laxll

7/31/2019 laxll

1/100

LANGUAGE ACQUISITION

vs.LANGUAGE LEARNING

Ricardo Schtz MA TESLApresentao desta palestra:

Phil Youngs English School, Curitiba 11/2011

7/31/2019 laxll

2/100

TABLE OF CONTENTS

A Brief Introductory History

Language Acquisition

Language Learning

LA vs. LL LA, LL & the Nature of

Language

Monitor & Level ofIrregularity

Spelling-PronunciationCorrespondence

Word Stressing

Monitor & Personality

CONTENTS

Phonetic Signaling

The Age Factor

Native vs. Non-NativeTeacher

Group Size

Final Conclusions

Appendix My Acquisition

My Wifes Acquisition My Daughters Acquisition

Language Living-LearningCenters

7/31/2019 laxll

3/100

The Grammar-Translation Method, basedon language analysis, predominated untilthe middle of the 20th century.

A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY

O estudo de lnguas estrangeiras, principalmente para fins de traduzirtextos bblicos, existe desde a antiguidade.

A metodologia baseada no estudo da gramtica e no exerccio datraduo predominou at a metade do Sculo XX.

The study of secondlanguages, mainly for thepurpose of translation,has existed for centuries.

7/31/2019 laxll

4/100


Up to the 1950s From the 1950s to the 70s From the 1980s onGrammar-Translation

(written language analysis)(language learning)

Audiolingual Approach(spoken language analysis)

(language drilling)

Communicative Approaches(language in use)

(language acquisition)

The audiolingual approach in the 50s was a reaction

against the grammar-translation tradition. It wasbased on the then prevailing theories ofstructuralism and behaviorism.

Structuralism is a theoryin linguistics that refers tothe analyses of the targetand native languages interms of phonology andgrammar to direct thedesigning of teachingmaterials.

Behaviorism is a theoryin the field of learningpsychology according towhich learning is habitformation based onimitation, repetition andnegative or positivereinforcement.

A abordagem udio-oraldos anos 50,fundamentada nas teoriasdo estruturalismo e docomportamentalismo, seconstituiu numa reaocontra o tradicional estudode gramtica e traduo.

7/31/2019 laxll

5/100

Based on new theories, Second LanguageAcquisition (SLA) is a movement initiated in the1970s against the tradition of grammar study andalso in opposition to the excessive oral drilling androte memorization of decontextualized languageas proposed by the audiolingual approach.


Novas teorias a partir da dcada de 1970 do origem a um movimento emfavor da assimilao natural de lnguas estrangeiras, contra a tradio doestudo de gramtica e tambm contra a excessiva repetio mecnica edecoreba de frases descontextualizadas proposta pela abordagem udio-oral.

7/31/2019 laxll

6/100

SLA receives a push forward in the 80s with Stephen Krashens Natural

Approach based on his Acquisition-Learning hypothesis. Krashen maintainsthat children and adults can acquire language naturally.

One does not need to learn and master grammatical structures and

vocabulary, nor does one need to imitate, memorize and repeat exhaustinglychunks of the foreign language in order to attain proficiency in it.

Instead, a foreign language can be less frustratingly acquired within thecontext of human interaction and through exposure to the target language.

O movimento em favor do aprendizado natural de idiomas recebe um impulsonos anos 80 com a teoria de Stephen Krashen, baseada nos conceitos deAcquisitione Learning. Krashen afirma que crianas e adultos podem assimilar

lnguas naturalmente.A pessoa no precisa estudar gramtica e vocabulrio nem precisa repetir edecorar exaustivamente frases da lngua estrangeira para se tornar proficiente.

Em vez disso, a lngua estrangeira pode ser assimilada naturalmente e deforma menos frustrante atravs de interao em ambientes onde elapredomina.


7/31/2019 laxll

7/100

The distinction betweenacquisitionand learningand theneed for comprehensible inputare the foundations of Krashens

theory.

A distino entre os conceitos de acquisitione learninge aimportncia de comprehensible inputso os fundamentos dateoria de Krashen.


7/31/2019 laxll

8/100


Language acquisition refers to

the natural assimilation oflanguages, by means of intuitionand subconscious learning.

LANGUAGE ACQUISITIONASSIMILAO NATURAL

Language acquisitionrefere-se ao processo de assimilaonatural de lnguas, num processo intuitivo e subconsciente.

7/31/2019 laxll

9/100


Language acquisition is the product ofreal interactions between people inenvironments of the target language andculture, where the learner, as an activeplayer, develops his communicative ability.

Assimilao natural de lnguas fruto de convvio humano,de situaes reais de interao em ambientes da lngua-alvo e sua cultura, onde o aprendiz, como protagonista,desenvolve sua habilidade comunicativa.

7/31/2019 laxll

10/100

This is language acquisition.

Like the chameleon, whichchanges color to integrateits surroundings, any personwill acquire the language ofthe social environment theybelong.


Assim como o camaleo muda de cor para se integrar aoambiente em que se encontra, qualquer pessoa assimilara linguagem do grupo social a que estiver pertencendo.

