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Second level

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Child Language Acquisition

•The Role of the Native Language

•The First and Second Language

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11/9/2006

The First and Second Language Acquisition

Thr= ee periods of SLA research

<= span style=3D'font-family:Times;font-size:117%'>•I. 1960’s Behaviourism & audiolingualism<= span lang=3DEN-US style=3D'font-family:Times'>

<= span style=3D'font-family:Times'>• Language as hab= it

<= span style=3D'font-family:Times'>• Contrastive analysis =

<= span style=3D'font-family:Times;font-size:117%'>•II. 1970’s Interlanguage

<= span style=3D'font-family:Times'>• Language as cognitive system

<= span style=3D'font-family:Times'>• Error analysis <= /span>

<= span style=3D'font-family:Times;font-size:117%'>•III. 1980’s ~ SLA theory refinement

<= span style=3D'font-family:Times'>• Multiple perspectives=

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The First and Second Language Acquisition

Behaviourism=

•Learning is the result of developing associative links between a given stim= ulus and a given response<= span lang=3DEN-AU style=3D'font-size:113%'>.

•Behaviour is described in terms of stimulus-response chains (=3Dhabits).

•‘Anti-mentalist’: Observable behaviour is the only legitimate object of study. Contrasts with ‘cognitive̵= 7; approaches.

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The First and Second Language Acquisition

Contrastive analysi= s

R= 26;“…is a way of comparing languages in order to determine potential errors for the ultimate <= span lang=3DEN-AU>purpose of isolating what needs to be learned <= span style=3D'position:absolute;top:43.0%;left:9.73%;width:86.7%;height:7.0%'><= span lang=3DEN-AU>and what does not need to be learned in a second language learning situation..” Gass & Selinker, p72

R= 26;It was viewed as providing a scientific basis for = L2 teaching materials.

<= span style=3D'mso-special-format:bullet;color:#00FF99;mso-color-index:6;positio= n: absolute;left:-4.43%'>•

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The First and Second Language Acquisition

Con= trastive Analysis Hypothesis (CAH)

•<= span lang=3DEN-US style=3D'font-family:Palatino'>" The most efficient mate= rials are those that are based upon a scientific description of the language to be learned, carefully compa= red 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 wi= ll be difficult." Lado (1957)

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The First and Second Language Acquisition

= Con= trastive Analysis Assumptions (1)

= •1. Language lea= rning =3D habit formation •2. L1 is major = source of error in L2 production/reception •3. Errors are accounted for by considering dif= ferences between L1 and L2

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11/9/2006

The First and Second Language Acquisition

= Con= trastive Analysis Assumptions (2)

•4. The greater = the differences, the more errors will occur •5. Focus on dissimilarities in learning; <= /span>similarities re= quire little new learning = •6. Difficulty a= nd ease in predicted by differences and similarities between L1 and L2

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The First and Second Language Acquisition

= Hie= rarchy of difficulty
Lower number =3D more difficult

<= span style=3D'font-family:Times'>–Category = Example =

<= span style=3D'font-family:Times'>–1. Differentiation English L1, Italian L2:

– to know versus sapere/conoscre–2. New category Japanese Ll, English L2: article system = –3. Absent category English L2, Japanese Ll: article system –4. Coalescing Italian L1, English L2: the verb to know –5. Correspondence English L1, Italian L2: plurality

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11/9/2006

The First and Second Language Acquisition

Error Analysis=

•A procedure for analysing second language data = which begins with the errors that learners make = and attempts to explain them. It uses the target language as the point of comparison.

