"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen

Books to Read:

*Cook, V.J. (2001), "Linguistics and Second Language Acquisition"
*Cook, V.J. (2001), "Second Language Learning and Language Teaching"
Arnold, third edition
"Vivian Cook worked as a lecturer in EFL in Ealing Technical College, then as Director of the Language Service at North East London Polytechnic and is now Reader at Essex University. He is chiefly known for his work on L2 learning and for his book on Chomsky."
*Foster-Cohen, Susan H. (1999), "An Introduction to Child Language Development"
"Susan Foster-Cohen is the Head of the Department of English at the University of London, The British Institute in Paris, France."
&
*Second Language Acquisition (Cambridge Textbooks in Linguistics)
by Wolfgang Klein
*The Tapestry of Language Learning : The Individual in the Communicative Classroom
by Robin C. Scarcella, Rebecca L. Oxford
*Inquiries and Insights
by Stephen D. Krashen
*Language Learning Strategies : What Every Teacher Should Know
by Rebecca L. Oxford
& Web site
*English Linguistics- History

"The English language is like a car. It needs four wheels to run smoothly. It can run with three but it will be a very bumpy ride! The four wheels of the English language include the semantics wheel, the morphology wheel, the syntax wheel, and the phonology wheel."
Paulette Dale, Ph.D.

*Are You A Good Language Learner?

*What Factors Affect Language Acquisition?

• Motivation.(Affect in Language Learning)
• Attitude
• Student beliefs
• Socio-cultural factors
(Check this new site: "Error Analysis: Arabic Speakers' English Writings")

*Introduction: Language & Language Learning

Language: Form & Function
A good definition for any concept has to have a definition for form and function.
A child is aware of form before function.

I- Language: FORM

A- Language is a Shared Code:
continental values of vowels: sounds. (There are 11 to 16 sounds).

American English Vowels:

English vowels    [i], [], [e], [], [æ], [], [o], [], [u], [], [aj], [aw], [j] []
English consonants

• straightforward symbols
• [p], [b], [m], [f], [v], [t], [d], [l], [w]
• not-so-straightforward symbols
• [k], [g], [s], [z], [n], [h], [j]
• new symbols

• [] [] [] [] [t] [d] [] []
Diphthongs (Two vowels forming one sound)
• /ay/     I, pie, hide, Hyman, Tschaikovsky
• /oy/     Oy!, boy, boil
• /aw/     house, cow
• /ey/ /ei/  may, lay
http://www-personal.umich.edu/~jlawler/aue/truly.html

 

B- Language is a System (It follows rules like every other system) .	.
C- Language is made of Sounds:       (The basic elements of the system)      [Consonants, Vowels, & Diphthongs =>       Prosodic features (stress & intonation).	Phonetics*
D- Language is a Sound System (Syllabic structure) .	Phonology* .
E- Language is Words (Word formation) .	Morphology* .
F- Language is Meaning (Study of meaning)     How meanings are associated-      How synonyms/antonyms are acquired. .	Semantics*
G- Language is Sentences (Sentence structure) .	Syntax* .
H- Language is Context      =>Cohesion: syntactically makes sense      =>Coherence: understandable	Pragmatics*

*Phonetics: It is the science or study of the physical aspects of speech events.
*Phonology: It is the study of how the sound systems of a language interact with each other. For example, the final [t] of the word "subject" becomes [š] when the suffix "-ion" is added to the word. Thus phonology is the study of how the vowels and consonants interact with each other and how they, in turn, may be affected by elements such as stress.
*Morphology: It is the branch of linguistics that deals with the internal structure of those words that can be broken down further into meaningful parts. Morphology is concerned centrally with how speakers of language understand complex words and how they create new ones.
*Semantics: Study of context-independent meaning.
*Syntax: It is the study of the part of the human linguistic system that determines how sentences are put together out of words.
*Pragmatics: Study of context-dependent meaning. (Pragmatics" self-study exercises)

Pragmatics is the study of the context-dependent aspects of MEANING that are systematically abstracted away from in the construction of LOGICAL FORM.

*Syntax, Semantics, and Pragmatics compared.

II- Language: FUNCTION
Language is a shared code. Its main function is Communication: Verbal & Non-Verbal.

A- Verbal Communication
1. Expressive Communication: Express needs, emotions
2. Transactional Communication: Talk, respond, request, apologize,... + Performative language (ex. I bet you $10 that...)
3. Phatic Communication/ Formulaic Expressions: Small talk- Ex. Good afternoon; How do you do; Pleased to meet you; ... + Conversational openers (ex. talking about the weather...)
4. Metaphorical/Poetic Communication: Artistic element in communication. "Writing for writing's sake"
B- Non-Verbal Communication
1. Kinesics or Body Language: (ex. nodding...) used to portray moods and emotions and to emphasize or contradict what is being said. ["The Silent Language" by Edward Hall]
2. Artifacts:.objects, often clothes, jewelry, pictures, trinkets, which express one’s interests, hobbies, status, or lifestyle.
3. Haptics:.touch
4. Chronemics:.time
5. Proxemics:.personal space

*Competence & Performance.(Chomsky)

Competence: What we know- Our deep structure- What we are capable of doing.