7/31/2019 laxll

11/100


A common example of second language

acquisition are the adolescents andyoung adults that live abroad for a yearin exchange programs, often attainingnear native fluency, while knowing littleabout the language. They have a goodpronunciation without a notion ofphonology, don't know what the perfecttense is, modal or phrasal verbs are,but intuitively they recognize and knowhow to use all the structures.

Exemplo comum delanguage acquisition

so os adolescentes ejovens adultos queresidem no exteriordurante um anoatravs de programasde intercmbio cultural,atingindo um grau de

fluncia na lnguaestrangeira prximo aoda lngua materna,porm, na maioria doscasos, sem nenhumconhecimento arespeito do idioma.

No tm sequernoes de fonologia,nem sabem o que perfect tense, verbosmodais, ou phrasalverbsembora saibamus-los intuitivamente.

7/31/2019 laxll

12/100

LANGUAGE LEARNING

Language learning refers to the analysisand study of the language as a system,primarily in its written form. The objectiveis to understand the structure of thelanguage and produce knowledge about it.

LANGUAGE LEARNINGESTUDO FORMAL

Language learningrefere-se anlise e ao estudo formal dalngua como um sistema e principalmente na sua forma escrita.O objetivo entender sua estrutura e produzir conhecimento.

7/31/2019 laxll

13/100

It has been thetraditional approachto the study oflanguages for

centuries and is stilltoday practiced inhigh schoolsworldwide.

LANGUAGE LEARNING

Esta tem sido a abordagem tradicional ao ensino de lnguas estrangeiras,h sculos, e continua sendo adotada no Ensino Mdio de muitos pases.

7/31/2019 laxll

14/100

LANGUAGE LEARNING

This is language learning.

But in face ofthe complex-ity and irreg-ularity of the

languages, itoften leads tonowhere.

Mas face complexidade e irregularidade das lnguas, oestudo da gramtica normalmente no produz resultado.

7/31/2019 laxll

15/100

LANGUAGE LEARNING

The many graduates in Brazil

with arts degrees in English areclassic examples of languagelearning. They are certifiedteachers with knowledge aboutthe language and its literature but

able to communicate in Englishonly with poor pronunciation,limited vocabulary and lackingawareness of the target culture.

Exemplo clssico de language learningso os inmeros graduadosem letras, com conhecimento sobre a lngua e sua literatura, jcredenciados, porm ainda com claras limitaes em se comunicaremna lngua e na cultura que teoricamente poderiam ensinar.

7/31/2019 laxll

16/100

ACQUISITION vs. LEARNING

LEARNING ACQUISITION

Artificial Natural

Technical PersonalPriority on the written

language Priority on the spokenlanguageTheory (language analysis) Practice (language in use)

Deductive teaching (rule-driven; top-down) Inductive coaching (rule-discovery; bottom-up)

Preset syllabus Improvised activitiesActivities ABOUT the

language Activities IN the languageFocus on form Focus on communication

Produces knowledge Produces an ability

7/31/2019 laxll

17/100

To understand better how theconcepts of acquisition andlearning can affect languageteaching, we need to look atthe nature of language first.

ACQUISITION vs. LEARNING

Para melhor entendermos as implicaes dos conceitosde acquisitione learningno ensino de lnguas, devemosprimeiramente considerar a natureza das lnguas.

7/31/2019 laxll

18/100

Ao contrrio das cincias exatas, lnguas so sistemas oraiscomplexos, criativos, arbitrrios, irregulares, mostrando umacentuado grau de tolerncia a variaes, repletos deambiguidades e em constante evoluo aleatria.

THE NATURE OF LANGUAGE

ACQUISITION, LEARNING & THE NATURE OF LANGUAGE

In contrast to natural sciences,languages arecomplex, arbitrary,

irregularspeech systems, full ofambiguities, in constant randomand uncontrollable evolution.

7/31/2019 laxll

19/100

Even if some partialknowledge of the structure

of the language is attained,it is not easily transformedinto communicative ability.


Mesmo que algum conhecimento parcial do funcionamentoda lngua seja alcanado, o mesmo no se transforma emhabilidade comunicativa.

7/31/2019 laxll

20/100

What happens in fact is theopposite: to understand thefunctioning of a languagewith its irregularities is aresult of being familiar with it.


O que ocorre na verdade uma dependncia contrria:compreender o funcionamento do idioma como um sistemae conhecer suas irregularidades, depende de familiaridadecom o mesmo.

7/31/2019 laxll

21/100

Grammar, word choiceand pronunciation will be

employed appropriately ifit sounds right.


Gramtica e pronncia corretas, bem como uso eficazde vocabulrio ocorrero como resultado do soar bem.

7/31/2019 laxll

22/100

Accuracy is a result ofexposure to accurate language.


Falar bem resultado de contato com a lngua bem falada.

7/31/2019 laxll

23/100

Therefore, foreign language analysis and thedeductive, rule-driven study of grammar are not onlyineffective to produce communicative ability, but alsofrustrating. It is much easier and more enjoyable toacquire a language than it is to learn a language. In

fact, grammar rules and their inevitable exceptionswill only make sense and be learned after a certainlevel of proficiency has been acquired.


