영어교육론 - Analyses of SLA(1)

Analyses of SLA

 

1. contrastive analysis - explains and predicts problems based on a comparison between L1 and L2

① strong version - predicts the difficulty before its occurrence

② weak version(cross-linguistic influence) - explains the difficulty after its occurrence, based on recurring errors

③ minimal-pair practice - mechanical/meaningful minimal pair drills

④ limits - it only covers interference from L1, morpheme order study (emergence of grammatical morphemes is in a consistent order, regardless of age or L1)

 

2. inter-language (learner language, an incomplete system) - 노출된다는 것은 똑같이 틀리게 사용하는 것을 의미

⑴ pre-systematic stage - random errors

⑵ emergent stage - unable to correct errors when pointed out by others,

⒜ backsliding (regressive to some previous stage caused by overgeneralization - 이전에는 그냥 암기)

⒝ U-shaped learning (from the result of imitation to that of learner's perceiving it as separate lexical items)

⑶ systematic stage - able to correct errors when pointed out by others

⑷ stabilization stage - self-correction without being pointed out, fluent and meaningful, fossilization

+ fossilization - a relatively permanent incorporation of incorrect linguistic forms, it occurs because of lack of negative feedback or provision of positive feedback on errors, but it has possibility for further development.

+ restructuring - a qualitative change as a learner moves from stage to stage in development

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3. error analysis - error is a part of a inter-language to attain L2(target language), a result of discrepancies between the learner's inter-language and the target language (cf) performance analysis - 좋은 점도 평가)

① identification of errors

⑴ overt & covert - overt(sentence-level, ungrammatical) / covert(discourse-level, grammatical, but not interpretable within the context)

⑵ global & local - global(keep messages from being understood, problems in communication) / local(do not obstruct messages from being understood, so it does not threaten the flow)

 

② sources of error

⑴ inter-lingual transfer (interference, negative transfer(↔positive transfer))

⑵ intra-lingual transfer (overgeneralization) - wrong application of rules (+simplification: use the same forms)

+ two causes of wrong application of rules

⒜ learners focus on semantic rather than grammar (transient)

⒝ learner's developmental stage is not sufficient for learning a certain grammar (natural order hypothesis, learnability hypothesis - follow a set of developmental order)(+ teachability hypothesis - the specific instruction coincides with the learners' next stage of development)

⑶ context of learning - faulty presentation of a word by a textbook or misleading explanation of a teacher

⑷ communication strategies - ex) vegetarian을 vegetarianist로 (word coinage)

+⑴ and ⑵ are manifestations of the interaction of previously learned material with a presently learned items