Causative Variable in L2 powerpoint.pptx

Causative Variable in L2

1. The Causative Variable in Second Language Acquisition

2. 1 . Comprehensible Input and Strength of the Filter People acquire second languages when they obtain comprehensible input and when their affective filters are low enough to allow the input into the language acquisition device;" this is learning taking place. In order to acquire, two conditions are necessary. The first is comprehensible (or even better, comprehended ) input containing i + 1 , structures a bit beyond the acquirer's current level, and second, a low or weak affective filter to allow the input "in ". 2. Language Teaching: Does it Help? The more we know about language and language learning, the more informed decisions we make about language teaching. • Its primary function is to supply comprehensible input for those who cannot get it elsewhere, those constrained by their situation (i.e. foreign language students who do not have input sources outside the class) or by their competence (those unable to understand the language of the outside world). While it is less useful for those who have other sources of input, there still are things the competent classroom can contribute to the intermediate student .

3. 3. Exposure Variables There is no variation in the acquisition process itself, but there is in : • The rate and the extent acquisition as a result of the amount of comprehensible input received, and the strength of the affective filter . • Performance, brought about by the extent of the learner’s reliance on ‘learnt’ knowledge . 3 TYPES OF MONITOR USERS : • Over-users. This is when performers monitor all the time. As a result, they may speak with hesitation and usually correct themselves in the middle of the utterance. • Under-users. This is when performers depend only on the acquired system. They do so either because they have not learned or because they don’t want to use their learned system. They don’t self-correct even if the three conditions are met. • Optimal users. This is when the performer uses the monitor process when it is suitable and will not affect communication. When the three conditions are met, the optimal performer will monitor to make his output more accurate.

4. 4. Age • It has been popularly assumed that age itself is a predictor of second language proficiency, that younger acquirers are better at second language acquisition than older acquirers . • Affects the amount of comprehensible input that is obtained • Influences the affective state of the learner • After puberty the affective filter is likely to increase in strength • Younger learners may get more than older learners • Age also affects ‘learning’; older learners are better in studying language form and using ‘learnt’ knowledge in monitoring • Krashen , Long, and Scarcella (1979) reviewed the available empirical research on the effect of age and second language acquisition and concluded that all published studies were consistent with these three generalization :

5. Adults proceed through the early stages of second language development faster than children do (where time and exposure are held constant ) Older children acquire faster than younger children, time and exposure held constant . Acquirers who begin natural exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults . 5. Acculturation •According to Brown (1980:129), acculturation is the process of becoming adapted to a new culture . • According to Maxwell (2002), acculturation is the process whereby the attitudes and/or behavior of people from one culture are modified as a result of contact with a different culture. • Schumann (1978b) has hypothesized that acculturation is the "major casual variable in second language acquisition" (p. 29 ).

6. Schumann defines two types of acculturation : •" In type one acculturation, the learner is socially integrated with the L2 group and, as a result, develops sufficient contact with TL speakers to enable him to acquire the TL . In addition, he is psychologically open to the L2 such that input to which he is exposed becomes intake . • Type two acculturation has all the characteristics of type one, but in this case the learner regards the TL speakers as a reference group whose life styles and values he consciously or unconsciously desires to adopt. Both types of acculturation are sufficient to cause acquisition of the L2, but the distinction is made to stress that social and psychological contact with the L2 group is the essential component in acculturation (as it relates to SLA) that that adoption of the life style and values of the L2 group (characteristics traditionally associated with the notion of acculturation) is not necessary for successful acquisition of the L2“. REFERENCE Krashen , S. D. (1987) Principles and practices in second language acquisition . New York, NY: Prentice Hall. Retrieved from https :// www.slideshare.net/mobile/vivichultzend/second-language-acqusisition-theory-67259827

7. IN CONCLUSION THE LEARNER/THE TEACHER The learner needs: • Expectations of success; • The confidence to take risks and make mistakes; • A willingness to share and engage; • The confidence to ask for help; and • An acceptance of the need to readjust. The teacher needs: • Respect for and interest in the learner’s language, culture, thought and intentions; • The ability to recognize growth points, strengths and potential; • The appreciation that mistakes are necessary to learning; • The confidence to maintain breadth, richness and variety, and to match these to the learner’s interests and direction; • To stimulate and challenge; and • A sensitive awareness of when to intervene and when to leave alone.