Portanto, o estudo analtico e dedutivo da lngua estrangeira, o

esforo intelectual para aprender suas regras gramaticais, almde ineficazes, so frustrantes. mais fcil e prazeroso assimilarnaturalmente uma lngua do que estud-la. Na verdade, regrasgramaticais e suas inevitveis excees somente faro sentidoe podero ser aprendidas, depois de se ter desenvolvido umcerto nvel de proficincia.

7/31/2019 laxll

24/100

If we want to learn about a language,we have to acquire it first.

Conclusion:


Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.

7/31/2019 laxll

25/100

MONITOR & LEVEL OF IRREGULARITY

KRASHENS MONITOR HYPOTHESIS AND THE

IRREGULARITY OF THE TARGET LANGUAGE

In his Monitor Hypothesis Krashen admits that the knowledgeobtained through formal study (language learning) can serve tomonitor speaking. Krashen, however, doesn't specify the

language that would be the object of study, but it is logical toassume that he was referring to Spanish because Spanish is thedominant foreign language in the United States, and particularlyin the state of California, where Prof. Krashen lives and works.

Krashen reconhece que conhecimento gramatical pode ajudar amonitorar a fala. Entretanto, ele no especifica qual seria a lngua a serestudada, mas de se supor que estivesse se referindo ao espanhol, alngua estrangeira de maior presena nos EUA e especialmente noestado da Califrnia, onde o Prof. Krashen mora e trabalha.

7/31/2019 laxll

26/100

But what if the target language is Englishand the learners are Brazilian?


Mas se a lngua a ser aprendida for ingls e osalunos forem brasileiros?

7/31/2019 laxll

27/100

The effectiveness of the monitoring function (made

possible by the knowledge of grammar rules) isdirectly proportional to the degree of regularity ofthe target language. If there is regularity, there canbe a rule and such a rule will be useful to produce

and monitor language.On the other hand, the lower the regularity, thefewer the rules and the more limited the monitoring.


A eficcia da funo de monitoramento da produo oral (possibilitadapelo conhecimento de regras gramaticais) diretamente proporcional aograu de regularidade da lngua-alvo. Se houver regularidade, haver umaregra, a qual ser til para produzir e monitorar a fala.

Por outro lado, quanto menor o grau de regularidade, tanto menos asregras e mais limitado o monitoramento.

7/31/2019 laxll

28/100

How irregular is English?


Qual o grau de irregularidade do ingls?

7/31/2019 laxll

29/100

SPELLING-PRONUNCIATION CORRESPONDENCE

In English there are multiple ways of spelling eachphoneme, similarly, multiple ways to pronounceindividual letters.

This very poor correspondence between spelling andpronunciation is one of the most obvious irregularitiesof English and makes it one of the most irregular ofall languages.

1st EXAMPLE OF IRREGULARITY:SPELLING-PRONUNCIATION CORRESPONDENCE

Em ingls, h vrias maneiras de se pronunciar cada letra, assim comoh vrias maneiras de se soletrar cada fonema.

Esta falta de correlao entre ortografia e pronncia uma dasirregularidades mais evidentes do ingls, tornando-o uma das lnguasmais irregulares que se conhece.

7/31/2019 laxll

30/100


To demonstrate:

The vowel graphemeacorresponds to one sound in Spanishand two sounds in Portuguese (e.g. casa, cama). How manypossible interpretations are there in English?

A. TwoB. ThreeC. Four

D. FiveE. Six

a six1. //as in able, make, table2. //as in apple, at, cat, past3. //as in car, father, park

4. //as in air, care, chair5. //as in awful, ball, law, walk6. //as in about, global, island

A letra a corresponde a 1 som

em espanhol e a 2 em portugus(ex.: casa, cama). Quantas inter-pretaes ela tem em ingls?

7/31/2019 laxll

31/100


To demonstrate:

How many possible interpretations are therefor the vowel graphemei?

A. TwoB. ThreeC. FourD. FiveE. Six

i six1. //as in elite, machine, pizza, ski2. //as in bit, his, in, liquor3. //as in bite, night, polite4. //as in boy, noise, toilet, void5. //as in bird, firm, pencil6. /mute/as in fruit, suitcase, parliament,

sovereignty

In Spanish one; in Portuguese one

A letra i corresponde a 1 nico

som em espanhol e em portugus(ex.: vida, igreja). Quantasinterpretaes ela tem em ingls?

7/31/2019 laxll

32/100


How many possible interpretations are therefor the graphemeooin English?

A. OneB. TwoC. Three

D. FourE. Five

To demonstrate:

oo five1. //as in boot-//2. //as in book-//

3. //as in blood-//4. //as in brooch-//5. //as in door-//

7/31/2019 laxll

33/100


To demonstrate:

In how many different ways can wepronounce the consonant graphemes?

A. TwoB. ThreeC. FourD. Five

s five1. //as in basic, past, say2. //as in because, rose3. //as in sugar, sure

4. //as in casual, usually, television5. /mute/as in aisle, island

In Spanish two; in Portuguese two

7/31/2019 laxll

34/100


The frustration of the EFL learner never ends:

1. bough//

2. cough//3. dough//4. rough//

5. through//6. hiccough//

7/31/2019 laxll

35/100


This is irregularity!

7/31/2019 laxll

36/100


Spanish shows a higher degree of regularity when compared

to English, especially in its almost perfect correspondencebetween the written language and its pronunciation.

