L2 Development Flashcards
Common processes and influences
- Cross ling influence (CLI)
- Overgeneralization
- Markedness
- Developmental sequences
- Formulaic sequences
- Fossilization
- Avoidance
Cross-Linguistic Influence (CLI)
Degree of similarity L1-L2
Learning stage
Overgeneralization
Overapplying TL rules
Markedness
- More marked features (e.g.: less common)
– More diff later to acquire
Learners have more diff w/ more marked items (even in L1)
Dev sequences
Most freq L2 features not always easier
L2 learners from diff L1s reveal similar sequences
Formulaic sequences functions
ready-made ‘chunks’
- Communicative strategy, allows early communication and elicits further input
Fossilization (stabilization)
Relatively permanent nonnativelike structures
Avoidance
not yet learned items (sounds and structures)
Phonology
Influence of L1
Perception vs production (perception usually better)
Some exceptions, which means that if learners can produce sounds, doesn’t necessarily entail they understand it
Speech Learning Model (Phonology)
Similar sounds diffuclt to perceive and porduce since categories already created in L1
Vocabulary
Crucial role in learning
1000 most frequent words (English) make up approx 90% of conversations
Comprehension > production
Role of cognates
‘Table’ vs ‘Table’¸
Up to 16 encounters w/ a word to learn it
Reading should be supplemented by other activities
L2 grammar dev
- Grammatical morphemes
- Syntax/word order
- Negation
- Questions
L2 morpheme acq studies
Influenced by L1 studies
Cross-sectional, focus on accuracy
Grammatical morphemes
L2 learners: patterns of similarity among learners of diff L1s
L1 has some effect on accuracy order, but doesnt entirely determine that order
Patterns of similarity among learners of different L1s
Critique Grammar Development
Article (a, an, the) results indicate use in obligatory contexts, but fail to show overuse
Question form development
Similar order for learners of diff L1s
Pragmatics
Using forms appropriately in given social contexts
