[SLA] Psycholinguistics and linguistics aspects of interlanguage.pptx
- 1. Psycholinguistics and Linguistics Aspects of Interlanguage Naurah Nazhifah 21220140000002
- 2. Interlanguage has a different on a linguistic system which is the learner's native language and the target language. Interlanguage is a language mistake made by non-native speakers using a second language. A unique linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the target language. Errors were largely the result of interference or negative transfer. Interlanguage is …
- 3. Psycholinguistics or psychology of language is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language. For short, psycholinguistics is the study of mental structures and processes involved in the acquisition and use of language. Psycholinguistics is …
- 4. L1 transfer refers to the influence that the learner’s L1 exerts over the acquisition of an L2. The learner’s first language is one of the sources of error in learner language (negative transfer). However, the learner’s first language can facilitate L2 acquisition (positive transfer). First Language (l1) Transfer
- 5. L1 transfer refers to the influence that the learner’s L1 exerts over the acquisition of an L2. The learner’s first language is one of the sources of error in learner language (negative transfer). However, the learner’s first language can facilitate L2 acquisition (positive transfer). First Language (l1) Transfer
- 7. Positive Transfer Letter of alphabet Identical / similar words Word order
- 8. Schmidt (1995) points out that there are three different senses of the term 'consciousness' as it is used in SLA theory: levels of perception, noticing, and understanding. According to Clark (2001), the possibilities include wakefulness, self- awareness, availability for verbal report, availability for control of intentional action, and qualia. The Role of Consciousness in L2 Acquisition
- 9. Stephen Krashen has argued the need to distinguish ‘acquired’ L2 knowledge and ‘learned’ L2 knowledge. He claims that the former is developed subconsciously through comprehending in-out while communicating, while the latter is developed consciously through deliberate study of the L2. The Role of Consciousness in L2 Acquisition
- 10. Comprehensible input alone is not enough for optimal acquisition of the different aspects of grammar and that conscious grammatical instruction is necessary if learners are to have the data they need to acquire grammar. Teaching should include opportunities for learners to focus on form and consciously notice features of the L2 they are learning. The Role of Consciousness in L2 Acquisition
- 11. Another way of identifying the processes responsible for interlanguage development is to deduce the operations that learners perform from a close inspection of their output. Operating principles is the study of the L1 acquisition of many different language has led to the identification of a number of general strategies which children use to extract and segment linguistic information from the language they hear. Processing constrains sought to account for both why learners acquire the grammar of a language in a definite order and also why some learners only develop very simple interlanguage grammar. The Role of Consciousness in L2 Acquisition
- 12. According to Flynn (1996), the theory of UG does not make any direct claims about L2 acquisition. However, it is important to know whether or not L2 learners in the process of L2 acquisition have access to UG. However, there is some good evidence for the a Partial Access Hypothesis, which holds that only the parameters of UG that are common to L1 and L2 are accessible to an L2 learner. Universal Grammar and SLA
- 13. EXPLICIT AND IMPLICIT KNOWLEDGE AND SLA According to Ellis, explicit knowledge is “the L2 knowledge of which a learner is aware and can verbalize on request”, while the implicit knowledge is “the L2 knowledge of which a learner is unaware and therefore cannot verbalize.” (Ellis, 1997,139).
- 14. EXPLICIT AND IMPLICIT KNOWLEDGE AND SLA Hulstijn and Graaff (1994) attempt to determine to what extent SLA and acquisition of implicit knowledge can be assisted by explicit learning (instruction). According to them, learning varies from spontaneous discovery by a learner to explicit instructions by a teacher. They argue that in fluent speakers, knowledge of L2 is mostly implicit.
- 15. How fluent can a speaker become without explicit knowledge? The Non-interface Position, which argues that implicit knowledge is not influenced by explicit knowledge, and the Interface position, which urges that the acquisition of implicit knowledge may be influenced by explicit knowledge. The Interface Position is divided into a Strong-Interface Position and a Weak-Interface Position. Strong Position, explicit knowledge becomes implicit knowledge through practice. According to the Weak Position, explicit knowledge only aids the acquisition of implicit knowledge.