Models Of Second Language Acquisition

Second Language: any language learnt after the 1st language or mother tongue.

Learning Acquisition

“To gain knowledge/ skill by study, experience or being taught”.

Conscious effortError correctionFormal situation

Stephen Krashen (1982)

“To gain a skill, knowledge etc by one’s own ability or behavior”.

Natural processInformal situation.

Theory versus Model

Theory Theory

Text form/written form“A set of properly

argued ideas Intended to explain facts or events”.

Theory is basically Philosophical, ideological,

Based on assumption, That need to be tested

or provedModels are based

on theories

ModelSketch form/ shape,

using variables.Model is used as

a tool to apply any theory/ provides you the way or tells you how to apply any

theory

Lambert’s Socio-Psychological Model (1972) Lambert (1973-1974), the main early researcher in Second

Language Acquisition (SLA) present a theory of SLA Emphasis upon Social and Psychological aspects in second language learning

According to Lambert: This theory, in brief, holds that an individual successfully

acquiring a second language gradually adopts various aspects of behavior, which characterize members of another linguistic-cultural group. The learner’s ethnocentric tendencies, his attitudes towards the other group, and his orientation regulate or control his motivation to learn and ultimately his success or failure in mastering the new language

Lambert’s Socio-Psychological Model (1972)

Attitudes and Orientations

Aptitude

Motivation

Proficiency

Self-Identity

Subtractive

Additive

Lambert’s model based on a theory of bilingual development and self-identity modification

Linguistic Distinctiveness: a basic component of personal identity

The development of second language proficiency has implications for the learner’s self-identity

Linguistic Distinctiveness originates very early in the process of socialization

Parents make contrasts between their own and other cultural communities to make the children understand of their social-identity

Later on institutions reinforce the early perceptions So, language plays an important role in the

development of an individual’s self-identity

Factors affecting the Process of Second Language as Identified in Lambert’s Model

1. Language Attitude and Orientation Attitude: “A way of thinking about or

behaving towards something”Orientation: “To direct the interest of

somebody to something”Attitude: changeable, leads to motivationParents play an important role in the

development of attitude

2. Language Aptitude

Aptitude: “Natural ability or skill at doing something”Language Aptitude: Natural ability to learn a language.Can be or can’t be changed…

Strong Aptitude + Proper Orientation Better Performance

Aptitude is Independent of Attitude and Motivation

No Aptitude+ Strong Attitudes+ Motivation Well performance

Strong Aptitude+ Unfavorable Attitude+ No Motivation Well performance

3. Motivation “An act of stimulating the interest of somebody to do

something”.

Schematic Representation of The Concept of Motivation

DesireGoal Directed

Behavior(Affect)

Motivational Intensity(Effort)

Motivation

Integrative Orientation

InstrumentalOrientation

.

Composite Orientation

For utilitarian purposes only

To gain some Social or economic reward through L2

Achievement

Desire to identify with the second

language community, + tends to evaluate

learning situation positively.

Fully a member oftarget language

Community(Canada, England)

Combination of Both

Proficiency

“ The quality of doing something in a skilled or an expert way, because of training and practice”

Self-IdentityTo recognize who or what somebody is?

Possible effects of learning a Second Lang

This situation is described by Lambert as “anomie”, which refers to

“the feeling of social uncertainty or dissatisfaction which we believe characterize serious students of a second language and those who become bilingual”

The More Proficient in L2

The More Alien in one’s own

community

Outcomes

Additive Bilingualism

SubtractiveBilingual

•If learners are members of high-prestige ethno-linguistic

Groups, (Dominant) the resulting form would be additive

•Seen as enriching experience•Learners learns a language without doing any harm to

their native languageIntegrative reasons

•A weakening Process that interferes the development

of second Language•Often connected with members

of ethnic minority groups (Subordinate)

Instrumental reasons