This volume is an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Each chapter focuses on a single theory, written by a leading scholar in the field in an easy-to-follow style — a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice.
This text is designed to provide a consistent and coherent presentation for those new to the field who seek basic understanding of theories that underlie contemporary SLA research. Researchers will also find the book useful as a "quick guide" to theoretical work outside their respective domains.
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Second Language Acquisition Theories: Overview and Evaluation Christina Gitsaki This paper presents some of the most influential theories of second language acquisition.
The first part of the paper outlines some general distinctions and categorizations concerning the different theories as well as criteria for the evaluation of the various theories.
A critical overview follows the description of each theory and its contribution to second language acquisition research. Macro theories in second language learning takes place, to identify language acquisition have a wide scope the variables responsible for second and cover a broad range of language language acquisition and to offer guidance learning phenomena.
Micro theories deal to second language teachers. Each theory with specific phenomena and they have a accounts for language acquisition from a narrow scope McLaughlin, For different perspective so some criteria are example, in the field of child second needed in order to classify and evaluate language acquisition, a macro theory each theory.
According to their form target language. If these correspondence to some external reality. The explanatory axioms. Instead it is empirically based.
In relationships have been established. Here are the five central comprehension. It should not only i The Acquisition versus Learning describe certain phenomena but also offer Hypothesis. Here it is important acquisition, while learning is a conscious that theorists do not over-estimate the process resulting into "knowing about truth-value of their theory McLaughlin, language" Krashen, Learning In assessing the place without learning in informal validity and usefulness of a theory one environments Krashen, , Learning has coherence as well as the predictions that the function of monitoring and editing the the theory makes - researchers are always utterances produced through the interested in and look for theories that can acquisition process Krashen, There theories were developed along the lines of is a natural order of acquisition of second first language acquisition theories.
Over language rules. Some of them are early- the past three decades, studies in acquired and some are late-acquired. This linguistics have focused on second order does not necessarily depend on language acquisition investigating how a simplicity of form while it could be second language is acquired, describing influenced by classroom instruction different stages of development and Krashen, Evidence for the Natural assessing whether second language Order Hypothesis was provided by a series acquisition follows a similar route to that of research studies investigating of first language acquisition.
A number of morpheme acquisition orders. According to inductively, and research in the second Krashen, receiving comprehensible input language classroom flourished. Furthermore, the role v The Affective Filter Hypothesis. Krashen's Monitor Theory is an Despite the various criticisms, example of a macro theory attempting to Krashen's Monitor Theory of second cover most of the factors involved in language acquisition had a great impact on second language acquisition: age, the way second language learning was personality traits, classroom instruction, viewed, and initiated research towards the innate mechanisms of language discovery of orders of acquisition.
Interlanguage Theories Despite its popularity, the Monitor Theory The term interlanguage was first was criticized by theorists and researchers used by Selinker to describe the mainly on the grounds of its definitional linguistic stage second language learners adequacy.
Since then, acquisition-learning dichotomy. This section outlines the three cannot be used and since it is the only way main approaches to the description of in which learning can be utilized, there is interlanguage systems. McLaughlin rules. These rules are the product of five acknowledges Krashen's attempt to main cognitive processes: develop an extensive and detailed theory of second language acquisition but finds it i Overgeneralisation.
Some of the rules inadequate in that some of its central of the interlanguage system may be the assumptions and hypotheses are not result of the overgeneralisation of specific clearly defined and thus are not readily rules and features of the target language.
Robertson for an investigation of iii Strategies of Second Language grammaticality judgments based on "feel" Learning. Interlanguage system use of syntactic, phonological and rules may also be the result of strategies morphological structures Tarone, Different approaches were employed for explaining the acquisition of Selinker's description of the interlanguage and how learners discover interlanguage system has a cognitive and organize form-function relationships emphasis and a focus on the strategies that in a second language.
Ellis argues learners employ when learning a second that learners begin with forms which are language. A different approach to the used in free variation during the early theory of interlanguage was adopted by stages of second language acquisition Adjemian in his attempt to describe non-systematic variability until more the nature of the interlanguage systems.