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The First and Second Language Acquisition

= 216;= Mistake= 217;= versus = 216;= Error’

–<= u>Mistake: Random performance slip caused by = fatigue, excitement, etc. Readily self-corrected. =

–

–Error: Systematic deviation = by learners who have not yet mastered the = rules. More difficult to correct. Indica= tion of learner’s attempt to figure out the L2 system

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The First and Second Language Acquisition

Types of errors: interlingual & = = intralingual

•Interlingual= – based on cross-linguistic = comparisons

<= span style=3D'visibility:hidden'>•

<= span style=3D'color:#CCFF66;mso-color-index:7'>•Intralingual – b= ased on language being learned

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The First and Second Language Acquisition

An error in error analysis (Schachter, 1974)

•Number of relative clause errors

• L1 group <= u>Number

•Persian 4= 3

•Arabic 31=

•Chinese 9=

•Japanese = 5

= ; &n= bsp; * American = ; 0

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The First and Second Language Acquisition

Relative clause production

<= span style=3D'visibility:hidden'>•

<= span class=3DBB style=3D'position:absolute;left:-3.82%'>•L1 group Correct Error Total % Errors

<= span class=3DBB style=3D'position:absolute;left:-3.87%'>•Persian 131 43 17= 4 25

<= span class=3DBB style=3D'position:absolute;left:-3.87%'>•Arabic 123 31<= span style=3D'mso-tab-count:1;width:8.33%'> 15= 4 20

<= span class=3DBB style=3D'position:absolute;left:-3.92%'>•Chinese 67 9 76 12

<= span class=3DBB style=3D'position:absolute;left:-3.97%'>•Japanese 58 5 = ; 63 8

<= span class=3DBB style=3D'position:absolute;left:-4.0%'>•American173 0 173 = ; -

<= span style=3D'visibility:hidden'>•=

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The First and Second Language Acquisition

Child First Language Acquisition

•Babbling (Language= like sounds,Ex.ba, 5-12 m.)

•The One-Word Stage (Simple Nouns and Verbs, Holophrastic: Overextention and underextention of meaning, Ex. doggie, 12-20<= /i>)

•Multiword Stages (= Eg. Mommy sock, see doggie, there book, gimme ball, no go outs= ide, 20-)

•Words

•Sounds and Pronunciation

•Syntax

•Morphology

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Lexical development

R= 26;Various principles govern child vocabulary = learning

•Fast-mapping= is where a child hears a word once or twice, learns its grammatical = class, but has only a vague idea of what it means.

•Whole object= principle allows the child = to sort out what is being referred to quickly, without having to consider whether the = speaker is referring to the whole object or one of the parts.

•Only one name principle says that there i= s = only one name for each object.

•Extendability pr= inciple. The child has the expect= ancy that individual words will refer to catego= ries of similar things. During the one-word s= tage this principle can lead to overe= xtension of word meaning, but is helpful= later in the development of knowledge of categ= ories.

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Complex grammar

•At approximately 3 years the child will begin to = produce complex sentences, that is, a sentence consisti= ng of two verbs (e.g., Watch me draw circles). Early complex sent= ences consist of a clause being substi= tuted for a constituent of a sentence = that was earlier filled by a single word or phras= e
<= span style=3D'visibility:hidden'>• =

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Order of <= /span>Acquisition of Morpheme= s

•1. Present progressive&nb= sp; (-ing)

•2- 3. Preposition = in/on

•4. Plural (-s)

•5. Past irregular

•6. Possessive (-’= ;s)

•7. Uncontracted copula&nb= sp; (is, am, were)

•8. Articles = (a, the)

•9. Past regular (-ed)
•10. Third person regular (-<= b>s)

•11 Third person irregular (Brown, 1973)<= span lang=3DEN-AU style=3D'mso-special-format:lastCR;display:none'> =

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U-shaped developmen= t

R= 26;Often observed in English is the overgeneraliz= ation of the regular past tense verb. The most frequent verbs have irregular = past tenses and children tend to acquire these = first (e.g., went and ate). They then acquire some high frequen= cy regular verbs like hugged and kissed. At that point they s= eem to discover that past tense formation is rule-= governed, and begin to overgeneralize the past tense marker to irregular v= erbs (e.g. eated and goed<= /span>).

R= 26;This overregularizing is also eviden= t in the production of plurals (foots and feets) and illustrates the tendency of all children to make irregular processes in their language more regular. Regular forms are easier to learn = and the child seems to impose regularity where = it doesn't exist.