Performance: What we show- Our surface structure. What we do.

*Miscellaneous

Children also learn Paralanguage: Paralanguage refers to vocal features that accompany speech and contribute to communication but are not generally considered to be part of the language system, as vocal quality, loudness, and tempo: sometimes also including facial expressions and gestures.

• Contrastive Rhetoric: Mode of thinking


"English" thought was said to resemble a straight line.
Notice that the two diagrams "Romance" and "Russian" (representing a goodly portion of the 'Western' world) are hardly linear, suggesting that weaving, wavering, ambivalence, and lack of clear progression are unremarkable patterns of discourse organisation in these nations.

http://www.aasa.ac.jp/~dcdycus/LAC98/FEB98/BROWN298.HTM

(Click on the link above to go to an article including a paragraph titled "Literacy cross-culturally." => Interesting point of view.)

Another link: http://www.indiana.edu/~cwp/lib/rhetbib.html#kaplan

Kaplan (1966) illustrates five different rhetorical patterns: English, Semitic, Oriental,
Romance and Russian, and provides a sample of English writing by each through which the disparity with English writing is exposed.
http://www.english.uiuc.edu/405-2001/miller/second_language_writing.htm
 

• Linguistic Relativity: How much are we affected by the patterns of our language?

Linguistic relativity is the "proposal that the particular language one speaks influences the way one thinks about reality."


*Definition of Terms (Terminology)
    Glossary- Southern Illinois University
    Glossary- U.S. Department of Education- Programs for English Language Learners
   Glossary of linguistic terms- SIL International

• Linguistic Competence

Grammar accuracy
 
• Communicative Competence

Saying things right at the right time at the right place.
 
• Linguistic Accommodation

It refers to the process by which the child changes the way information is organized in his/her mind so that the new input can be easily integrated into the knowledge store.  This concept was first proposed by Cognitivist psychologist Jean Piaget.
 
• Krashen's theory of second language acquisition: five main hypotheses:
• the Acquisition-Learning hypothesis,
• the Monitor hypothesis,
• the Natural Order hypothesis,
• the Input hypothesis,
• and the Affective Filter hypothesis.

 
• Bilingual, Crosscultural, Language and Academic Development (BCLAD)

The purpose of the CLAD/BCLAD Examinations is to identify candidates for certification who have demonstrated the level of knowledge and skills required to teach LEP students satisfactorily. These exams measure each examinee's knowledge and skills in relation to an established standard rather than in relation to those of other examinees.
 
• Audio-Lingual Method

It is an approach to second language instruction based on Behaviorist learning theory.  This approach stresses memorization and pattern drills to attain mastery of the language. Priority is given to speaking skills and building habits through overlearning.
 
• Dual Language Program:

Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.


---

• BICS

Basic interpersonal communication skills. The language ability required for verbal face-to-face communication.
 
• CALP

Cognitive academic language proficiency. The language ability required for academic achievement.
 
• Content-based English as a Second Language

This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.
 
• ELL

English language learner. A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.
 
• English as a Second Language (ESL)

A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.
 
• FEP

Fluent (or fully) English proficient.
 
• LEP

Limited-English-proficient.
 
• NEP

Non-English-proficient.
 
• Sheltered English Instruction

An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.
 
• Structured English Immersion Program

The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.
 
• Submersion Program

A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program.
 
• Transitional Bilingual Education Program

This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all English instructional program while receiving academic subject instruction in the native language to the extent necessary.

http://www.ed.gov/offices/OCR/ELL/glossary.html


---

• Code Switching

Changing from one language to another in a diglossic community.
 
• Code Mixing

The use of elements or structures from two or more languages in the same utterance.

---



LG501 Second Language Acquisition Research for L2 Teaching *****
http://privatewww.essex.ac.uk/~vcook/LG501intro.htm

Acquisition of English as a Second Language
http://ponce.inter.edu/proyecto/in/huma/engl4073.html

Activities That Promote Language Development
http://www.enfagrow.com/language004.html

A Look Into Second Language Acquisition
http://library.thinkquest.org/T0210820/

Applied Linguistics- Issues in Second Language Acquisition *****
Dr. Judith Olson
http://www.shsu.edu/~lib_jeo/Language_index13.html

A Summary of Stephen Krashen's "Principles and Practice in
Second Language Acquisition"
By Reid Wilson
http://www.languageimpact.com/articles/rw/krashenbk.htm

Attitude & Motivation- Papers (abstracts only)
Centre canadien des ressources sur l'enseignement des langues (CCREL)
http://www.sfu.ca/ccrel/apprentissage/apatt.html