Therefore, when interpreting Krashen's theory we can

logically infer that his belief on the superiority of

acquisition over learning would be more emphatic if the

object of study and analysis had been English as the

target language instead of Spanish.

Espanhol mostra um grau de regularidade superior ao do ingls,

principalmente na quase perfeita correlao entre pronncia e ortografia,onde uma a representao quase perfeita da outra.

Portanto, ao interpretarmos a teoria de Krashen, podemos deduzirque seus argumentos sobre a superioridade de acquisitionseriammais concludentes se a lngua-alvo de seus estudos tivesse sidoingls, em vez de espanhol.

7/31/2019 laxll

37/100

WORD STRESSING

2nd EXAMPLE OF IRREGULARITY:WORD STRESSING

According to Gillian Brown:

The stress pattern of a polysyllabic word is a very

important identifying feature of the word. Westore words under stress patterns and we find itdifficult to interpret an utterance in which a wordis pronounced with the wrong stress pattern.

A acentuao tnica de uma palavra polissilbica elementoimportante para sua identificao. Nossa memria registra palavraspela acentuao tnica e torna-se difcil reconhec-las quandopronunciadas com o acento tnico errado. (Gillian Brown)

7/31/2019 laxll

38/100

If learners internalize new words withthe wrong stress pattern, not only theirspeech may become unintelligible but

also they may fail to recognize thatword when they hear it.

WORD STRESSING

Se aprendizes assimilarem palavras novas comacentuao tnica errada, no s tero dificuldades emse fazerem entender, como tambm tero dificuldadesem reconhecer essas palavras quando as escutarem.

7/31/2019 laxll

39/100

Words in Portuguese (as well as in Spanish) are stressed

predominantly on the one before the last syllable, andwhen they are one of the other two options, often there is agraphic accent to indicate so.

WORD STRESSING

PORTUGUESE

Oxtonas(stress on the last syllable) caf, estudar,computador, avio

Paroxtonas(stress on one before the last)

casa, modelo, bonito,cadeira

Proparoxtonas(stress on two before the last)

fgado, metrpole,hemoflico

Palavras em portugus (e espanhol) so normalmente paroxtonas,quando forem oxtonas, frequentemente tero acentuao grfica e,quando forem proparoxtonas, sempre tero acentuao grfica.

7/31/2019 laxll

40/100

What about English?

WORD STRESSING

7/31/2019 laxll

41/100

PORTUGUESE ENGLISH

Oxtonas

(stress on the last syllable)

caf, estudar,

computador, avio

hotel, control, police,

improve, exchange*Paroxtonas(stress on one before the last)

casa, modelo,bonito, cadeira

table, video, English,important, united,revolution

Proparoxtonas(stress on two before the last)

fgado, metrpole,hemoflico

excellent, hospital,government, photographer

Stress on three before thelast ---- approximately, significantly,intelligible, objectionable

Double stress----

characteristic, category,necessary, dictionary* only two-syllable words

English, on its turn, has five possibilities of

word stress, none is predominant, and thereis no graphic indication whatsoever.

WORD STRESSING

Palavras em ingls, por sua vez, apresentam cinco possibilidades de acentuao tnica,sendo que nenhuma predominante e no existe na lngua qualquer indicao ortogrfica.

7/31/2019 laxll

42/100

This is also irregularity!

WORD STRESSING

Therefore, when interpreting Krashen's theory

we can again assume that his belief on the

superiority of acquisition over learning would

be more emphatic if the object of study and

analysis had been English as the target

language instead of Spanish.

Portanto, ao interpretarmos a teoria de Krashen, podemos deduzirnovamente que seus argumentos a respeito da superioridade deacquisitionsobre learningseriam mais concludentes se a lngua-alvo de seus estudos tivesse sido ingls, em vez de espanhol.

7/31/2019 laxll

43/100


7/31/2019 laxll

44/100

Conclusions:


1. If we want to learn about a language,we have to acquire it first.

2. The more irregular the targetlanguage, the more limited the resultof studying it.

Para se aprender a gramtica de uma lngua, preciso primeiramentesaber falar esta lngua.

Quanto maior a irregularidade da lngua-alvo, tanto menor autlidade de se estud-la.

7/31/2019 laxll

45/100

MONITOR & PERSONALITY

The effect of grammar knowledge on

a person's communicative skillsdepends significantly on that

person's personality.

MONITOR AND LEARNERS PERSONALITY

O efeito do conhecimento gramatical sobre a habilidadecomunicativa da pessoa depender muito da caractersticade personalidade de cada um.

7/31/2019 laxll

46/100


Introverts, who normally lack self-confidence and often are perfectionists, willbenefit little from understanding the grammar

of the language and its irregularities. Theresult can be even adverse, in the case oflanguages with a high degree of irregularitysuch as English.

INTROVERTS

Pessoas que tendem introverso, falta de autoconfiana ou aoperfeccionismo, pouco se beneficiaro de conhecimento da estrutura dalngua e de suas irregularidades. O efeito pode at ser adverso, no casode uma lngua com alto grau de irregularidade como o ingls.