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The First and Second Language Acquisition

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Cr= eative Construction (CC)
(Dulay & Burt, 1977)

<= span style=3D'font-size:113%'>•SLA, especially for the child, is a =
•“re-creation” of the L2 = using the same cap= acities as used with the L1. •The learner "creates" the = L2 in a manner ana= logous to the L1
<= span style=3D'font-size:113%;visibility:hidden'>•

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application/javascript; charset="us-ascii" function LoadSld() { var sld=3DGetObj("SlideObj") if( !g_supportsPPTHTML ) { =09 sld.style.visibility=3D"visible" return } if( MakeNotesVis() ) return runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1))); } SlideObj.filters.revealtrans.Apply()=09 } SlideObj.style.visibility=3D"visible" if( fTrans ) SlideObj.filters.revealtrans.Play() } function MakeNotesVis()=20 { if( !IsNts() ) return false=20 SlideObj.style.display=3D"none" nObj =3D document.all.item("NotesObj") parent.SetHasNts(0) if( nObj ) {=20 nObj.style.display=3D"" parent.SetHasNts(1) } return 1 } function ChkAutoAdv() { if(SldHasTrans()) SlideObj.onfilterchange=3DAutoAdv else AutoAdv() } function AutoAdv() { if(!IsWin("PPTSld") || !gUseSldTimings )return var sld=3DGetCurSld() if( (sld.mAdvDelay>0) && !parent.IsFramesMode() ) setTimeout("parent.GoToNextSld()",sld.mAdvDelay) } function GetObj(id) { if(g_supportsPPTHTML) return document.all(id); else return document.getElementById(id); } function SldHasTrans() { return SlideObj.style.filter !=3D ""; } function GetSldId() { return sId=3Dlocation.href.substring(location.href.la= stIndexOf('/')+1) } function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx= tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl= e.display=3D'none'; return true } return false } function IsWin( name ) { return window.name =3D=3D name } function IsNts() { return IsWin("PPTNts") } function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) } function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"= && navigator.appVersion.indexOf("Windows")>0 ) } function SupportsPPTHTML() { var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0 if( msie >=3D 0 ) ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) ) else ver=3DparseInt(appVer) return( ver >=3D 4 && msie >=3D 0 ) } function _RSW() { if( !g_supportsPPTHTML || IsNts() || ( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) ) return var padding=3D0; if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6 cltWidth=3Ddocument.body.clientWidth-padding cltHeight=3Ddocument.body.clientHeight-padding factor=3D(1.0*cltWidth)/g_origW if( cltHeight < g_origH*factor ) factor=3D(1.0*cltHeight)/g_origH newSize =3D g_origSz * factor if( newSize < 1 ) newSize=3D1 s=3DSlideObj.style s.fontSize=3DnewSize+"px" s.posWidth=3Dg_origW*factor s.posHeight=3Dg_origH*factor s.posLeft=3D(cltWidth-s.posWidth+padding)/2 s.posTop=3D(cltHeight-s.posHeight+padding)/2 if( g_scaleHyperlinks ) ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } var g_HLinkArray =3D new Array(); =20 function IMapAreaObj( areaObj, coords ) { this.areaObj =3D areaObj; this.coords =3D coords; } function InitHLinkArray() { var appVer =3D navigator.appVersion; var msie =3D appVer.indexOf ( "MSIE " ) var ver =3D 0; if ( msie >=3D 0 ) ver =3D parseInt ( appVer.substring( msie+5 ) ); linkNum =3D 0; for (i=3D0; i 4 ) ) g_HLinkArray[linkNum++] =3D new IMapAreaObj( areaObj, ParseCoords( ar= eaObj.coords ) ); } } function ScaleHyperlinks( factor ) { =20 for ( ii=3D0; ii< g_HLinkArray.length; ii++) { coordsStr=3D""; imaObj =3D g_HLinkArray[ii]; for ( jj=3D0; jj < imaObj.coords.length-1; jj++ ) coordsStr +=3D (imaObj.coords[jj]*factor) + ","; coordsStr +=3D (imaObj.coords[jj]*factor); imaObj.areaObj.coords =3D coordsStr; } } function ParseCoords( coordsStr ) { var numArray =3D new Array(); var i =3D curPos =3D commaPos =3D 0; while ( ( commaPos =3D coordsStr.indexOf(",", curPos) ) !=3D -1 ) {=20 numArray[i++] =3D parseInt( coordsStr.substr( curPos, commaPos ) ); curPos =3D commaPos + 1; } numArray[i] =3D parseInt( coordsStr.substr( curPos ) ); return numArray; } function PlaySound( href, loop ){ href=3D unescape(href); if( window.event ) window.event.cancelBubble =3D true; pptSound.src =3D href; pptSound.loop =3D loop ? -1 : 0; } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && (window.name=3D=3D"PPTSld") && !parent.IsFrames= Mode() ) || (event && event.keyCode=3D=3D32) ) { =09 if( g_animUseRuntime && g_animMainSequence && g_animMainSequence.cangonex= t ) return; parent.GoToNextSld(); } } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D19, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0003.htm",1,-1,1),new hrefList("slide0004.htm",1,-1,1),new hrefList("= slide0005.htm",1,-1,1),new hrefList("slide0006.htm",1,-1,1),new hrefList("s= lide0007.htm",1,-1,1),new hrefList("slide0008.htm",1,-1,1),new hrefList("sl= ide0009.htm",1,-1,1),new hrefList("slide0010.htm",1,-1,1),new hrefList("sli= de0011.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("slid= e0013.htm",1,-1,1),new hrefList("slide0014.htm",1,-1,1),new hrefList("slide= 0039.htm",1,-1,1),new hrefList("slide0021.htm",1,-1,1),new hrefList("slide0= 023.htm",1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide00= 26.htm",1,-1,1),new hrefList("slide0031.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('

