SLA 1

Psycholinguistic aspects of interlanguage

Second language acquisition

L1 Transfer

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L1 transfer

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Types of transfer

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How does transfer affect L2 speakers? Certain L2 forms or structures are heavily or rarely used.

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Contrastive analysis (behaviourist view)

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Problematic predictions: Differences do not always result in learning difficulty.

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Mentalist view To play down the role of L1 Few errors are the result of L1 transfer

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Cognitive view To reconceptualize transfer within

(Larry Selinker)

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Cognitive view:To reconceptualize transfer within (Larry Selinker)

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Learners’ perception of L1 Learners have perceptions regarding

the linguistic structure of L1. They treat some as potentially

transferable and others as potentially non-transferable. Hij brak zijn been.

‘He broke his leg.’ Het ondergrondese verset werd gebroken.

‘The underground resistance was broken.’

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Stage of development As L2 proficiency develops, learners

may try to use some linguistic structures that accord with L1 norms.

Evident in invitation, refusal, etc. Proficient Japanese English speakers use

high degree of formality required in Japanese

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What follows? Interlanguage development cannot

constitute a restructuring continuum L2 does not come from L1, and L2 does

not replace L1. Learners construct their interim rules (i.e.

interlanguage)

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The role of consciousness

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Learning vs. acquisition

Two independent systemslearned knowledge cannot be converted into

acquired knowledge.

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intentionality vs. attention

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Consciousness (2) Implicit vs. explicit knowledge

Are learners capable of learning explicit knowledge? Yes No

May explicit knowledge help learners develop implicit knowledge?

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Computing as playing piano http://www.bgfl.org/bgfl/custom/resources

_ftp/client_ftp/ks2/music/piano/

Serial processing

Information is processed one at a time in a certain sequence.

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