7/31/2019 laxll

47/100


After years of English learning in high school (grammar-translation) and language schools (audio-lingual), wherenatural deviations are classified as errors and are promptlycorrected and repressed, the student who isinsecure by nature may develop a mentalblock that discourages spontaneity due tohis awareness from experience that there isa high probability of making a mistake.

Com pouco contato com a lngua falada e depois de anos de ingls inspiradoem learningno ensino mdio e em alguns cursos livres, onde desvios naturaisde linguagem so classificados como "erros" e prontamente corrigidos ereprimidos, o aluno adquire conscincia da alta probabilidade de se cometererros com a lngua. Para aqueles que por sua natureza so inseguros, istopode se transformar num bloqueio que compromete a espontaneidade.

7/31/2019 laxll

48/100

Estudei ingls por 4 anos, o que descobri ser muito pouco para quem temverdadeira inteno de aprender e obter fluncia. Estou desesperadamentea procura de uma sequncia para meus estudos, pois no consegui mesoltar na conversao justamente por insegurana.

Bete Freitas 3/1/02

J fiz vrios cursos, inclusive me formei com mais ou menos uns 5 anos decurso de ingls. No momento estou fazendo um curso preparatrio para oexame de Cambridge (FCE - First Certificate in English) e na verdade noconsigo de jeito nenhum falar com as pessoas em ingls.

Renata Lemos, 15/5/00

INTERESTING ACCOUNTS TO ILLUSTRATE:


MONITOR PERSONALITY

7/31/2019 laxll

49/100

In my case, I had a hard time becoming fluent in the second language because of

the interference of two factors. The first factor was learning strategy, which wastranslating (L2 to L1 to L2 again) due the fact that my foreign language classesfocused on the Grammar-Translation method. It was slow and caused me a lot ofheadaches and frustration. Then later I spent a whole year translating while I wasan exchange student. The second interference was low self-esteem, the belief ofnot being able to produce L2, due to the oppressed education I experienced inundergraduate school in Brazil. Professors believed that low grades reflect a hard

school (meaning "good"), so nothing was good enough. Undergraduate studentsgot to graduation scared to use the target language.Marlia Conte Daros,

Gostaria de comear a dar aula de ingls; fao h 10 anos na escola *****, estou

no ltimo livro. Mas no momento estou com muitas dificuldades em pronncia ecom dificuldade na conversao. normal isto para uma pessoa que faz 10 anosde ingls?

Clarice Almeida, 26/10/2004



7/31/2019 laxll

50/100


Extroverts, who talk too spontaneously, also benefit littlefrom learning. Their monitoring function is almostinoperative and subject to an impulsive personality thatmanifests itself without much concern with accuracy. Theonly ones who benefit from learning are people whosepersonalities are midway between introvert and extrovert,and manage to apply the monitoring function in a moderateand effective form.

EXTROVERTS

Pessoas que tendem extroverso, a falar muito, de forma espontnea e improvi-sada, tambm pouco se beneficiaro de learning, uma vez que a funo de moni-toramento quase inoperante, est submetida a uma personalidade intempestivaque se manifesta sem maior cautela. Os nicos que se beneficiam de learning, soas pessoas cujas caractersticas de personalidade se situam num ponto interme-dirio entre a introverso e a extroverso, e que conseguem aplicar a funo demonitoramento de forma moderada e eficaz.


7/31/2019 laxll

51/100


In addition, monitoring will only function if there are 3 simultaneous

conditions: Concern with form: The learner must be concerned with

correctness of the linguistic form in addition to the content of themessage.

Knowledge of the rules: There must be a rule that applies to

the case and the learner knows the rule and existing exceptions. Time availability: When producing language, the learner must

have enough time to assess the alternatives provided by theapplicable rules.

Alm disso, este monitoramento s funcionar se ocorrerem 3 condies simultaneamente: Preocupao com a forma: que a pessoa concentre ateno no apenas no contedo

da mensagem, no ato da comunicao, mas tambm e principalmente na forma utilizada.

Existncia e conhecimento da regra: que haja uma regra que se aplique ao caso, eque a pessoa tenha conhecimento desta regra bem como das possveis excees.

Tempo suficiente: que a pessoa disponha de tempo suficiente para avaliar asalternativas com base nas regras incidentes.


7/31/2019 laxll

52/100



7/31/2019 laxll

53/100

Conclusions:

1. If we want to learn about a language, wehave to acquire it first.

2. The more irregular the target language,the more limited the result of studying it.

3. The applicability of the monitor is

narrow.


PHONETIC SIGNALING

7/31/2019 laxll

54/100

Phonetic signaling in linguistics is the

quantity of phonetic output per unit ofmeaning.

Different languages have different

levels of phonetic signaling.

PHONETIC SIGNALING

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

55/100

PHONETIC SIGNALING

For example:

It takes 1 syllable to say dog while ittakes 3 syllables to convey the samemeaning in Portuguese: cachorro.

