Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2-3, University of Kassel, 15 entries in the bibliography, language: English, abstract: The way of teaching a Second Language is still subject of research and discussion today. Current studies on L2 teaching methodologies show the necessity of investigation. Long time, L2 teaching methodolgies were closely related to theories on L2 learning or Second Language Acquisition (SLA). Those theories became the most popular in World War II and the behaviouristic approach of the 1950's and 60's was influential and leading during a long period following. That is why this paper concentrates on the behaviouristic approach, considering B.F. Skinner especially. As other researchers found this approach insufficient, various studies have been initiated. They tried to find evidence for opposite theories or they enlarged and/or changed behaviourists views. The behaviourist approach still has some influence on L2 teaching today. However, modern investigations made clear that there is a need for distinction between L2 learning theories and teaching methodologies.
They found that the American entry into World War II was an initial starting point
for L2 learning in America because of the language learning programmes, which
were established in 1942. These programmes were designed to enable the
military personnel to speak languages like German, French, Italian, etc. fluently.
As the background of teaching a second language was a military one, there is no
need to figure out reasons for drill methods. Language learning was
characterized by ...
Seminar paper from the year 2011 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Erfurt (Philosophische Fakultat - Fachbereich Anglistik), course: Second Language Acquisition, language: English, abstract: 'A tree must be bent while it is young.' (Proverb) Proverbs usually have an element of truth. The German speakers will certainly also know the German equivalent 'Was Hanschen nicht lernt, lernt Hans nimmermehr.' Do these proverbs also apply to the acquisition of a second language? Are young learners trees that 'must be bent' before they are too old to reach a certain language proficiency? In first and second language research, the concept of a 'critical period' respectively of a 'sensitive period' was developed to explain probable advantages of children in the process of language acquisition. The aim of this term paper is to find out whether there is a sensitive period for second language learning and to explore possible explanatory approaches. Within this research, the 'Critical Period Hypothesis' (CPH) represents the major focus. According to this hypothesis, "there is a period during which language acquisition is easy and complete (i.e. native-speaker ability is achieved) and beyond which it is difficult and typically incomplete" (ELLIS, 1997: 67). This means, it is assumed that language learners must begin at an early age to learn a language in order to reach native-like proficiency. Generally, empirical data from course books, handbook articles and journal articles as well as commentaries by different authors are used in order to follow the research question up. First, a framework concerning the origins of the idea of a sensitive period from first language acquisition, and the clarification of particular terms will be created. Then, the distinction between possible advantages of young learners in natural as well as instructional settings will be of interest. The findings on a critical or sensitive period have a
The onset is either defined by the beginning of primary language acquisition or
by points when there is a characteristic acceleration in linguistic development,
depending on the author cited. Then, the peak of this optimal period for second ...
Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Cologne, language: English, abstract: "Should learner errors be corrected? If so, when should learner errors be corrected? Which learner errors should be corrected? Who should correct learner errors? And how should learner errors be corrected?" (Hendrickson 1978, p. 389). This series of questions, raised by Hendrickson, frame the diverse decisions a teacher has to make within only few seconds in his/her daily teaching according to a learner's error. To explore special parts of this extensive topic more precisely and to find out what role teacher and learner play exactly in the treatment of oral errors should be the aim of the following investigation. First of all the theoretical concept of error and correction itself will be dealt with to make clear from which perspective the subject of oral error treatment in the L2 classroom will be considered. Then the paper will have a practical orientation to the L2 classroom: in this connection the focus will lie on answering one of the questions raised above namely "Should learner errors be corrected?." With reference to this we try to find out on which factors the decision of correcting/not correcting students' errors depends. Answering the question how learners' errors should be corrected represents such a complex issue that it would be impossible to get a complete look at it in this research. Therefore recasts and elicitations, as special kinds of corrective feedback used in L2 classrooms, are considered in detail to get a deeper impact of possible ways students' errors are treated in oral work. Simultaneously it should be found out if recasts/elicitations are effective examples of oral error treatment and whether there are differences in terms of the effectiveness according to the type of error that is made.
This series of questions, raised by Hendrickson, frame the diverse decisions a teacher has to make within only few seconds in his/her daily teaching according to a learner's error.
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne (Englisches Seminar), course: Research in Language Acquisition, 20 entries in the bibliography, language: English, abstract: If we take for granted that children acquire their first language with the help of an innate language acquisition device containing Universal Grammar, is it likely that the acquisition of a second language works in the same way? Is Universal Grammar still the driving force or did the prerequisites for the acquisition change in a way that learners need to consult other means and resources, like only their general cognitive abilities and learning strategies? There are many points in which first and second language acquisition differ...It is these differences that made linguists doubt that first and second language acquisition are entirely the same process. This paper is concerned with the question whether Universal Grammar is still available for second language learners and whether the mental grammar of L2 learners shows signs of impairment. After a short introduction to the concept of Universal Grammar in first language acquisition, it will turn to Universal Grammar in second language acquisition. In this context it will be considered whether the interlanguage grammar might be impaired and whether UG is probable to influence second language acquisition. Several theories of second language acquisition will be presented in advance to the discussion whether learners are likely to have full access, partial access or no access to Universal Grammar. Before being concluded it will take a short look at the problems that arise in second language research.
If we take for granted that children acquire their first language with the help of an
innate language acquisition device containing Universal Grammar, is it likely that
the acquisition of a second language works in the same way? Is Universal ...
Aimed at students of applied linguistics and TEFL on research training courses and practising language teachers, this work provides specific advice and support to those wishing to learn how to approach the critical anaysis of a research paper.
Aimed at students of applied linguistics and TEFL on research training courses and practising language teachers, this work provides specific advice and support to those wishing to learn how to approach the critical anaysis of a research ...
