Midterm-test

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

Midterm-test

Questions :

1.    What is second language acquisition?

2.    What is the difference between ‘second’ and ‘foreign’ language?

3.    What are the goals of SLA?

4.    Give an example of a ‘naturalistic’ learner. Why?

5.    What is the difference between ‘mistakes’ and ‘errors’?

6.    Explain and give one example of ‘overgeneralization’.

7.    Explain two learning theories: Behaviorist and Mentalist. What are the implications of these learning theories for language teachers?

8.    Consider the following data:

A : I like your shoes (expressing compliments)

B : Thank you

How can you explain the B’s response in terms of the acquisition of discourse rules?

9. Instruction and L2 Acquisition

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

9.   Instruction and L2 Acquisition

            One of the goals of SLA is to improve language teaching. Some researchers have studied what impact teaching has on L2 learning.

Form-focused instruction

       Language pedagogy has emphasized form-focused instruction. The Grammar Translation Method and the Audiolingual Method involve attempts to teach learners grammar, differing only in how this is to be accomplished. Communicative Language Teaching is premised on the assumption that learners do not need to be taught grammar before they can communicate.

8. Individual Differences in L2 Acquisition

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

8.   Individual Differences in L2 Acquisition

            SLA acknowledges that there are individual differences in L2 acquisition. We will now examine a number of psychological dimensions of difference.

            These dimensions are many and various. Learners’ preferred ways of learning may influence their overall orientation to the learning task and the kind of input they find it easiest to work with. We will focus on two of the major dimensions-language aptitude and motivation.

7. Linguistic Aspects of Interlanguage

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

7.   Linguistic Aspects of Interlanguage

Typological universals: relative clauses

             Languages vary in whether they have relative clause structures. It influences the ease with which learners are able to learn relative clauses. Learners whose L1 includes relative clauses find them easier to learn than learners whose L1 does not and they are less likely to avoid learning them.

            When learners of L2 English begin to acquire relative clauses they typically begin with the first type. The linguistic structure of English influences how acquisition proceeds. On the one hand, linguistic facts can be used to explain and even predict acquisition. On the other, the results of empirical studies of L2 acquisition can be used to refine our understanding of linguistic facts.

6. Psycholinguistic Aspects of Interlanguage

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

6.   Psycholinguistic Aspects of Interlanguage

Psycholinguistics is the study of the mental structures and processes involved in the acquisition and use of language. We will focus on L1 transfer, the role of consciousness, processing operations, and communication strategies.

5. Discourse Aspects of Interlanguage

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

5.   Discourse Aspects of Interlanguage

     The study of learner discourse in SLA has been informed by two rather different goals. On the one hand there have been attempts to discover how L2 learners acquire the ‘rules’ of discourse that inform native-speaker language use. On the other hand, a number of researchers have sought to show how interaction shapes interlanguage development.

4. Social Aspects of Interlanguage

Tiyas Fauziah

2201411005

Rombel 4 / 103 – 104

4. Social Aspects of Interlanguage

            SLA has acknowledged the importance of social factors. Three different approaches to incorporating a social angle on the study of L2 acquisition can be identified. The first views interlanguage as consisting of different ‘styles’ which learners call upon under different conditions of language use. The second concerns how social factors determine the input that learners use to construct their interlanguage. The third considers how the social identities that learners negotiate in their interactions with native speakers shape their opportunities to speak and to learn L2.

3. Interlanguage

Tiyas Fauziah

2201411005

Rombel 4 / 103 -104

3. Interlanguage

          Some  researchers consider that the systematic development of learner language reflects a mental system of L2 knowledge. This system is often referred to as interlanguage. To understand what is meant by interlanguage we need to briefly consider behaviourist learning and mentalist views of language learning.

2. The Nature of Learner Language

Tiyas Fauziah

2201411005

Rombel 4 / 103 -104

2. The Nature of Learner Language

            The way of investigating L2 acquisition is by collecting and describing samples of learner language. The description focus on the kinds of errors learners make and how the errors change over time, identify developmental patterns by describing the stages in the acquisition of particular grammatical features such as past tense, or examine the variability found in learner language.

1. Introduction : describing and explaining L2 acquisiton

Tiyas Fauziah

2201411005

Rombel 4 / 103-104

1.       Introduction : describing and explaining L2 acquisiton

What is ‘second language acquisition’?

The systematic study of how people acquire a second language is a fairly recent phenomenon. ‘L2 acquisition’, can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this.