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Samenvatting Hoofdstuk 2 (Engelstalig)

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Deze samenvatting omvat het tweede hoofdstuk van "Introducing Second Language Acquisition 3d Edition" door Muriel Saville-Troike en Karen Barto.

Voorbeeld 3 van de 14  pagina's

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  • 4 mei 2022
  • 14
  • 2021/2022
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Introducing Second Language
Acquisition 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?

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