Book•
Second Language Acquisition and Second Language Learning
01 Jan 1981-
TL;DR: The Monitor Theory of adult second language acquisition as mentioned in this paper has been widely used in the field of language acquisition and has been applied to a wide range of domains, e.g., first and second language learning.
Abstract: All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S. Pit Corder all recognized the reality of language "acquisition" in the adult long before I did. I would also like the thank Introduction This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow. Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language-natural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear 1 similarities across acquirers as to which structures tend to be acquired early and which tend to be acquired late (Brown, 1973; Dulay and Burt, 1975). Acquirers need not have a conscious awareness of the "rules" they possess, and may self-correct only on the basis of …
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Book•
01 Jan 1982
TL;DR: It is concluded that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
Abstract: This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
6,737 citations
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Abstract: Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.
4,131 citations
Cites background from "Second Language Acquisition and Sec..."
...Krashen (1981, 1983, 1985) has elaborated a theory that rests on a distinction between two independent In everyday language, consciousness has several senses and is often used ambiguously....
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...…facts about the language can be confirmed through introspection, whereas the distinction in second language research is usually based on whether a learner is able to articulate a rule of the language (Bialystok 1978, 1979, 1981b; Gregg 1984; Krashen 1979, 1981; Odlin 1986; Sharwood Smith 1981)....
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...Krashen apparently considers intake synonymous with comprehensible input, simply 'that subset of linguistic input that helps the acquirer acquire language' (Krashen 1981: 102), an external variable....
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TL;DR: The authors argue that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learners and the language learning context.
Abstract: The author argues that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learner and the language learning context. She also maintains that SLA theorists have not adequately addressed how relations of power affect interaction between language learners and target language speakers. Using data collected in Canada from January to December 1991 from diaries, questionnaires, individual and group interviews, and home visits, the author illustrates how and under what conditions the immigrant women in her study created, responded to, and sometimes resisted opportunities to speak English. Drawing on her data analysis as well as her reading in social theory, the author argues that current conceptions of the individual in SLA theory need to be reconceptualized, and she draws on the poststructuralist conception of social identity as multiple, a site of struggle, and subject to change to explain the findings from her study. Further, she argues for a conception of investment rather than motivation to capture the complex relationship of language learners to the target language and their sometimes ambivalent desire to speak it. The notion of investment conceives of the language learner, not as a historical and unidimensional, but as having a complex social history and multiple desires. The article includes a discussion of the implications of the study for classroom teaching and current theories of communicative competence.
2,461 citations
Book•
01 Jan 2000
TL;DR: Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learner acquisition theory revisited claiming the right to speak in classrooms & communities as mentioned in this paper.
Abstract: Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learning second language acquisition theory revisited claiming the right to speak in classrooms & communities.
2,287 citations
Book•
01 Jan 1983
TL;DR: Brown, Gillian, and Yule as discussed by the authors proposed a monitor model for English as a second language (EASL) performance in high school science major students in Saudi Arabia and found that attitude, attitude, motivation, anxiety, intolerance of ambiguity, and other biographical variables as predictors of achievement in EFL.
Abstract: Allen, Virginia F. 1971. Teaching intonation, from theory to practice. TESOL Quarterly 4(1):73-81. Brown, Gillian. 1977. Listening to spoken English. London: Longman. Brown, Gillian, and George Yule. 1983. Discourse analysis. Cambridge: Cambridge University Press. Gary, Judith 0., and Norman Gary. 1981. Caution: talking may be dangerous to your linguistic health. International Review of Applied Linguistics 19(1):1-14. Kingdon, Roger. 1965. The groundwork of English stress. London: Longman. Krashen, Stephen D. 1980. The monitor model for adult second language performance. In Readings on English as a second language, Kenneth Croft (Ed.), 213-221. Boston: Little, Brown and Company. Mulla, Mohammed Amin. 1979. Aptitude, attitude, motivation, anxiety, intolerance of ambiguity, and other biographical variables as predictors of achievement in EFL by high school science major seniors in Saudi Arabia. Ph.D. dissertation, University of Michigan. Parish, Charles. 1980. A practical philosophy of pronunciation. In Readings on English as a second language, Kenneth Croft (Ed.), 258-264. Boston: Little, Brown and Company. Pribam, Karl. 1980. The place of pragmatics in the syntactic and semantic organization of language. In Temporal variables in speech, H. Dechert and M. Raupach (Eds.), 13-20. The Hague: Mouton. Trager, Edith Crowell, and Sara Cook Henderson. 1956. The PD's: pronunciation drills for learners of English. Culver City, California: ELS Publications.
1,900 citations
References
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TL;DR: Methodological preliminaries of generative grammars as theories of linguistic competence; theory of performance; organization of a generative grammar; justification of grammar; descriptive and explanatory theories; evaluation procedures; linguistic theory and language learning.
12,586 citations
Book•
01 Jan 1972TL;DR: This article examined aspects of immersion student's first language performance that indicate an enhancement of linguistic skills over those of unilingual English students, including verb, prepositional and syntactic accuracy, lexical diversity and lexical uniqueness, accent, fluency, and discourse and strategic performance.