' + ENDSHOW_MESG + '
') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. 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charset="us-ascii" PowerPoint Presentation ------=_NextPart_01C70427.10A8C4C0 Content-Location: file:///C:/2CCBB24E/FirstandSecondLanguageAcquisition_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

No= tes

Slide Show

Outline

1

Child Language A= cquisition

The Role of the Native Language

The First and Second Language

2

Three periods of= SLA research

I. 1960’s Behaviourism & audiolingualism

     Language as habit

    Contras= tive analysis

II. 1970’s Interlanguage

    Languag= e as cognitive system

    Error analysis

III. 1980’s ~ SLA theory refinement

    Multiple perspectives

3

Behaviourism=

Learning is the result of developing associative links between a giv= en stimulus and a given response.

Behaviour is described in terms of stimulus-response chains (=3Dhabi= ts).

‘Anti-mentalist’: Observable behaviour is the only legitimate object of study. Contrasts with ‘cognitive’ approaches.

4

Contrastive anal= ysis

“…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

It was viewed as providing a scientific basis for L2 teaching materi= als.

5

Contrastive Anal= ysis 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 wi= ll be simple for him, and those elements that are different will be difficult." Lado (1957)

6

Contrastive Anal= ysis Assumptions (1)

1. Language learning =3D habit formation

2. L1 is major source of error in L2 production/reception

3. Errors are accounted for by considering differences between L1 = and L2

7

Contrastive Anal= ysis Assumptions (2)

4. The greater the differences, the more errors will occur

5. Focus on dissimilarities in learning; similarities require litt= le new learning

6. Difficulty and ease in predicted by differences and similarities between L1 and L2

8

Hierarchy of dif= ficulty
Lower number =3D more difficult

Category Example

1. Differentiation English L1, Italian L2:

to know versus sapere/conoscre

2. New category Japanese Ll, English L2: article system

3. Absent category English L2, Japanese Ll: article system

4. Coalescing Italian L1, English L2: the verb to know

5. Correspondence English L1, Italian L2: plurality

9

Error Analysis

A procedure for analysing second language data which begins with the errors that learners make and attempts to explain them. It uses the target language as the point of comparison.

10

‘Mistake&= #8217; versus ‘Error’

Mistake: Random performance slip caused by fatigue, excitement, etc. Readily self-corrected.

