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Psycholinguistic aspects of Interlanguage
Transcript of Psycholinguistic aspects of Interlanguage
The role of conciousness in L2 acquisition
The influence that the learner's L1 exerts over the acquisition of an L2.
Krashen's Acquisition-Learning Hypothesis
Richard Schmidt's Consciousness-Intentionality Hypothesis
What operations do learners perform when producing output in SLA?
The study of the mental structures and processes involved in the acquisition and use of language
of learning: What is learned during instruction should be available for use at a later time or place.
Two types of computational model
The type of language (or linguistic system) used by second- and foreign-language learners who are in the process of learning a target language.
the systematic study of a pair of languages with a view to identifying their structural differences and similarities
I usually wake up at 6:00 am, then take a shower and have breakfast, then at 6:45 go to school...
It is the romantic comedy movie. The two friends graduated of the university and in the party they got drunk. The next day the man woke up in the bed of his friend! then they spent the time together and he got to be the best friend of the girl. The man liked the many woman...
The resulting differences were used to make decisions about the content of the teaching materials
Two developments on L2 acquisition
1. Some theorists argued that very few errors were the result of L1 transfer. This view however has not had support over time.
2. Larry Selinker proposed that learners draw on their L1 in forming interlanguage hypotheses. They work with whatever information at their disposal. According to this view, transfer is not interference but a cognitive process.
Learner's perception of what is transferable
Learner's Stage of development
Learning cannot take place without
The process of attending consciously to linguistic features in the input
General strategies children use to extract and segment linguistic information
The multidimensional model accounts for both, why learners acquire grammar of a language in a definite order and why some learners only develop very simple interlanguage grammars
Construct new words
When the relevant unit or structure of both languages is the same = correct language production
when speakers and writers transfer items and structures that are not the same in both languages = errors