Summary
Summary Chapter 2
- Course
- Institution
- Book
This summary comprises the second chapter of “Introducing Second Language Acquisition 3d Edition” by Muriel Saville-Troike and Karen Barto.
[Show more]
Connected book
Book Title:
Author(s):
- Edition:
- ISBN:
- Edition:
More summaries for
-
Samenvatting Hoofdstuk 1 (Engelstalig)
1 review
By: annakhotsanyan • 2 year ago
Seller
Follow
casvanommeslaeghe
Reviews received
Content preview
Introducing Second LanguageAcquisition Chapter 2
Contents
2. Foundations of Second Language Acquisition....................................................................................2
2.1. The world of Second Languages..................................................................................................2
2.2. The Nature of Language Learning...............................................................................................4
2.2.1. The role of Natural Ability........................................................................................................5
2.2.2. The role of Social Experience...................................................................................................5
2.3. L1 vs L2 Learning.........................................................................................................................6
2.3.1. Initial State...............................................................................................................................7
2.3.2. Intermediate States.................................................................................................................7
2.3.3. Final State................................................................................................................................8
2.4. The Logical Problem of Language Learning.................................................................................8
2.4.1. Children’s knowledge of language goes beyond what could be learned from the input they
receive...............................................................................................................................................8
2.4.2. Constraints and principles cannot be learned..........................................................................8
2.4.3. Universal patterns of development cannot be explained by language-specific input..............9
2.5. Frameworks for SLA..................................................................................................................11
2.5.1. Linguistic................................................................................................................................11
2.5.2. Psychological..........................................................................................................................12
2.5.3. Social......................................................................................................................................13
, 2. Foundations of Second Language Acquisition
2.1. The world of Second Languages
Monolingualism the ability to use one language
Bilingualism The ability to use two languages
Multilingualism The ability to use more than two languages
Estimate: more than 50% of the world is multilingual
Francois Grosjean (1982): multilingualism in almost every country in the world
the entire history is full of multilingualism
no language has ever existed without contact with
another language
G. Richard Tucker (1999) many more multilingual/bilingual people than
monolingual
more children are educated in a second language than
children who are educated entirely in first language
Cook (1992): L2 users differ from monolinguals in L1 knowledge
Advanced L2 users differ rom monolinguals in L2
knowledge
L2 users have a different metalinguistic awareness from
monolinguals
L2 users have different cognitive processes
People with multi(lingual)competence are not simply
equivalent to two monolinguals but are a unique
combination
L1 speakers (millions) L2 speakers (millions)
Chinese 1200 15
English 427 950
Spanish 266 350
Hindi 182 350
Multilingualism occurs in every country, but the distribution is not the same. In some countries (e.g.
Iceland) only a few people are multilingual, while in other countries (e.g. parts of West-Africa)
almost everyone is multilingual.
English speakers are less likely to be fluent in other languages, because they expect to be able to get
by in English
People who grow up in a multilingual environment acquire multilingual competence naturally.
, Acquiring an L2 at later points in life requires motivation: possible motivations include (Crystal -
1997):
Invasion or conquest by speakers of another language
A need to contact speakers of other languages
Immigration to another country with a different dominant language
Adoption of religious beliefs which involve use of another language (e.g. Hebrew, Arabic,)
A need to pursue education that requires another language
A desire for occupational or social advancement which is furthered by knowledge of another
language
An interest in knowing more about peoples of other cultures and having access to their
technologies or literatures
The reasons for learning English have shifted over the last few decades from English as a Second
language (immigration) to English as a Foreign language (trade,…). This is largely due to the rise of
interest in learning English from Asian/Asia pacific countries as a response to globalisation.
Reasons for uncertainty in reporting language proficiency data:
1. Linguistic Information is not officially collected:
No particular interest or impractical to gather
Sensitive because it can identify minority groups:
Personal consequences: undesired individual, family or community
consequences
Political consequences: a country does not want to recognize how many
people speak a language to downplay their importance/portray cultural,
linguistic cohesion
2. Answers to questions seeking linguistic information may not be reliable:
Respondents might not want to be identified as minority and give the dominant
language as their L1
Fear of reprisals
Hope of getting rewarded for giving the ‘right’ answer (civil privileges (e.g.
Voting)
Respondents might over report use of minority or ancestral languages
Pride in their heritage
Obtain more recognition, resources
Wording of questions is confusing and may lead to different answers (examples):
What is your native language?
What is your mother tongue?
What language did you learn first as a child?
What language was usually spoken in your home when you were a child?
What language are you most likely to use with family and friends?
What is your strongest language?
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller casvanommeslaeghe. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $3.77. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
73918 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now