Error: Systematic deviation by learners who have not yet mastered t= he rules. More difficult to correct. Indication of learner’s att= empt to figure out the L2 system

11

Types of errors: interlingual & intralingual

Interlingual – based on cross-linguistic comparisons

Intralingual – based on language being learned

12

An error in err= or analysis (Schachter, 1974)

Number of relative clause errors

L1 group Number

Persian 43

Arabic 31

Chinese 9

Japanese 5

       = ;            &n= bsp;   * American       = ;   0

13

Relative clause production

L1 group Correct    Error Total       % Errors

Persian 131         43     174 25

Arabic 123        31     154 20

Chinese 67         9    76         12

Japanese 58         5       = ;      63 8

American173         0    173        = ;   -

14

Child First Lan= guage Acquisition

Babbling (Languagelike sounds,Ex.ba, 5-12 m.)

The One-Word Stage (Simple Nouns and Verbs, Holophrastic: Overextention= and underextention of meaning, Ex. doggie, 12-20)

Multiword Stages (Eg. Mommy sock, see doggie, there book, gimme ball= , no go outside, 20-)

Words

Sounds and Pronunciation

Syntax

Morphology

15

Lexical develop= ment

Various principles govern child vocabulary learning

Fast-mapping is where<= span style=3D'mso-spacerun:yes'> a child hears a word once or twice, learns its grammatical class, but has only a vague idea of wh= at it means.

Whole object principle allows the child to sort out what is being referred to quickly, without having to consider whether the speaker = is referring to the whole object or one of the parts.

Only one name principle says that there is only one name for each object.

Extendability principle. The child has the expectancy that individual words will refer to categories of similar things. During the one-word stage this principle can lead to overextension of word meaning, but = is helpful later in the development of knowledge of categories.

16

Complex grammar=

At approximately 3 years the child will begin to produce complex sentences, that is, a sentence consisting of two verbs (e.g., Watch = me draw circles). Early complex sentences consist of a clause being substituted for a constituent of a sentence that was earlier filled = by a single word or phrase

17

Order of Acquis= ition of Morphemes

1. Present progressive (-ing)

2- 3. Preposition in/on

4. Plural (-s)

5. Past irregular

6. Possessive (-’s)

7. Uncontracted copula (is, am, were)

8. Articles (a, the)
9. Past regular (-ed)

10. Third person regular (-s)

11 Third person irregular (Brown, 1973)

18

U-shaped develo= pment

Often observed in English is the overgeneralization of the regular p= ast tense verb. The most frequent verbs have irregular past tenses and children tend to acquire these first (e.g., went and ate). They then acquire = some high frequency regular verbs like hugged and kissed. At that point t= hey seem to discover that past tense formation is rule-governed, and beg= in to overgeneralize the past tense marker to irregular verbs (e.g. eat= ed and goed).

This overregularizing is also evident in the production of plurals (= foots and feets) and illustrates the tendency of all children to make irregular processes in their language more regular. Regular forms are easier to learn and the child seems to impose regularity where it doesn't exist.

19

Creative Constr= uction (CC)
(Dulay & Burt, 1977)

SLA, especially for the child, is a

“re-creation” of the L2 using the same capacities as used with the L1.

