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.

Errors and error analysis

            There are good reasons for focusing on errors. First, they are a conspicuous feature of learner language. Second, it is useful to know what errors learners make. Third, it is possible that making errors may help learners when they self-correct the errors they make.

·      Identifying errors

We need to distinguish errors and mistakes. Errors occur because the learner does not know what is correct. Mistakes occur because the learner is unable to perform what he or she knows. Ultimately, a clear distinction between an error and a mistake may not be possible.

·      Describing errors

There are several ways of doing this. One way is to classify errors into grammatical categories. Another way might be to try to identify general ways in which the learners’ utterances differ from the reconstructed target-language utterances.

·      Explaining errors

Errors are not only systematic; many of them are also universal. Some errors are common only to learners who share the same linguistic property. Some errors seem to be universal, reflecting learners’ attempts to make the task of learning and using L2 simpler. Other errors reflect learners’ attempts to make use of their L1 knowledge.

·      Error evaluation

Some errors, known as global errors, violate the overall structure of a sentence. Other errors, known as local errors, affect only a single constituent in the sentence (for example, the verb) and perhaps, less likely to create any processing problems.

Developmental patterns

            We can explore the universality of L2 acquisition by examining the developmental pattern learners follow :

·      The early stages of L2 acquisition

Some L2 learners, particularly if they are children, undergo a silent period. The silent period may serve as a preparation for subsequent production.

When learners begin to speak in the L2 their speech is likely to manifest two particular characteristics. One is the kind of formulaic chunks. The second characteristic of early L2 speech is proportional simplification.

·      The order of acquisition

To investigate the order of acquisition, researchers choose a number of grammatical structures to study. They then collect samples of learner language and identify how accurately each feature is used by different learners.

·      Sequence of acquisition

The acquisition of a particular grammatical structure must be seen as a process involving transitional constructions. Acquisition follows a U-shaped course of development.

·      Some implication

The discovery of common patterns in the way which in learner language changes over time is one of the most important findings of SLA.

Variability in learner laguage

Learner language is systematic. Learners use the same grammatical form, although this is often different from native speakers. Learner language is variable. Learners sometimes employ one form and sometimes another.

            Learners vary in their use of the L2 according to linguistic context. Learners also vary the linguistic forms they use in accordance with the situational context. Learners are no different from native speakers.

            Another important factor that accounts for the systematic nature of variability is the psycholinguistic context-whether learners have the opportunity to plan their production. Learners do sometimes use two or more forms in free variation. It is. Different kinds of variability may be evident at different stages of development.

Questions :

1.        What is the meaning of ‘U-shaped course of development’?

2.         What is the difference between the order of acquisition and sequence of acquisition?