Born to Talk: An Introduction to Speech and Language Development, 3/e
Lloyd M. Hulit
Merle R. Howard, Illinois State University
http://www.ablongman.com/catalog/academic/product/1,4096,
0205342965,00.html

Center for Advanced Research on Language Acquisition (CARLA)
University of Minnesota
http://carla.acad.umn.edu/

Center for Language Acquisition (CLA)
Pennsylvania State University
http://language.la.psu.edu/

Contextual Factors in Second Language Acquisition
Aída Walqui, West Ed, San Francisco, California
http://www.cal.org/ericcll/digest/0005contextual.html

Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing
http://www.cuhk.edu.hk/ajelt/vol7/rev3.htm

Conversations with Mainstream Teachers:
What can we tell them about second language learning and teaching?
http://carla.acad.umn.edu/esl/minnetesol2000.html

Cornell Language Acquisition Lab (CLAL
http://www.clal.cornell.edu/

Didactics - 4 : Second language acquisition *****
Some experiments and a theory
http://perso.club-internet.fr/tmason/WebPages/LangTeach/Licence/
CM/OldLectures/L4_Experiments.htm

Human language development outline
PREREQUISITES FOR HUMAN LANGUAGE ACQUISITION
The University of New Hampshire, Durham
http://pubpages.unh.edu/~jel/Ldev.html

Language Acquisition
How did you learn to speak your native language?
http://www.facstaff.bucknell.edu/rbeard/acquisition.html

Language Acquisition- GLOSSARY *****
http://earthrenewal.org/secondlang.htm

Language Acquisition Resource Center- LARC
San Diego State University
http://larcnet.sdsu.edu/

Language and Linguistics Links
http://www.udc.es/dep/lx/lll/rev.htm

Language Development
http://www.enfamil.com/guides/childdevelopment/language1.html

Linguistic Relativity Resource Center
http://www.baylor.edu/~Erin_Greenawalt/relativity.html

Linguistics and Language ******
MIT Encyclopedia of the Cognitive Sciences
http://cognet.mit.edu/MITECS/Front/linguistics.html

Linguistics Journals and Newsletters on the Web *****
http://www.ling.rochester.edu/links/journals.html

Methods of Second-Language Teaching- (power point)
Jill Kerper Mora, Ed.D.
San Diego State University
http://coe.sdsu.edu/people/jmora/L2MethodsMMdl/Default.htm

Modern Approaches to FLT
http://infosys.pls.uni.edu/Yana/3SSession%203.html

Motivation and Transfer in Language Learning
http://www.ed.gov/databases/ERIC_Digests/ed427318.html

Noam Chomsky: A Life of Dissent
http://mitpress2.mit.edu/e-books/chomsky/welcome.html

Output and Beyond to Dialogue: A Review of Merrill Swain's Current
Approach to SLA
David J. Woodfield
Human International University
http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/woodfield.html

Scoring Rubric for Interactive Oral Communication
http://www.lsa.umich.edu/eli/Newcertpages/ecpescoringioc.htm

Second Language Acquisition & Teaching
http://www.coh.arizona.edu/slat/default.html

Second Language acquisition [SLA] & Second language
development
http://alex.edfac.usyd.edu.au/methods/TESOL/TESL/tesol-2.html

SECOND LANGUAGE ACQUISITION BIBLIOGRAPHY
http://privatewww.essex.ac.uk/~vcook/slabib.html

Second Language Acquisition Theories: Overview and Evaluation *****
http://www.joho.nucba.ac.jp/JCISarticles/gitsaki4298.pdf

SECOND LANGUAGE ACQUISITION: THEORETICAL AND EXPERIMENTAL
ISSUES IN CONTEMPORARY RESEARCH
First draft
http://cogprints.ecs.soton.ac.uk/bbs/Archive/bbs.epstein.html

Second Language Acquisition Theory and Pedagogy
http://www-writing.berkeley.edu/TESL-EJ/ej07/r7.html

SLA Theory and CALL
http://www.celt.stir.ac.uk/resources/ML21/sla_and_call.html

Stephen Krashen's Theory of Second Language Acquisition
http://www.sk.com.br/sk-krash.html

Studies in Second Language Acquisition
Cambridge Journals Online
http://www.journals.cup.org/bin/bladerunner?30REQEVENT=&
REQAUTH=0&116000REQSUB==&REQSTR1=SLA

Teacher's Handbook- Professional Links!
http://thandbook.heinle.com/professional_links.html

The International Commission on Second Language Acquisition
http://www.hw.ac.uk/langWWW/icsla/icsla.htm

Theory to Support Instruction
http://www.gsu.edu/~esljmm/methods/theory.htm

World Englishes
http://www.blackwellpublishers.co.uk/asp/journal.asp?ref=0883-2919

Page created on February 18, 2002 ||  Last updated on October 26, 2009
Copyright © 2002-2009 Nada Salem Abisamra
http://www.nadasisland.com/acquisition/

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