviate from the target L2 in
some way
Description of errors . For purposes of analysis, errors are usually classified
according to language level
Explanation of errors . Accounting for why an error was made is the most
important step in trying to understand the processes of SLA. Two of the most
likely causes of L2 errors are interlingual (“between languages”) factors,
resulting from negative transfer or interference from L1 and intralingual
Evaluation of errors. Estimate the severity of the error

d. How does EA (aim to) contribute to the understanding of Second Language


Acquisition?
Focus on Data
Potential for avoidance

Try to fill in the table below. Please note that for the other linguistic approaches to
SLA, the reading questions will be the same, so I will not repost them. You may not
always be able to answer all of them on the basis of the readings, but try your best to
fill in the table for each approach mentioned in the readings.

3. On Interlanguage
a. Explain the notion of ‘interlanguage’, and indicate the researcher(s)
associated with its introduction.
intermediate states (or interim grammars) of a learner’s language as it moves
toward the target L2.
first language studies of the 1960s and 1970s, Selinker and others taking this
approach considered the development of the IL to be a creative process, driven
by inner forces in interaction with environmental factors, and influenced both
by L1 and by input from the target language.
e IL itself as a third language system in its own right which differs from both
L1 and L2 during the course of its development

b. How are learner language and (second) language learning conceptualized in


this framework?
c. What is ‘fossilization’?
Process of incorrect language turning into a habit, which can not easily be
corrected

https://repository.bbg.ac.id/bitstream/588/1/
Introducing_Second_Language_Acquisition_.pdf
Contrastive Analysis Error Analysis
Highlighting potential Focuses on creative
general aim and learning problems ability of a learner to
purpose Comparing L1 and L2 construct a language
contribution to
understanding Lado Analyzing learner errors
SLA
Trying to reconstruct
what the learner does

Corder
Positive and negative Mentalism, focus on
basic transfer innate ability of a learner
assumptions and rather than external
main Habit formation influences
proponent(s)
comparison of L1 and L2 Behaviourism to
Mentalism / cognitivism
Predict interference
Linguistic structuralism
Structuralism and to formalism
Behaviorism
Errors as something
Errors should be avoided positive

Basically trial and error


Behaviorism and Mentalism and
development of structuralism formalism
the approach
(e.g. reasons for Improve teaching! Lack of prove that CA
dev., influences was working
on dev.)
Find descriptions Collection of learner
between L1 and L2 language
basic
methodology Comparing L1 and L2 Identify errors
Phonology-Morphology-
Syntax Description of errors

Identifying similarities Explanation of errors


and differences
Evaluation of errors
Problem prediction
(look at 2 c)
Propose teaching
materials

Central terms
and concepts

problems/
criticism

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