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dagas_isaNo, I did not get my presentation done. However, I have something that I pulled straight out of my collective dustbin.
Sociolinguistic settings for Second Language Acquisition:
* Dominant Second Language: Speakers of a minority language learn the dominant or majority language in their surroundings.
* External Second Language: Speakers of a dominant language learn a foreign or distant language (one that is not in common
use in the context).
Coexisting Second Language: Speakers in a multilingual environment learn a language that is spoken by a large protion of the
population.
Institutional Second Language: Speakers in a multilingual environment learn a language with a wide variety of institutional
uses.
Minority Second Language: Speakers of a dominant language learn the language of the minority group.
Focus on Dominant Second Language: Most exchange programs.
Focus on External Second Langauge: Most foreign language courses.
"In the dominant second langauge setting, the second language is the native language of the majority of the population and
used in all domains for everyday life, including home, education,govenrment, the legal system, business, and the media."
"In the external second language setting, the second langauge is not generally used for everyday communication in the society
and is learned in the classrom by usually monolingual student.
Analysing Social context:
Varies among three parameters:
Macro vs. Micro
Macro analysis focuses on society as a whole and the characters of the various social groups that comprise it. It considers
the size, status, and power of each of the language groups in the society and the general usage of both the first and second
language.
Micro analysis focuses on the behavior of individuals in particular social situations. It focuses specific activities of learning and using the second language and the individual status of its users.
Structural vs. Interactional
Structural analysis sees the specific social aspects of language as being products of the history of the language and the structure this gives the society.
Interactions analysis sees the social aspects of the language as changing with specific situations, as no one person belongs to one particular social group.
Objective vs. Subjective
Objective analysis focuses on the observable aspects of social context
Subjective analysis focuses on the individual perceptions of these aspects.
Major influences of Language acquisition:
The acculturation model
Applies mainly to the naturalistic second language acquisition.
States that the acquisition of the language is proportional to the acculturation of the individual.
The degree of acculturation is based largely on social and psychological distance.
Social distance is based on the relationship between the first language group and the second. (e.g. Dominance of the first language group politically and status-wise and attitudes between the two language groups)
Psychological distance is determined by individual factors such as language and culture shock and motivation.
Second Language Environments:
Naturalist -- learning the second language in its natural environment.
Instructional -- learning the second language through classroom instruction.
Types of instructional learning:
Explicit: Focus on explaining rules and direction to focus on forms to arrive at rules.
Implicit: Does not explain rules nor direct attention to forms.
According to a study done by Norris and Ortega in 2000,explict learning is more effective than implicit classroom learning.
Focus on form: Integrates form and meaning
1. Design tasks that promote engagement with meaning prior to form
2. Seeks task essentialness/naturalness of Second Language forms
3. Ensures unobtrusiveness
4. Documents Second language mental processes, such as 'noticing'
Positive Evidence: Focuses on what is possible construction for a language.
Usually taught by input.
Negative Evidence: Focuses on what is not possible construction for a language.
Usually taught by instructing the listener for what is not possible.
Major Reference Source: Doughty and Long(2003) 'The Handbook of Second Language Acquisition' Essays: "Instructed SLA: Constraints, Compensation, and Enhancement" by Catherine J. Doughty and "Social Context" by Jeff Siegel.
Now, I just have to find a way to relate it to my actual topic.
I'm going to bed.
Over and out.
Sociolinguistic settings for Second Language Acquisition:
* Dominant Second Language: Speakers of a minority language learn the dominant or majority language in their surroundings.
* External Second Language: Speakers of a dominant language learn a foreign or distant language (one that is not in common
use in the context).
Coexisting Second Language: Speakers in a multilingual environment learn a language that is spoken by a large protion of the
population.
Institutional Second Language: Speakers in a multilingual environment learn a language with a wide variety of institutional
uses.
Minority Second Language: Speakers of a dominant language learn the language of the minority group.
Focus on Dominant Second Language: Most exchange programs.
Focus on External Second Langauge: Most foreign language courses.
"In the dominant second langauge setting, the second language is the native language of the majority of the population and
used in all domains for everyday life, including home, education,govenrment, the legal system, business, and the media."
"In the external second language setting, the second langauge is not generally used for everyday communication in the society
and is learned in the classrom by usually monolingual student.
Analysing Social context:
Varies among three parameters:
Macro vs. Micro
Macro analysis focuses on society as a whole and the characters of the various social groups that comprise it. It considers
the size, status, and power of each of the language groups in the society and the general usage of both the first and second
language.
Micro analysis focuses on the behavior of individuals in particular social situations. It focuses specific activities of learning and using the second language and the individual status of its users.
Structural vs. Interactional
Structural analysis sees the specific social aspects of language as being products of the history of the language and the structure this gives the society.
Interactions analysis sees the social aspects of the language as changing with specific situations, as no one person belongs to one particular social group.
Objective vs. Subjective
Objective analysis focuses on the observable aspects of social context
Subjective analysis focuses on the individual perceptions of these aspects.
Major influences of Language acquisition:
The acculturation model
Applies mainly to the naturalistic second language acquisition.
States that the acquisition of the language is proportional to the acculturation of the individual.
The degree of acculturation is based largely on social and psychological distance.
Social distance is based on the relationship between the first language group and the second. (e.g. Dominance of the first language group politically and status-wise and attitudes between the two language groups)
Psychological distance is determined by individual factors such as language and culture shock and motivation.
Second Language Environments:
Naturalist -- learning the second language in its natural environment.
Instructional -- learning the second language through classroom instruction.
Types of instructional learning:
Explicit: Focus on explaining rules and direction to focus on forms to arrive at rules.
Implicit: Does not explain rules nor direct attention to forms.
According to a study done by Norris and Ortega in 2000,explict learning is more effective than implicit classroom learning.
Focus on form: Integrates form and meaning
1. Design tasks that promote engagement with meaning prior to form
2. Seeks task essentialness/naturalness of Second Language forms
3. Ensures unobtrusiveness
4. Documents Second language mental processes, such as 'noticing'
Positive Evidence: Focuses on what is possible construction for a language.
Usually taught by input.
Negative Evidence: Focuses on what is not possible construction for a language.
Usually taught by instructing the listener for what is not possible.
Major Reference Source: Doughty and Long(2003) 'The Handbook of Second Language Acquisition' Essays: "Instructed SLA: Constraints, Compensation, and Enhancement" by Catherine J. Doughty and "Social Context" by Jeff Siegel.
Now, I just have to find a way to relate it to my actual topic.
I'm going to bed.
Over and out.
