Second Language Acquisition and Second ... - Stephen Krashen

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I mean I write it and then I see if it sounds correct." Also, "I listen to things, I don't know the rules. Really, I don't know them." On the other hand, she feels that conscious rules are necessary to speak "correctly". Interestingly, however, she advises a nonrule approach to second language study: "I think when you are a foreigner in a country and you need the language just to speak it daily, you need an audio-visual course, and not, not grammar." While students like I and V many not directly profit from a rule-type approach to second language, they think they will, and this fact may be a factor in lesson planning. Conclusion and Summary Table 1 summarizes the sorts of individual variation discussed here. While this certainly is not an exhaustive listing of every kind of variation seen in adult second language classrooms, it may cover some common types. Table 1. Individual variation in Monitor use ___________________________________________________________________________ Monitor user Spoken style Uses conscious rules? Personality type ___________________________________________________________________________ Optimal -Hesitant Yes Overuser +Hesitant Yes Self-conscious Underuser -Hesitant No* Outgoing ___________________________________________________________________________ *May pay lip service to value of rules (see text). 18
2. Attitude and Aptitude in Second Language Acquisition and Learning Another area of second language research and practice that the acquisition-learning hypothesis helps to interpret is work in second language aptitude and attitude, providing a parsimonious explanation for what had appeared to be a strange finding: both language aptitude (as measured by standard tests) and attitude (affective variables) appear to be related to second language achievement, but are not related to each other. It is possible to have high aptitude and low attitude, low aptitude and high attitude, or both high, or both low. In this section, we survey research in these two areas, focusing specifically on the hypothesis that much of what is termed aptitude is directly related to conscious learning, while attitudinal factors my be more closely linked to acquisition. Aptitude Foreign language aptitude, which Carroll (1973) defines as the "rate at which persons at the secondary school, university and adult level learn to criterion" (p. 5), has most recently been measured by standardized test such as the Modern Language Aptitude Test (MLAT) and the Language Aptitude Battery (LAB). According to Carroll (1973), there are three major components of modern aptitude tests. The first, phonetic coding ability, is the ability to store new language sounds in memory. This component will not be of concern to us here. The other two components appear to relate directly to learning. Grammatical sensitivity, the second component, is defined as "the individual's ability to demonstrate his awareness of the syntactical patterning of sentences in a language" (Carroll, 1973, p. 7). Carroll makes it clear that although performance on this component does not 19
Page 1 and 2: Second Language Acquisition and Sec
Page 3 and 4: Acknowledgments I would like to tha
Page 5 and 6: Introduction This book is concerned
Page 7 and 8: performance..." (p.35). Corder (196
Page 9 and 10: when it does not get in the way of
Page 11 and 12: language (some similarities to firs
Page 13 and 14: In the second part of this chapter,
Page 15 and 16: far more valuable then the exercise
Page 17 and 18: Monitoring generally improves accur
Page 19 and 20: overconcern with correctness, howev
Page 21: language is spoken or may be expose
Page 25 and 26: 1973, p. 8). Carroll also suggests
Page 27 and 28: outines and patterns, and at a more
Page 29 and 30: Sentences, Paired Associates, and S
Page 31 and 32: stay-ins appeared to be integrative
Page 33 and 34: motivation played no role because o
Page 35 and 36: (1977), after interviewing teachers
Page 37 and 38: did not produce the same results. T
Page 39 and 40: a stage many people, but not all, r
Page 41 and 42: The Good Language Learner Revisited
Page 43 and 44: predict differences in student achi
Page 45 and 46: settle the issue of whether adults
Page 47 and 48: language had higher scores than stu
Page 49 and 50: Table 1. English proficiency and ye
Page 51 and 52: The "self-study" reinterpretation o
Page 53 and 54: series the evidence for learning is
Page 55 and 56: 4. The Domain of the Conscious Gram
Page 57 and 58: Ann Fathman, confirmed our earlier
Page 59 and 60: significant differences for any of
Page 61 and 62: Table 1. Studies analyzing grammati
Page 63 and 64: Table 3. Counterexamples to orderin
Page 65 and 66: Table 4 (cont.) ___________________
Page 67 and 68: ut *der Katze Ohr (The cat's ear).
Page 69 and 70: Research Findings 1. First language
Page 71 and 72: First-language-influenced errors he
Page 73 and 74:
and (4) Ich weiss nicht, I know not
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ain", the right hemisphere, appears
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second language acquisition in adul
Page 79 and 80:
hemisphere is removed, and the pati
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Monitor, to exist, and the degree t
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advantage in the first language. En
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while English "orients its users to
Page 87 and 88:
7. On Routines and Patterns in Lang
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adulthood. A. Smith (1966) describe
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"That's a _______") which were char
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variation. Nelson, for example, dis
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which he had learned by imitation.
Page 97 and 98:
and often incorporated them into hi
Page 99 and 100:
what utterances mean by observing h
Page 101 and 102:
Furthermore, she associated strings
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and patterns other than as discours
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similar difficulty orders for gramm
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understanding language that is "a l
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up to the intermediate level. As Wa
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practical only in a foreign languag
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is making some effort at making him
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It may be useful to distinguish thr
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the luxury of building up acquired
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marker /-s/, and the regular and ir
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to speak the language they were lea
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9. The Theoretical and Practical Re
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contact with. "Teacher-talk" is the
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language in Los Angeles. S. K. also
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Caretaker Speech and Language Acqui
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speech is so well rooted in the "he
Page 133 and 134:
speech is: they are simpler than na
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Freed (1980) reports that foreigner
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e boredom. When they overshoot, the
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class was conducted entirely in Fre
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more expansions as well as repetiti
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Broen, P. (1972) The Verbal Environ
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Dulay, H. and M. Burt (1977) "Remar
Page 147 and 148:
Hakuta, K. and H. Cancino (1977) "T
Page 149 and 150:
Learning Aptitude. Rowley, Ma.: New
Page 151 and 152:
Academy of Aphasia. Victoria, Briti
Page 153 and 154:
Smith, A. (1966) "Speech and other
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Second Language Acquisition and Second ... - Stephen Krashen

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