PHONETIC SIGNALING

7/31/2019 laxll

56/100

Try it yourself:

1. Take the syllable as the unit of soundand the word as the unit of meaning.

2. List a few common words from yoursurroundings in English andPortuguese.

3. Add the total number of syllables foreach language.

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

57/100

PHONETIC SIGNALING

Example:

table (2)book (1)computer (3)pen (1)chair (1)dog (1)tired (2)work (1)sleep (1)

bed (1)-------

14

mesa (2)livro (2)computador(4)caneta (3)cadeira (3)cachorro (3)cansado (3)trabalho (3)dormir (2)

cama (2)-------

27

PHONETIC SIGNALING

7/31/2019 laxll

58/100

First, the number of monosyllabic words in

English is significantly higher whencompared to Portuguese. Ex:

bad - mauball - bo-la

bed - ca-mabeer - cer-ve-jabeet - be-ter-ra-bablack - pre-toblood - san-guebook - li-vroboy - me-ni-nobread - pobrick - ti-jo-lobus - -ni-bus

can - la-tacar - car-ro

cat - ga-tochair - ca-dei-racheap - ba-ra-tochin - quei-xochip - las-caclock - re-l-giocoat - ca-sa-cocorn - mi-lhocup - x-ca-racut - cor-te

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

59/100

Even analyzing Portuguese monosyllables,

we will hardly find more syllables in theirEnglish counterparts. Ex:

ar - airbem - well

bom - goodcu - skych - teacho- floordar - givedor - paineu - Igiz - chalkir - gol - there

ler - readluz - light

mal - badmo - handmar - skyms - teano - nons - wepo - breadpar - pairp - footp - dust

quem- whorei - king

sal - saltsim - yessol - sunsom - soundsul - southter - havetrem - trainver - seevir - comevoz - voice

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

60/100

Even comparing polysyllables of common originwe find English words to be shorter inpronunciation. Ex:

a-gri-cul-ture/ / - a-gri-cul-tu-raca-len-dar/ / - ca-len-d-rio

cho-colate/ / - cho-co-la-teci-ty/ / - ci-da-dede-part-ment/ / - de-par-ta-men-toim-por-tant/ / - im-por-tan-te

ma-chine/ / - m-qui-nana-ture/ / - na-tu-re-zastu-dent/ / - es-tu-dan-tetem-pera-ture/ / - tem-pe-ra-tu-ra

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

61/100

PHONETIC SIGNALING

We can see that English issubstantially more economicaland compact than Spanish

and Portuguese. It providesapproximately half the quantityof phonetic information to

convey the same meaning.

PHONETIC SIGNALING

7/31/2019 laxll

62/100

Difficulties in second-languagespeech recognition are strongly

aggravated when the quantity ofphonetic information provided bythe target language is smaller

than the learners mother tongue.

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

63/100

This is because the receiver ofthe message not only receivesfewer clues about each unit ofmeaning but also has less time todecode and process the meaningof the whole.

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

64/100

This means that more time needsto be devoted to the practice ofthe spoken language (especiallylistening) and less time spent ontranslation, grammar rules andvocabulary memorization.

PHONETIC SIGNALING

PHONETIC SIGNALING

7/31/2019 laxll

65/100

Conclusions:

1. If we want to learn about a language, wehave to acquire it first.

2. The more irregular the target language, the

more limited the result of studying it.3. The applicability of the monitor is narrow.

4. English scarcity of phonetic clues

indicate the need for oral practice ratherthan study.

PHONETIC SIGNALING

THE AGE FACTOR

7/31/2019 laxll

66/100

THE AGE FACTOR

The majority of studies as well as theexperience of those in the field of SLA

indicate that the lower the age theeasier, the faster and the morecomplete the learning will be.

THE AGE FACTOR

A maioria dos estudos existentes, bem como as experinciasde quem observa e acompanha o aprendizado de lnguasestrangeiras, evidenciam que quanto menor a idade, maisfcil, mais rpido e mais completo ser o aprendizado.

THE AGE FACTOR

7/31/2019 laxll

67/100

For children, the discovery of theworld around them, the acquisitionof language and the cognitive

development are natural, parallel,and interlinked events that dependon firsthand experiences.

Na infncia, a descoberta do mundo, a aquisio da falae o desenvolvimento cognitivo so processos naturais,paralelos e interligados que dependem de experinciasconcretas, de percepo direta.

THE AGE FACTOR

7/31/2019 laxll

68/100

In adulthood the persons cognitive developmenthas already reached a level of maturity. Thelarger inventory of life experiences enablesadults to more easily deal with abstract concepts

and store secondhand knowledge.

O adulto j passou por grande parte de seu desenvolvimentocognitivo. Com um caminho maior j percorrido e umabagagem maior acumulada, o adulto tem a capacidade delidar com conceitos abstratos e hipotticos e acumularconhecimento adquirido por outros.

THE AGE FACTOR

7/31/2019 laxll

69/100

It explains their tendency to rely on

analysis and study of the targetlanguage to compare with thenative language. It also explainswhy adult learners can more easilysubmit themselves to artificial use

of the target language for the sakeof practice and learning.

Isto explica a capacidade superior dos adultos de compreender

a estrutura gramatical da lngua estrangeira e de compar-la da sua lngua materna. Explica tambm a tolerncia superior dosadultos quando submetidos a situaes artificiais com opropsito de exercitarem lnguas estrangeiras.

THE AGE FACTOR

7/31/2019 laxll

70/100

Therefore, not considering individual differenceslike personality, motivation, hearing, and takingthe normal learner as a sample, we can say thatthe lower the age, the more efficient acquisition

will be over learning.

