ENG504 Highlighted Handouts

Table of Contents

Lesson No.

Title · Topic · Page Lesson 1

001-006 4-5

Lesson 2

Nature of Language, Modularity and SLA Variability

007-012

Lesson 3

013-018

Lesson 4

Second Language Use and Performance Perspective

019-025 8-9

Lesson 5

Difference Between Individual Learners

026-032

Lesson 6

Behaviourism and First Language Acquisition

032-038

Lesson 7

Second Language Learning and Krashen’s Monitor Model

039-044 12-13

Lesson 8

SLA Hypotheses

045-050 14-15

Lesson 9

Second Language and Universal Grammar

051-056 16-17

Lesson 10

Universal Grammar and First Language Acquisition

057-062

Lesson 11

Universal Grammar and Second Language Learning 063-068

19-20

Lesson 12

Evaluation of Universal Grammar and Cognitive Approaches 069-074

21-22

Lesson 13

Models of Second Language Learning

075-079 23-24

Lesson 14

Learning Strategies and Second Language Learning

080-085 25-26

Lesson 15

Theories of Second Language Processing and Connectionism

086-091 27-28

Lesson 16 · Evaluation Of Cognitive Approaches and Functional · Perspectives

092-097 29-30

Lesson 17

Cognitive, Textual, Social, Orientations and Functionalism

098-103

Lesson 18

Functionalism and Interaction in Second Language Learning

104-109 32-33

Lesson 19

Input and Interaction in Second Language Acquisition

110-115 34-35

Lesson 20 · Consciousness Raising, Negative Feedback and Negative · Evidence

116-121 36-37

Lesson 21

Input Processing and Autonomous Induction Theory

122-127 38-39

Lesson 22

Interactionist Approach and Sociocultural Theory

128-133 40-41

Lesson 23

Aspects of Sociocultural Theory

134-139 42-43

Lesson 24

Activity Theory, Private Speech, and Scaffolding

140-145

Lesson 25

Empirical Evidence and Socio-Cultural Learning

146-151

Lesson 26

Second Language Socialization and Identity Construction

152-157

Lesson 27 · Investment and Social Identities In Second Language · Acquisition

158-163

Lesson 28

Sociolinguistic Perspective on Language Learning and Second Language Research

164-169 48-49

Lesson 29

Instructional Policies and the Role of L1 in L2 Learning 170-175

Lesson 30

The Facilitative Role of L1

176-181 51-52

Lesson 31

Different Aspects of L1

182-187

Lesson 32

Language Awareness and L1

188-193 54-55

Lesson 33

The Facilitation of L1 in Second Language Learning

194-199

Lesson 34 · The Role of L1 in Second Language Learning Performance · Domain

200-205

Lesson 35

Factors Influencing SLA

206-211

Lesson 36

Different Learning Styles and Strategies

212-217 59-60

Lesson 37

Second Language Learning and Learner Motivation 218-223

61-62

Lesson 38

Language Theories and Second Language Learner

224-229

Lesson 39

Myths Related to SLA

230-235

Lesson 40

Culture Difference and Identity

236-241 65-66

Lesson 41

Teaching/Learning of Culture in Second Language Classrooms 242-247

Lesson 42

Second Language Acquisition and Teaching

248-254 68-69

Lesson 43

Focus on Form and Types of Instructions

255-259 70-71

Lesson 44

Explicit Instruction and Production Practice

260-263

Lesson 45

Input and SLA Pedagogy

264-269

Abbreviations Used Within the Text · Lesson-01 · Topic No: 001-006

Introduction to SLA; Key Concepts; What Makes a Good Theory: The Need; What Makes a Good Theory: Types of Theories; Evaluating a Theory of SLA; Views on the Nature of Language

The term ‘second language’ includes languages other than the native language, languages of wider communication encountered within local region or community, and foreign languages. Learning can either be formal, planned and systematic or informal and unstructured.

Second language acquisition (SLA) is a research field that focuses on learners and learning rather than teachers and teaching. The field of SLA addresses the fundamental questions of how learners come to internalize the linguistic system of another language and how they make use of that linguistic system during comprehension and speech production.

The learning and acquisition of a second language occurs once the first language acquisition is established. For instance, a child who speaks Hindi as the first language, starts learning English when he starts going to school. English is learned by the process of second language acquisition. In fact, a young child can learn a second language faster than an adult can learn the same language.

Language development, like all human development, will be heavily determined by the nature of the environment, and may be severely limited unless the environment is appropriate. A stimulating environment is required to enable natural curiosity, intelligence, and creativity to develop, and to enable our biological capacities to unfold. The fact that the course of development is largely internally determined does not mean that it will proceed without care, stimulation, and opportunity (Chomsky, 1960).

In the sciences and social sciences, the construct “theory” has a particular meaning. A ‘theory’ is a more or less abstract set of claims about the significant units within phenomenon under study. It aims at explanation as well as description. Theories are produced collaboratively and evolve through a systematic enquiry. These are assessed through hypothesis testing and involve a reflexive process. A good theory is supposed to give clear and explicit statements about its claims. It must be testable or falsifiable in some way. The linguists view language as a complex communication which must be analyzed on different levels.

Property Theory

The linguists are more interested in ‘property theory.’ They are concerned with the structure of the language and how a language changes; how certain words become obsolete; how certain factors lead