The learner "creates" the L2 in a manner analogous to the = L1

<= /a>= = =
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1	Child Language A= cquisition The Role of the Native Language The First and Second Language
2	Three periods of= SLA research I. 1960’s Behaviourism & audiolingualism Language as habit Contras= tive analysis II. 1970’s Interlanguage Languag= e as cognitive system Error analysis III. 1980’s ~ SLA theory refinement Multiple perspectives
3	Behaviourism= Learning is the result of developing associative links between a giv= en stimulus and a given response. Behaviour is described in terms of stimulus-response chains (=3Dhabi= ts). ‘Anti-mentalist’: Observable behaviour is the only legitimate object of study. Contrasts with ‘cognitive’ approaches.
4	Contrastive anal= ysis “…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 It was viewed as providing a scientific basis for L2 teaching materi= als.
5	Contrastive Anal= ysis 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 wi= ll be simple for him, and those elements that are different will be difficult." Lado (1957)
6	Contrastive Anal= ysis Assumptions (1) 1. Language learning =3D habit formation 2. L1 is major source of error in L2 production/reception 3. Errors are accounted for by considering differences between L1 = and L2
7	Contrastive Anal= ysis Assumptions (2) 4. The greater the differences, the more errors will occur 5. Focus on dissimilarities in learning; similarities require litt= le new learning 6. Difficulty and ease in predicted by differences and similarities between L1 and L2
8	Hierarchy of dif= ficulty Lower number =3D more difficult Category Example 1. Differentiation English L1, Italian L2: to know versus sapere/conoscre 2. New category Japanese Ll, English L2: article system 3. Absent category English L2, Japanese Ll: article system 4. Coalescing Italian L1, English L2: the verb to know 5. Correspondence English L1, Italian L2: plurality
9	Error Analysis A procedure for analysing second language data which begins with the errors that learners make and attempts to explain them. It uses the target language as the point of comparison.
10	‘Mistake&= #8217; versus ‘Error’ Mistake: Random performance slip caused by fatigue, excitement, etc. Readily self-corrected. Error: Systematic deviation by learners who have not yet mastered t= he rules. More difficult to correct. Indication of learner’s att= empt to figure out the L2 system
11	Types of errors: interlingual & intralingual Interlingual – based on cross-linguistic comparisons Intralingual – based on language being learned
12	An error in err= or analysis (Schachter, 1974) Number of relative clause errors L1 group Number Persian 43 Arabic 31 Chinese 9 Japanese 5 = ; &n= bsp; * American = ; 0
13	Relative clause production L1 group Correct Error Total % Errors Persian 131 43 174 25 Arabic 123 31 154 20 Chinese 67 9 76 12 Japanese 58 5 = ; 63 8 American173 0 173 = ; -
14	Child First Lan= guage Acquisition Babbling (Languagelike sounds,Ex.ba, 5-12 m.) The One-Word Stage (Simple Nouns and Verbs, Holophrastic: Overextention= and underextention of meaning, Ex. doggie, 12-20) Multiword Stages (Eg. Mommy sock, see doggie, there book, gimme ball= , no go outside, 20-) Words Sounds and Pronunciation Syntax Morphology
15	Lexical develop= ment Various principles govern child vocabulary learning Fast-mapping is where<= span style=3D'mso-spacerun:yes'> a child hears a word once or twice, learns its grammatical class, but has only a vague idea of wh= at it means. Whole object principle allows the child to sort out what is being referred to quickly, without having to consider whether the speaker = is referring to the whole object or one of the parts. Only one name principle says that there is only one name for each object. Extendability principle. The child has the expectancy that individual words will refer to categories of similar things. During the one-word stage this principle can lead to overextension of word meaning, but = is helpful later in the development of knowledge of categories.
16	Complex grammar= At approximately 3 years the child will begin to produce complex sentences, that is, a sentence consisting of two verbs (e.g., Watch = me draw circles). Early complex sentences consist of a clause being substituted for a constituent of a sentence that was earlier filled = by a single word or phrase
17	Order of Acquis= ition of Morphemes 1. Present progressive (-ing) 2- 3. Preposition in/on 4. Plural (-s) 5. Past irregular 6. Possessive (-’s) 7. Uncontracted copula (is, am, were) 8. Articles (a, the) 9. Past regular (-ed) 10. Third person regular (-s) 11 Third person irregular (Brown, 1973)
18	U-shaped develo= pment Often observed in English is the overgeneralization of the regular p= ast tense verb. The most frequent verbs have irregular past tenses and children tend to acquire these first (e.g., went and ate). They then acquire = some high frequency regular verbs like hugged and kissed. At that point t= hey seem to discover that past tense formation is rule-governed, and beg= in to overgeneralize the past tense marker to irregular verbs (e.g. eat= ed and goed). This overregularizing is also evident in the production of plurals (= foots and feets) and illustrates the tendency of all children to make irregular processes in their language more regular. Regular forms are easier to learn and the child seems to impose regularity where it doesn't exist.
19	Creative Constr= uction (CC) (Dulay & Burt, 1977) SLA, especially for the child, is a “re-creation” of the L2 using the same capacities as used with the L1. The learner "creates" the L2 in a manner analogous to the = L1