General Theories on Foreign Language Learning and Acquisition.Interlanguage. Treatment of Error

1. TREATMENT OF ERROR

1.1. difference

1.1.1. ERROR

1.1.1.1. incorrect use of language

1.1.1.1.1. ignorance

1.1.2. MISTAKE

1.1.2.1. incorrect use of language

1.1.2.1.1. not lack of knowledge

1.1.2.1.2. internal/external factors

1.2. Treatment of Error

1.2.1. Grammar Translation & Behaviourism

1.2.1.1. punishment

1.2.1.2. non-learning sign

1.2.2. Chomsky

1.2.2.1. natural part of learning process

1.2.2.2. active engagement with language

1.2.2.3. natural order

1.2.2.3.1. learners acquire language

1.2.3. Chauldron's study in 1977

1.2.3.1. some errors are more likely to be adddressed than others

1.2.3.2. decision-making system with 31 features and types of error treatment

1.2.3.2.1. repetition of corrective feedback: common practice

1.2.3.3. complexity

1.2.3.3.1. highlighted by inconsistencies in teacher practices

1.2.3.3.2. only 39% errors treated

1.2.4. debate on best methods

1.2.4.1. align error correction with the learner's readiness for change

1.2.4.2. favour self-repair

1.2.4.2.1. less negative emotional responses

1.2.4.2.2. promote more effective learning

2. 1st and 2nd Language Acquisition

2.1. Mother Tonge Acquisition

2.1.1. inner mechanism

2.1.2. Chomsky's perspective

2.1.2.1. Language Acquisition Device (LAD)

2.1.3. STAGES

2.1.3.1. pre-linguistic stage

2.1.3.1.1. auditory mechanisms

2.1.3.1.2. produce non-symbolic sounds

2.1.3.2. 11 months

2.1.3.2.1. first symbolic words

2.1.3.3. 2nd year

2.1.3.3.1. vocal structures - refined

2.1.3.3.2. create sounds

2.1.3.4. between 3 and 4

2.1.3.4.1. increased creativity and improved auditory discrimination and imitation

2.1.3.4.2. grammatical system

2.1.3.5. start school

2.1.3.5.1. educational system

2.2. SIMILARITIES

2.2.1. interlingual development

2.2.2. subconscious mental process

2.2.2.1. brain organises the linguistic input

2.2.3. variation

2.2.3.1. individual differences

2.3. DIFFERENCES

2.3.1. age

2.3.1.1. ability - diminishes around puberty

2.3.1.2. not generalise

2.3.1.2.1. process may differ

2.3.1.2.2. more effort

2.3.2. fossilisation

2.3.2.1. incorrect langauge usage become haitual and difficult to correct

2.3.2.2. persistent errors - prevent full accuracy

2.3.2.3. quality of teaching, motivation levels, and indiviual learner characteristics

2.3.3. transference

2.3.3.1. influence of native language

2.3.3.2. not specific methodoly

3. General Theories on 2nd Language Acquisition

3.1. 19th Century - Marcel, Prendergast and Gouin

3.1.1. child's language acquisition as a model

3.2. 20th Century - Watson & Skinner

3.2.1. Behaviourist Theory

3.2.1.1. mechanical process of habit formation: repetition of stimulus-answer sequence

3.2.1.2. learning - habit formation

3.2.1.2.1. imitation, positive reinforcement and practice

3.2.2. Contrastive Analysis Hypothesis

3.2.2.1. transference of habits from L1 to L2 (Lado, 1957)

3.2.2.2. criticism: not predict all erros

3.2.2.2.1. only partial insights into SLA

3.3. 1970s

3.3.1. Cognitivist Theories

3.3.1.1. Chomsky's Innatist theories

3.3.1.1.1. innate langauge faculty

3.3.1.2. child's active role in acquisition

3.3.1.2.1. environmentl input - trigger for innate mechanisms

3.3.1.3. writing and reading

3.3.1.3.1. problem-solving approach

3.4. last 20 years - Vygostsky

3.4.1. Socio-Cultural Theories

3.4.1.1. learner's characteristics and environmental factors

3.4.1.2. language - not just a mental issue, but socially constructed phenomenon

3.4.1.3. Michael Long and Krashen

3.4.1.3.1. comprehensible input is necessary for acquisition

3.4.1.3.2. how input is made comprehensible

3.4.1.4. Mediation of the human behaviourism with tools and sign systems

3.4.1.4.1. + 3 general principles

3.4.1.5. learner: active participant in teaching and learning

3.4.1.5.1. classes: interactive

3.4.1.5.2. culture learning: prerequisite

3.4.1.5.3. significance of cultural factors in communication

4. INTERLANGUAGE THEORY

4.1. Selinker in 1972

4.2. separate linguistic system

4.2.1. linked to mother tongue and target language

4.3. 5 principal cognitive processes

4.3.1. language trasnfer

4.3.1.1. items, rules and subsystems

4.3.2. transfer of training

4.3.2.1. interlanguage elements may derive from the way they are taught

4.3.3. overgeneralisation of L2 materials

4.3.3.1. rules and semantic features too broadly

4.3.4. strategies of 2nd language learning

4.3.4.1. identifiable approaches - facilitate own language learning

4.3.5. strategies of 2nd language communication

4.3.5.1. methods

4.4. influenced the development of SLA research

4.4.1. separate mental grammar

4.5. FOSSILISATION

4.5.1. learner's interlanguage ceases to evolve

4.6. theory-neutral

4.6.1. 'system of implicit L2 knowledge the learner develops and systematically amends overtime