Portanto, desconsiderando fatores pessoais comopersonalidade, motivao, acuidade auditiva, e tomandocomo amostra o aprendiz normal, poderamos afirmar quequanto menor a idade, maior a eficcia de acquisition.

THE AGE FACTOR

7/31/2019 laxll

71/100

THE AGE FACTOR

7/31/2019 laxll

72/100

Conclusions:

1. If we want to learn about a language, we haveto acquire it first.

2. The more irregular the target language, the

more limited the result of studying it.3. The applicability of the monitor is narrow.

4. English scarcity of phonetic clues indicate theneed for oral practice rather than study.

5. The younger the learner, the more efficientacquisition will be over learning.

NATIVE vs. NON-NATIVE TEACHER

7/31/2019 laxll

73/100

Native or near-native and non-nativeteachers have different talents.

Likewise, acquisition-inspired andlearning-inspired language programsrequire different talents.


Professores nativos ou equivalentes e no-nativos possuemdiferentes talentos.

Programas inspirados em acquisitione learningexigemdiferentes talentos.


7/31/2019 laxll

74/100

Language teaching in Brazil is predominantlybased on language learning, strictly followinga syllabus and working with the writtenlanguage or following sequences of lessons

with oral drills and repetition exercises. Forthis kind of teaching, non-native teacherswith the experience of "already havingwalked down the same path," may have an

advantage over native speakers.


7/31/2019 laxll

75/100

In language acquisition, however, theprimary goal is human interaction, in whichone functions as a facilitator, providing

plenty of comprehensible input, andthrough which the other (the learner)selects his own route building his skill in adirection that interests him personally or

professionally.


7/31/2019 laxll

76/100

Instead of asyllabus, languageacquisitionprograms offer

interculturalcommunicationthrough a personalrelationship.

Em vez de um plano didtico, programas inspirados emlanguage acquisitionoferecem comunicao interculturalatravs de um relacionamento pessoal.


7/31/2019 laxll

77/100

Here, the presence of genuinerepresentatives of the language andculture that one intends to assimilateis fundamental. Native or near-native

instructors, therefore, have a clearadvantage in a communicativeapproach, inspired by the concept of

language acquisition.See http://www.sk.com.br/sk-nativo.htmlfor more (in Portuguese)


7/31/2019 laxll

78/100

Conclusions:

1. If we want to learn about a language, we have toacquire it first.

2. The more irregular the target language, the more limitedthe result of studying it.

3. The applicability of the monitor is narrow.4. English scarcity of phonetic clues indicate the need for

oral practice rather than study.

5. The younger the learner, the more efficient acquisitionwill be over learning.

6. Acquisition-inspired programs require native-likeperformance models.

GROUP SIZE

7/31/2019 laxll

79/100

How does group size affect the

implementation of acquisition-and learning-inspired programs?

GROUP SIZE

GROUP SIZE

7/31/2019 laxll

80/100

Group size is vitally important in theimplementation of second languageacquisition programs. For acquisitionto take place the target language and

culture must prevail all the time in thegroup activities. The bigger the numberof learners, the more difficult will be forinstructors to impose their language and

less personal will be the interaction witheach learner.

GROUP SIZE

7/31/2019 laxll

81/100

If we are forced to teach large groupsof students for circumstances beyondour control, we will have to rule outlanguage acquisition and rely primarilyon language learning.

This is the reality of language teachingin the majority of the high schools in

Brazil and worldwide.

GROUP SIZE

7/31/2019 laxll

82/100

GROUP SIZE

7/31/2019 laxll

83/100

GROUP SIZE

7/31/2019 laxll

84/100

Conclusions:

1. If we want to learn about a language, we have to acquireit first.

2. The more irregular the target language, the more limited theresult of studying it.

3. The applicability of the monitor is narrow.

4. English scarcity of phonetic clues indicate the need for oralpractice rather than study.

5. The younger the learner, the more efficient acquisition will beover learning.

6. Acquisition-inspired programs require native-likeperformance models.

7. Acquisition-inspired programs require small groups.

FINAL CONCLUSIONS

7/31/2019 laxll

85/100

We can draw additional conclusions

from Krashens theory:

That language acquisition is

more efficient than languagelearning for attaining functionalskill in a foreign language not

only in childhood.

FINAL CONCLUSIONS

7/31/2019 laxll

86/100

Language learning is limited to acomplementary role in the form of supportlessons and study materials, and will be usefulonly for adult students that have an analyticaland reflective learning style and make good use

of the monitoring function.

Language learning will also be more useful forlanguages with a higher level of regularity, aswell as in situations where the number ofstudents per group cannot be reduced.

FINAL CONCLUSIONS

7/31/2019 laxll

87/100

The efficient teaching of languages isn't thattied to a structured course of lessons based ongrammatical sequencing, translation or oraldrilling, nor does it depend on technologicalresources. Efficient teaching is personalized,takes place in a bicultural environment and isbased on the personal skills of the facilitator inbuilding relationships and creating situations ofreal communication with comprehensible inputfocusing on the learner's interests.

