Second language acquisition- Part 3 (55-68)
[Link] are some features of early stages of English past tense acquisition for L2 learners?
How does the nature of verbs affect the acquisition of simple past at the later stages?
First, they simply refer to events in the order in which they occurred or mention a time or
place to show that the event occurred in the past. Then learners start to attach a
grammatical morpheme marking the verb for the past. After they begin marking past tense
on regular verbs, learners may overgeneralize the regular -ed ending or use the wrong past
tense form.
2. Explain the following statement: Developmental stages are not like closed doors.
You learn but you make mistakes.
3. Give at least two examples to show how learners’ first language affects their passing
through developmental stages?
In Turkish marry with and marry means the same but in English the meaning is different. so
when we were learning English as a second language our first language which is Turkish
affects our developmental stage and it makes it hard to understand for us.
4. Explain the phenomena of avoidance in learners’ use of L2 structure.
Difficulty of getting rid of a pattern that doesn’t occur in the target language if it is similar to
one in the first language.
[Link] is cross linguistic influence?
As we acquire a second or third language, the patterns that we learn can also have an impact
on understanding the language we learned earlier.
6. Answer the following questions:
[Link] are words counted? Why is frequency counting important in vocabulary learning?
If we consider all of them word type, if we accept its 1. Corpsus analysis is a machine counts
words and word family.
b. What size of vocabulary do average native speakers have? What size vocabulary do L2
learners need to know to understand daily conversation?
Learners need to know 2000 words if they want to understand daily conversations. however
native speakers know 5000 to 10,000 words average.
[Link] are some of the ways to measure passive vocabulary knowledge?
A learner needs to have many meaningful encounters with the word, they need to
understand the meaning of most words without focused attention.
[Link] from frequency what other factors interact with L2 vocabulary learning?
frequency
Similartiy to L1 -> cognate
Length (short words learned first)
(phonological and morphological complexity)
What does it mean to know a word?
know the meaning
Pronounciation
Spelling
Grammar of a word( help sb with smth)
Colloration
Do we need to deliberate vocabulary?
Yes, but they forget it. Whatever you se you can’t see it again.
[Link] are cognates? How do they facilitate/impede L2 vocabulary acquisition?
Cognates are words that have similar forms and meanings in different languages. For
example nation and dictionary. These words look alike and have shared meaning so they can
faciliate L2 vocabulary acquisiton.
[Link] Krashen’s ideas about developing L2 vocabulary? What could be some
shortcomings of his theory?
Krashen believed that the best soruce of vocabulary growth is reading. However the problem
is reading requires litle effort. Learners usually need to have many meaningful encounters
with a word before they recognize it in new context.
[Link] can teachers deal with the limitations of implicit vocabulary learning?
Keeping a notebook, looking words up in a dictionary and reviewing the words regularly.
[Link] is Pragmatics? What issues are involved in Pragmatics?
Pragmatics is the study of how language is used in real life communication. They need to
acquire skills like recognizing humor and managing converstaions. Learners must understand
how meaning changes based on the situation.
[Link] is meant by unpacking and mitigation in the acquisition of request? What
happens in the last stage in the acquisition of request making?
Mitigation: there is often requests to sound polite
Ex. close the door - would you mind if I close the door?
Unpacking: learners move from simple to more detailed requests
Ex. give me water - can you give me some water?
Last stage: learners use requests naturally
[Link] do native and non-native speakers differ in terms of making request according to
Bardovi-Harlig and Hartford (1993)?
Non native speakers often don’t initiate suggestions and there is a tendency on the part of to
reject suggestions. While native speakers naturally adjust their requests depending on the
situation.
[Link] can Pragmatics be taught in language classes?
Movies, roleplay, completion task.