1. LEARNING TO LANGUAGE
LEARNING
Wallace,J.(1991)
Training Foreign LanguageTeachers.
Cambridge University Press
By: Dolly Ramos G

2. ACQUISITION & LEARNING
 Acquisition:
 It refers to the
spontaneous ,
unconscious and
incidental process of
internalization that
result from natural
language use
 Learning:
 to acquire the

3. ACQUISITION & LEARNING
 Pick up the lg
naturally
 Implicit knowledge
 Formal teaching is
not necessary
 Using lg for real
communication
 Formal teaching is
necessay
 Knowing about the
lg
 Knowledge of the
rules
ACQUISTION LEARNING

4. DIFFERENCES
 Innate
 Exposed all the time
 No emotional barrier
 Natural motivation
 No interlanguage
 Learned
 Not used all the time
 Might be emotional
barrier
 Less motivation
 Reliance on L1
First Language Second Language

5. FIRST, SECOND AND FOREIGN
LANGUAGE
 Concern on children’s learning
 The main charateristics of Foreign lg
Learning
Amount of time
Type F or S
Responsibility of the teacher

6. LEARNING THE FIRST
LANGUAGE
 READING
 Age 5 L1 incompletely developed
 Age 5-6 Literacy skill is on process
 SPEAKING & WRITING
 Age 7
 Narrative & Extended discourse
 Reference to characters
 Age 11& 15 (not fully developed)
 Relative Clauses & pronouns
Logical understanding
 Co-ordinators
language

7.  LINGUISTIC DOMAINS (P,M,S,L,
conversation & discourse)
 largely independent
 Child’s early experience(family)
 Narative & discourse
 Vocabulary
 Teacher Consider:
 Childrens’ individual differences and lg strengths
LEARNING THE FIRST LANGUAGE

8. LEARNING A
SECONDLANGUAGE
 Children learn faster than adults.
(Hypothesis)
 Critical Period Hypothesis
 Children learning is more effectively before puberty
(mechanisim assited the L1)
 Lightbown & Spada (1999) Against the
Hypothesis
 Factor needs
 Motivation native- profiency SL
 Context communicative-goal FL

9. THE INFLUENCE OF L1 ON L2
 Competion Model Bates & Whinney(1989)
 Explain how L1 learning affects L2 &FL
 L1 Reliable or Unreliable
 Babies (particular cues) transfer to SL
 Learning the whole & the parts
 7-8 age. Sound and rythm
 12-14 age. Word order

10. AGE ANDLANGUAGE FIRST
 Who has less prolonged attention?
 How would a lesson influence a childs lg
development?
 Does conversation develop independently
from extended discourse?
 How can our L1 affect language learning?

11. IS YOUNGERREALLY
BETTER
 Catherine Snow & Marian Hoefnagel (1978)
 X= beginning Y = end
TASK CHILD ADOLESCEN
T
ADULT
PRONUNCIATION
AUDITORY DISC
MORPHOLOGY
SENTENCE REPET
SENTENCE TRANSL
SSENTENCE JUST/
VOCAB TEST
STORY COMPREH

12. IS YOUNGERREALLY
BETTER
 Catherine Snow & Marian Hoefnagel (1978)
TASK CHILD ADOLESCEN
T
ADULT
PRONUNC Y Y X
AUDITORY DISC XY
MORPHOLOGY XY
SENTENCE REPET XY
SENTENCE TRANSL XY
SSENTENCE JUST/ XY
VOCAB TEST XY
STORY COMPREH Y X
STORY TELLING Y X

13. ADVANTAGES TOSTARTINGYOUNGWITH
FOREIGN LG
 ADVANTAGES
 Early starters develop & maintain SOME areas fo
the lg skill
 Listening comprehension
 pronunciation
 Language development
 DISAVANTAGES
 grammar slower
 Cognitive development

14. CONTRASTIVE ANALYSIS
“…is a way of comparing languages in order to
determine potential errors for the ultimate
purpose of isolating what needs to be learned
and what does not need to be learned in a
second language learning situation..” Gass &
Selinker, p72

15. THANKYOU
See you next Monday do not forget your
to study and read

16. CONTRASTIVE ANALYSIS
HYPOTHESIS (CAH)
" The most efficient materials are those that are based
upon a scientific description of the language to be
learned, carefully compared with a parallel
description of the native language of the learner. "
Fries (1945)
"...those elements that are similar to his native language
will be simple for him, and those elements that are
different will be difficult." Lado (1957)

17. CONTRASTIVE ANALYSIS
ASSUMPTIONS (1)
1- Errors are accounted for by considering
differences between L1 and L2
2- The greater the differences, the more
errors will occur
3- Focus on dissimilarities in learning;
similarities require little new learning
4- Difficulty and ease in predicted by
differences and similarities between L1 and
L2

18. CAH: Two positions
A priori or strong view: comparison between
languages will predict learning outcomes
A posterior or weak view: comparison between
languages will help explain learning outcomes,
especially errors.

19. Second Language Acquisition
19
TYPES OF ERRORS: INTERLINGUAL &
INTRALINGUAL
Interlingual – based on cross-linguistic
comparisons
Intralingual – based on language being learned