Second language acquisition |
Acquisition Barriers There are some barriers for acquire a L2. When people are teenager or adult:
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Acquisition and Learning Acquisition: It refers to the gradual development of ability in a language by using it naturally in communicative situation. It hasn´t been taught with rules It is unconscious by the human being Learning: It is a conscious process of accumulating knowledge of the vocabulary and grammar of a language. It is taught in school It is incorporated with grammar rules It is during a long period with social interaction. |
Critical period: It happens during around puberty. It is a period in which young people are very difficult to acquire another language fully. It is supported for a crucial factor “The Process of Lateralization” of the brain. The process of lateralization: It is a process in which young people can acquire L2 but it is between ten to 16 years. The young people have the optimum age and their brain is more flexible for acquire new words and their cognitive skills allow more affective “working out” of the regular features of the L2 encountered. |
The affective filter It is used to describe a kind of barrier to acquisition that results from negative feeling or experiences. It is very important because teenagers are more self-conscious than young children when they produce new sounds then they need more motivated and feel more empathy with the foreign culture. Some time Students can be frustrated for negative feeling experience like unpleasant classroom, dull textbooks and exhausting schedule. |
Focus Method There were many people that wrote some books as William Caxton he wrote a book called “Right good lernyng for to lerne shortly fresh and englyssh”. He and other writer wanted to search solutions for the acquisition of L2; they created their theory and Methods. Grammar –Translation method It is a traditional method with a long list of word and a set of grammatical rules which have to be memorized. It has its roof in the traditional approach language teaching of Latin and is generally described as the GRAMMAR –TRANSLATION METHOD. Audiolingual Method This is a very different approach because it is emphasizing in the spoken language. On the other hand it is a systematic presentation of the structure of L2 , moving from the simple to more complex. Its characteristic is a form of the drill which students have to repeat. It presumes that the fluent use of a language is essentially a set of habits which could be developed with a lot of practice then many students spent a lot of hours practicing in a laboratory repeating oral drills. Communicative approach They are partially a reaction against the artificially of “pattern-practice” and also against the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language. | |
SOME ERRORS There are some error which are produce when the children learn a new language L2 | |
Overgeneralization: It happens when some rules like plural are added in a L2 Example: womens | |
Transfers It is produced when someone does an or more expressions or structure from the L1 to L2 There are two type of transfer: Positive Transfer and negative transfer | |
Positive Transfer: When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production. Example : cognates | Negative Transfer: occurs when speakers and writers transfer items and structures that are not the same in both languages |