APPENDIX

7/31/2019 laxll

88/100

My preference for language acquisitionstems not only from my studies of theorieslike Krashens, but mainly from how

perfectly it matches my own experiences.

Minha preferncia pela assimilao natural de idiomasprovm no apenas de meus estudos de teorias como

a de Krashen, mas principalmente da perfeitacomprovao dessas teorias atravs de minhasprprias experincias.

APPENDIX MY ACQUISITION OF ENGLISH

7/31/2019 laxll

89/100

Except for the few English and Frenchlessons that I had in high school, Inever studied foreign languages for thepurpose of learning how to speak them.Until 27 years of age, I was a perfectBrazilian monolingual.

APPENDIX MY ACQUISITION OF ENGLISH

7/31/2019 laxll

90/100

At the age of 27, I

went to live and workin the U.S. for 4months. Two yearslater I went again fora period of 11months. At the age

of 37 I went for thethird time for a periodof 18 months toattend graduateschool and sincethen Ive had contact

with native speakerson a regular basis.

APPENDIXMY WIFES ACQUISITION OF PORTUGUESE

7/31/2019 laxll

91/100

At the age of 19, myJapanese wife cameto live in Brazil for 1year. Two yearslater she came backfor a period of 3

years. At the age of30 she came for thethird time for aperiod of 2 years andwhen she was 34,she came for good

and recently finishedcollege here.

APPENDIXMY DAUGHTERS ACQUISITION OF LANGUAGES

7/31/2019 laxll

92/100

Up to 3 in Brazil

3 to 6 in Japan(kindergarten)

6 to 8 in the U.S.(elementary school)

8 to 15 in Brazil(elementary school)

15 to 16 in Japan(high school)

16 to 19 in Brazil(high school & college)

19 to 20 in the U.S.(college)

20 to 22 in Brazil(college)

22 to 24 in the U.S.(working)

24 to 29 in Brazil

29 to 30 in Japan

From 30 up to now sheworks as a flight attendant

LANGUAGE LIVING-LEARNING CENTER

7/31/2019 laxll

93/100

What is a Language Living-Learning Center (LLLC)?Centro de Convvio Multicultural (CCM)

Social groups of people of differentnationalities interested inlanguages and foreign cultures.

For the learner of foreignlanguages a LLLC in Brazilprovides the opportunity to interactwith foreigners without the need totravel abroad.

For the foreigner, a LLLC providesaccommodations, training, and aBrazilian language and culture

program that includes Portuguese lessons, college courses and weekendcultural trips.

LLLCs are authentic environments of the target language and culture.They work like cultural exchange programs and provide natural acquisitionas a result of real interactions with native speakers, where the learner, asan active player, develops the necessary communicative competence.


7/31/2019 laxll

94/100

LLLCs are successful because themembers are naturally attracted by thecuriosity of the foreign culture and by the

complementary differences, all leading toproductive cross-cultural relationships.The resulting communication becomes aunique experience of personal enrichment

for both sides.


7/31/2019 laxll

95/100

Foreign participants are motivated by the uniqueness of the

Brazilian culture and the opportunity to learn Portuguese.As native speakers of English, they play the role of carriersand conveyors of their language and culture.

The EFL learner becomes familiar with the native spoken

language, learns to negotiate meanings, engages increative communication and develops functionality in thetarget language. Comparing cultural values andunderstanding the differences prevents stereotypes.Cultural awareness makes the learner feel comfortable in

the presence of foreigners and exposure to accuratelanguage produces accuracy in addition to fluency.


7/31/2019 laxll

96/100

LLLCs are organized in small groups that meet regularly

twice or three times a week. Each group is lead by aspeaker of the target language with teaching experience,who is free to bring any activities that encourageconversation. The school makes available a library of ESLteaching materials, internet access, and other materials the

teacher may need. The teachers main responsibility is toestablish a personal connection with each learner.

There are also grammar workshops every week open to allgroups. The goals of these workshops are: to provide anadditional hour of native-spoken English; to make possiblegetting acquainted with a different native speaker; to satisfysome learners (or their parents) desire to learn grammar.


7/31/2019 laxll

97/100

The school hires Brazilian teachers of Portuguese asa second language to teach the foreign members.

Foreigners, Brazilianteachers, school staff,their partners,students, and friends

are invited to joinweekend trips toplaces of interesttwice a month.

The goal is to integrate cultures bringing togetherforeign students of Portuguese and local students ofEnglish in an informal atmosphere with a lot ofcomprehensible input both ways.


7/31/2019 laxll

98/100

The foreign participants are replaced by new onesevery semester or every year. The challenge ofbuilding new relationships time and againreinforces and makes possible the internalizationby the learner of the basic linguistic tools to

introduce oneself and socialize. It also providesan enriched experience with people of differentbackgrounds and different dialects.

LLLCs represent the perfect implementation ofKrashens Acquisition theory.

BILINGUAL LIVING-LEARNING CENTER

7/31/2019 laxll

99/100

See http://www.sk.com.br/sk-ccm.htmlfor more

(in Portuguese)

7/31/2019 laxll

100/100

O Prof. Ricardo Schtz encontra-se disposiopara palestras sobre os temas abordados neste site.

Contatos pelo fone (51) 3715-3366 ou por e-mail:[email protected]

laxll

Documents