Second Language Acquisition and Second ... - Stephen Krashen

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II is obviated by an independently justified model of adult second language competence in which intake informal environments and formal instruction make different sorts of contributions to second language competence. Table 3. Linguistic environments relevant to second language proficiency in adults _____________________________________________________________________________ In the classroom Outside the classroom _______________________ ______________________________ "intake" informal formal (language "intake" "exposure" (selfuse) formal informal informal study) _____________________________________________________________________________ Acquisition * * Learning * * _____________________________________________________________________________ Table 3 summarizes the implications of the literature survey and SLOPE data in terms of Monitor Theory. Both formal and informal linguistic environments contribute to second language proficiency but do so in different ways: an intensive intake informal environment can provide both the adult and child with the necessary input for the operation of the language acquisition device. The classroom can contribute in two ways: as a formal linguistic environment, providing rule isolation and feedback for the development of the Monitor, and, to the extent language use is emphasized, simultaneously as a source of primary linguistic data for language acquisition. 50
4. The Domain of the Conscious Grammar: The Morpheme Studies The Morpheme Studies: A brief history The study of grammatical morphemes has been particularly fruitful for understanding the mechanisms involved in second language acquisition by adults. Aside from merely telling us in what order certain structures are in fact acquired, these studies have also been of value in revealing the domain of the acquired and learned grammars, when performers appeal to conscious learning and when they do not. The history of morpheme studies in language acquisition begins with Brown's demonstration (Brown, 1973) that children acquiring English as a first language show a similar order of acquisition for grammatical morphemes in obligatory occasions. Certain morphemes, such as ing and plural, tend to be acquired relatively early, while others, such as the third person singular /s/ on verbs in the present tense (III sing.) or the possessive 's marker tend to be acquired late. Brown's longitudinal findings were confirmed cross-sectionally be de Villiers and de Villiers (1973). This discovery was extended to child second language acquisition by Dulay and Burt (1973, 1974a, 1975) in several cross-sectional studies, by Kessler and Idar (1977), and by Rosansky (1976) (who has a rather different view of her results, to be discussed below). The child second language order was not identical to the child first language order, but there were clear similarities among second language acquirers. (As I have pointed out in several places (Krashen, 1977a; Krashen, Butler, Birnbaum, and Robertson, 1978), this appears to be due to differences in the rank order of free morphemes, especially copula and auxiliary, which tend to come later for the first language acquirer.) The discovery of the "natural order" has allowed us to probe the interaction between language acquisition and language learning in the 51
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 and 22: language is spoken or may be expose
Page 23 and 24: 2. Attitude and Aptitude in Second
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: series the evidence for learning is
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
Page 75 and 76: ain", the right hemisphere, appears
Page 77 and 78: second language acquisition in adul
Page 79 and 80: hemisphere is removed, and the pati
Page 81 and 82: Monitor, to exist, and the degree t
Page 83 and 84: advantage in the first language. En
Page 85 and 86: while English "orients its users to
Page 87 and 88: 7. On Routines and Patterns in Lang
Page 89 and 90: adulthood. A. Smith (1966) describe
Page 91 and 92: "That's a _______") which were char
Page 93 and 94: variation. Nelson, for example, dis
Page 95 and 96: 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
Page 103 and 104: and patterns other than as discours
Page 105 and 106:
similar difficulty orders for gramm
Page 107 and 108:
understanding language that is "a l
Page 109 and 110:
up to the intermediate level. As Wa
Page 111 and 112:
practical only in a foreign languag
Page 113 and 114:
is making some effort at making him
Page 115 and 116:
It may be useful to distinguish thr
Page 117 and 118:
the luxury of building up acquired
Page 119 and 120:
marker /-s/, and the regular and ir
Page 121 and 122:
to speak the language they were lea
Page 123 and 124:
9. The Theoretical and Practical Re
Page 125 and 126:
contact with. "Teacher-talk" is the
Page 127 and 128:
language in Los Angeles. S. K. also
Page 129 and 130:
Caretaker Speech and Language Acqui
Page 131 and 132:
speech is so well rooted in the "he
Page 133 and 134:
speech is: they are simpler than na
Page 135 and 136:
Freed (1980) reports that foreigner
Page 137 and 138:
e boredom. When they overshoot, the
Page 139 and 140:
class was conducted entirely in Fre
Page 141 and 142:
more expansions as well as repetiti
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Broen, P. (1972) The Verbal Environ
Page 145 and 146:
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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