Abstract: The term 'additive bilingualism' to refer to the situation where an individual's first language is a societally dominant and prestigious one. It has typically been associated with positive social and cognitive characteristics of bilinguals, while subtractive bilingualism has typically been associated with negative social and cognitive characteristics. This chapter considers certain linguistic outcomes of French immersion education in an attempt to show how truly 'additive' the program has been. It examines aspects of immersion student's first language performance that indicate an enhancement of linguistic skills over those of unilingual English students. Four different measures of French proficiency were calculated for such features as verb, prepositional, and syntactic accuracy, lexical diversity and lexical uniqueness, accent, fluency, and discourse and strategic performance. The opinion essay was scored for number of words written, non homophonous grammatical errors, and a global judgement of 'good' writing involving two dimensions: complexity of sentence structure and phrasing, and incidence of spelling, grammatical, and syntactic errors.
2,946 citations
TL;DR: The planum temporale (the area behind Hesch's gyrus) is larger on the left in 65 percent of brains; on the right it is larger in only 11 percent.
Abstract: We have found marked anatomical asymmetries between tile upper surfaces of the human right and left temporal lobes. The planum temporale (the area behind Hesch's gyrus) is larger on the left in 65 percent of brains; on the right it is larger in only 11 percent. The left planum is on the average one-third longer than the planum. This area makes up part of the temporal speech cortex, whose importance is well established on the basis of both anatomical findings in aphasic patients ans cortical stimulation at operation.
2,137 citations
TL;DR: In this article, a discussion on the relation between Papprentissage of a deuxieme langue and its adaptation to a new one is presented. But the focus of the discussion is on the difference between the two processes.
Abstract: II est etonnant de constater la legerete avec laquelle les travaux de pedagogie linguistique passent sur la question des erreurs commises par les eleves et de la correction de celles-cL II existe en methodologie deuxecoles: celle qui soutient que la presence des erreurs n'est qu'un indice de la defectuosite de la technique d'enseignement, et une autre qui est d'avis que, puisque nous vivons dans un monde imparfait, les erreurs apparaitront necessairement malgre tous nos efforts. Suit une discussion sur les rapports entre Papprentissage de la langue maternelle et celui d'une deuxieme etc. langue a un äge plus mür. II reste ä prouver que le processus d'apprentissage d'une deuxieme langue est fundamentalement different de celui du premier apprentissage. Une motivation une fois donnee, il est inevitable qu'un etre humain apprenne une deuxieme langue a condition d'etre expose ä des faits linguistiques appartenant ä cette langue. La motivation et l'intelligence semblent etre les deux principaux facteurs ayant une correlation significative avec les progres faits en une deuxieme langue. L'auteur propose comme hypothese de travail que la Strategie adoptee pour l'apprentissage d'une deuxieme langue est du moins partiellement la meme que celle appliquee pour l'acquisition de la premiere. Et pourtant il sera necessaire de supposer une difference entre les deux. L'hypothese que celui qui apprend la deuxieme langue a a tester est la suivante: le Systeme de la nouvelle langue est-il identique au different de la langue que je connais ?, et, s'il en est different, en quoi consiste la difference? Un grand nombre des erreurs commises sont dues ä la langue maternelle — interference selon une terminologie courante. A la lumiere des hypotheses nouvelles il vaut mieux y voir des indices de l'exploration du Systeme de la nouvelle langue entreprise par l'eleveplutöt que des signes d'une persistance d'habitudes acquises anterieurement. La position prise par l'auteur est la suivante: la maitrise de Peleve de sä langue maternelle facilite Tapprentissage de la deuxieme langue; les erreurs ne sontpas des signes d'obstacles mais des indices d'une Strategie utilisee dans Tapprentissage.Nous devons nous adapter aux besoins de l'eleve plutöt que de lui imposer nos conceptions a nous des methodes d'apprentissage (des \"comment\", des ^quoi\", des ^quand\").
1,652 citations
"Second Language Acquisition and Sec..." refers background in this paper
...Corder (1967), citing an unpublished paper by Lambert, also discusses the acquisition-learning distinction and the possibility that acquisition is available to the adult second language performer....
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TL;DR: The writer is grateful to Dr. T. McIlhone, Associate General Director in Charge of English Classes of the Montreal Catholic School Board, for his kind cooperation in making subjects available, and to the Principals and French teachers of each high school for their assistance and cooperation during the testing programs.
Abstract: 1 During the summer of 2005, I discovered that there was not a copy of my dissertation available from the library at McGill University. I was, however, able to obtain a copy of it on microfilm from another university that had initially obtained it on interlibrary loan. I am most grateful to Vicki Galbraith who typed this version from that copy, which except for some minor variations due to differences in type size and margins (plus this footnote, of course) is identical to that on the microfilm. ACKNOWLEDGEMENTS 1 The writer is grateful to Dr. J. T. McIlhone, Associate General Director in Charge of English Classes of the Montreal Catholic School Board, for his kind cooperation in making subjects available, and to the Principals and French teachers of each high school for their assistance and cooperation during the testing programs. advice on the statistical analysis. In addition, the writer would like to express his appreciation to Mr. K. Tunstall for his assistance in the difficult task of interviewing the parents of each student. Finally, the writer would like to express his gratitude to Janet W. Gardner for her invaluable assistance in all phases of the research program.
1,587 citations