Zobl a, b description of interlanguage was initiated investigated the L1 influence on L2 by Tarone , The interlanguage systems: interlanguages are new target language forms first appear in systematic systematicity either in the form the more careful style and progressively of learning strategies the learners employ move towards the vernacular style.
The scope of A model very similar to Chomsky's these approaches is also common: Universal Grammar was proposed by Felix interlanguage is seen as a kind of interim Morpheme Cognitive System LSC-system and the studies were employed to describe the Problem-Solving system PSC-system systematicity of interlanguage systems and and it is responsible for the differences in also the various stages of interlanguage the learning processes employed by development until the target form is children and adults.
It is argued that the acquired. Even though the LSC- However, Error Analysis as a mode of system is governed by principles similar to inquiry was limited in its scope and the principles of the Universal Grammar, concentrated on what learners did wrong the principles of the PSC-system are rather than on what made them successful largely unknown Felix, In Another UG based theory, the that respect, interlanguage theories are Creative Construction theory, was limited in their explanatory power.
These principles are biologically the system of the language they are determined and specialized for language acquiring until the mismatch between learning Chomsky, , , It Burt, Empirical evidence from referred to the first language learner.
Its comparing the errors produced by Spanish principles though were adopted by second children learning English with those language researchers and were applied in produced by children learning English as the field of second language acquisition.
The use of UG for similar orders, Dulay and Burt conclude language transfer, fossilization and L2 that it is the L2 system rather than the L1 pedagogy was also suggested. According to this model The only areas that acquisition, and generative theorists regard cognitive development is related to UG as the best theory of grammar because language development is vocabulary and of its descriptive and explanatory meaning, since lexical items and meaning adequacy Ellis, , empirical relations are most readily related to a evidence has been restricted to the conceptual base Felix, A general theory of second claimed by the interactivist approach to language acquisition needs to cover a second language learning Clahsen, The Multidimensional Model has However, the differences between the both explanatory and predictive power in various cognitive models makes it that it not only identifies stages of impossible to construct a comprehensive linguistic development but it also explains cognitive theory of second language why learners go through these acquisition and furthermore, as Schimdt developmental stages and it predicts when observes: other grammatical structures will be acquired Ellis, In this respect environments.
The the degree to which a developmental stage is defined by learner acculturates to the accuracy orders and developmental target-language group will sequences, but within a stage learners may control the degree to which differ because of their social-psychological he acquires the second orientation, which is independent of language.
Thus a The the degree of social and psychological segregative learner is more likely to distance between the learner and the fossilize at that stage than is the target-language culture. Social distance integrative learner who has a more refers to the learner as a member of a positive attitude towards learning the social group that is in contact with another target language and a better chance of social group whose members speak a different language.
Each theory affective factors that concern the learner as offers a different insight in the complex an individual, such as language shock, process of second language acquisition. Another Also, pidginization is a group explanation based on the affective factors phenomenon, while language acquisition influencing second language acquisition is an individual phenomenon. Finally, the could suggest that the learners in their acculturation model fails to explain how effort to match the gestalt of the native the social factors influence the quality of speaker input to which they are exposed, contact the learners experience Ellis, acquire and produce the appropriate Larsen-Freeman SUMMARY concludes that there is not a single The second language acquisition explanation that could work for all theories reviewed in this paper have paid learners, and that different learners may attention to different aspects of the second rely on different strategies when learning a language acquisition process and have second language, depending on a number provided valuable background and of different variables such as the target hypotheses for numerous research studies.
Whether proficiency in the target language, etc. Dulay, H. Should we teach children syntax? I wish to thank Dr.
Acton and Dulay, H. Natural Mr. Taylor for reading this article in sequences in child second language draft and for suggesting improvements. Language Learning, However, I remain solely responsible for 24, Ellis, R. Sources of variability in interlanguage. Adjemian, C. On the nature of Ellis, R. The study of second interlanguage systems. Language language acquisition. Oxford: Learning, 26, Oxford University Press.
Berman, R. Cognitive principles Felix, S. On the in applicability of and language acquisition. Piagetian thought to language Pfaff Ed. Studies in Second language acquisition processes, Language Acquisition, 3 2 , pp.
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