Chapter 11 Second language acquisition

*To touch the society . *There are more people come to study in the states. *I wait you at the gate of the school.
Shortcomings of CA
The CA was soon found problematic, for many of the predictions of the target language learning difficulty formulated on the basis of contrastive analysis turned out to be either uninformative or inaccurate. Predicted errors did not materialize in learner language while errors did show up that the contrastive analysis had not predicted. “Differences” and “difficulties” are not identical concepts.
Characteristics of interlanguage
Interlanguage has three important characteristics: systematicity, permeability 渗透 性 and fossilization. Fossilization---- a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.

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Intralingual error:
Cross-association (互相联想): the
confusion of the spellings and pronunciations which are alike.
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Performance analysis
(语言行为分析)
An approach to the study of a learner’s competence in a language, based on the study of a learner’s total linguistic performance (i.e. what the learner is able to say and do in the language) and not just the learner’s errors.
The first language study has served as a backcloth for perceiving and understanding new facts about second language learning (Littlewood, 1986).
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Differences between L1 and L2 acquisition
e.g. ‘He is comes’ from the blend of the sentences ‘He is coming’ and ‘He comes’.
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Error analysis
Intralingual error:
Overgeneralization (概括过头): a learner extends the use of a grammatical rule beyond its accepted uses.

For examples: a. Substitution of [t] for [W] and [d] for [T]: three tree, this dis. b. Shortening of long vowels: sheep ship, meet mit
Intralingual errors
The role of native language in 2nd language learning
Interlanguage (S. Pit Corder & Larry Selinker)
• Interlangauge ---- learners’ independent system of the second language which is of neither the native language nor the second language, but a continuum or approximation from his native language to the target language.
----The intralingual errors mainly from faulty or partial learning of the target language, independent of the native language.
• Two types of errors have been well exploited: overgeneralization & cross-association
• Jane advise me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smoking.

not enough for the learner to be exposed to it through comprehensible input. The learner must actually notice what it is in that input that makes the meaning. This idea has raised a considerable amount of interest in the context of instructed second language learning.
explicit knowledge
L2 Input
noticed input
ห้องสมุดไป่ตู้
comprehended input
intake
implicit knowledge
L2 output
Second Language Acquisition
Noticing In order for some feature of language to be acquired, it is
Second Language Acquisition
Implicit learning is coming to learn the underlying structure of a complex stimulus environment by a process which takes place naturally, simply and without conscious operations. Explicit learning is a more conscious operation where the individual makes and tests hypotheses.