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Summary On Richard-Amato

The document discusses similarities and differences between L1 and L2 acquisition, including how L2 learners are more cognitively developed and may experience more inhibitions. It also covers the differences between error analysis and contrastive analysis, how interlanguage refers to intermediate language use, and factors involved in fossilization when progress plateaus.

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Jenni Silva
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17 views2 pages

Summary On Richard-Amato

The document discusses similarities and differences between L1 and L2 acquisition, including how L2 learners are more cognitively developed and may experience more inhibitions. It also covers the differences between error analysis and contrastive analysis, how interlanguage refers to intermediate language use, and factors involved in fossilization when progress plateaus.

Uploaded by

Jenni Silva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Jennifer Silva

4.275.930-0
English - 1º C

Similarities between L1 and L2 acquisition:

● Constructed for prior conceptual knowledge


● Utilizes interaction with others to learn, not only theoretical
● Uses of same processes or strategies: Overgeneralization, production simplification,
drawing conclusions, etc.
● Can be helped by modified input (the knowledge should be adapted to the level of
understanding of the group of learners)
● Development in predictable stages
● Presence of a silent period

Differences between L1 and L2 acquisition:

● L2 learners are more cognitively developed: they have greater knowledge of the
world in general, more control over the input, they can transfer strategies and
linguistic knowledge, etc.
● L2 learners may have increased inhibitions and anxiety, for being afraid of commit
errors
● L2 learners may have attitudinal problems or lack of motivation
● L2 learners may have interference from previous knowledge

The main differences between error analysis and contrastive analysis are that
contrastive analysis has its bases on a behaviorist theory. It mainly describes L1 being an
interference for L2 acquisition, but the problem with this approach is that contrastive
analysis is not a good predictor of errors in L2 because it is difficult to trace L2 errors into L1.
In contrast, error analysis has its roots in developmentalism, which means that it is
based on the premise that language is acquired in stages as the learner interacts with the
environment.
Because of this, it considers errors as a part of the learning process in a positive way.
When a learner of L2, for example, overgeneralizes a rule and incorrectly applies it, it is seen
as a positive thing because it means that they just internalized the rule. Therefore, learners
need to make errors towards progress on learning.
Interlanguage is an intermediate stage of the use of the language that occurs to every L2
learner and it has to do with the systematic development of syntax, semantics and
pragmatics.
It is used to refer to a kind of language that we speak between the moment we start
learning a language and the time that we become more proficient users of the language.

Fossilization refers to times when the learner appears to be hitting a plateau in their
progression and seems unable to move forward. It is related to many factors: not enough
motivation, increased anxiety about the learning situation, lack of good linguistic models,
etc.
The lack of motivation seems to be the predominant factor that occurs when the learner
has reached some communicative goal, and they no longer feel the need to progress to
proficiency.

To refer to my experience as a language learner, I should start by mentioning that I only


had formal English classes in high school about eighteen years ago, and I am predominantly
self-taught. With that said, I don't remember much being affected by the affective filter. I
certainly understand the theory behind it, but I do not recall any time a high school teacher
or even the classroom environment might do something that affected me negatively, at least
in a conscious way.
Related to Krashen's monitor hypothesis, I sure can spot it perfectly in my own
experience. I must say I am a monitor overuser. In my case, I am pretty self-conscious about
my pronunciation, and it gives me high levels of anxiety to perform well in my speech skills. I
had noticed that I perform better in writing than in speaking. If the speech happens
spontaneously, I find myself mentally preparing my speech, and when performing, I am very
self-aware of every mispronunciation, and most of the time, it holds me back from speaking
fluently.

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