Topic: The Nature of
SLA and Learning.
(chapter:12, 13, 25)
Name:
Solanki Binita M.
Roll No: 04
Paper: 12
Subject: English
Language Teaching-1.
Submitted: Maharaja
Krishnakumarsinhji,
Bhavnagar University.
(Department
of English).
Introduction:
12. Second
Language Acquisition:
The
term Second language acquisition refer to processes through which someone
acquires one or more second or foreign language. Means second language is adopt
by us.
Product
means second language learner, processes means mental environment factors
influence acquisition processes and research are than discussed followed by a
review of current and future trends and direction. In this chapter David Nunan
development of SLA From its origins in contrastive analysis.
Background:
SLA
emerged from comparative studies of similarities and different between
language. First language and second language both are different to each other.
Both are comparative studies in language. Different rule means ‘Negative
transfer’ and similar rule means ‘Positive transfer’.
The systematic study of learners errors related
interesting insights into SLA process.
SLA process:
· Errors which were not
predicted by CA hypothesis.
· Similar patterns/systematic
pattern.
· Learner development
through stage in teaching language.
Research:
Product-oriented
Research:
During
the early 1970s a series of empirical investigation into learner language were
carried out which became known as the morpheme order studies. In the 1980s
Stephen Krashen was the best known figure in the SLA filed.
Process-oriented
Research:
In
this research focuses on activities or procedures which learners perform in
relation to the input data. This research into modified interacting was
strongly influences by Krashen’s hypothesis that comprehensible input was a
necessary and sufficient condition for SLA.
Practice:
In
this section, learner do work on based what they learner. They presented their
understanding. According to these hypotheses, innate processes guide SLA. The
Processes oriented research work of long and others provide impetus for the
development of task based language teaching.
Current
and Future trends and directions:
In
a recent study Martyn investigated the influence of certain task
characteristics on the negotiation of meaning in small group work looking at
the following variables.
-
Interaction relationship.
-
Interaction requirement.
-
Goal orientation.
-
Outcome option.
Conclusion:
In
this chapter David Nunan describe the emergence of SLA as a discipline from
early work in CA, error analysis and interlanguage development. Here he talk
about how second language important.
13. Bilingualism:
Introduction:
Bilingualism
refers to the phenomenon of competence and communication in two languages. How
two language communicate person, several question have been asked like that:
§ Monolingual or
communicative norms.
§ Relative competencies
in two languages.
§ Domains.
§ Components.
This all are refer to how two languages
communicate. Bilingual abilities involving two languages Bidialectal or
Biscriptural. A final definitional issue concerns the relationship between
bilingualism and multilingualism.
Background:
Bilingualism
requires multidisciplinary investigation for it to be more completely
understood. The bilingual individual is now recognized as the ultimate locus of
contact of language change arising from content situation.
Research:
The
study of bilingualism as outlined above, is a relatively modern discipline. In
multilingual India the three language formula: the regional language and the
mother language .Many of the early studies in bilingualism were case studies of particular countries or
communities, involving an appreciation of history, politics and demography. In
the context of societal bilingualism, language contact effects have often been
observed.
Practice:
The
recognition of bilingualism as a social, individual and linguistic phenomenon
has several implications for education practice. A first task is therefore to
understand the sociolinguistic situation in their particular society or
community as well as to identify the assumption behind any bilingual education
model.
Current and future trends and direction:
This
multidisciplinary approach to bilingualism has continue to be adopted. While
bilingual education might have been the goal in the 1970s, at the start of the
twenty-first century there is the cell for target.
25. Task-based
language learning:
Introduction:
In
contrast to form based approaches task-based learning (TBL) involves the
specification not of a sequence of language items, but of sequence of
communicative tasks to be carried out in the target language.
Task
menace what?
Task
menace is design by teacher for student. Task based on teacher method of
teaching. Task-based learning is practical learning style.
Language
in a communicative task is seen as bringing about an outcome through the
exchange of meaning. Here learners have freedom to give their view about point.
Background:
TBL
grows out of the more general notion of communicative language teaching.
Language in a communicative task is seen as bringing about an outcome through
the exchange of meaning. There were two strands to CLT: (1) syllabus
specification.
(2) Methodological.
The
process syllabus differs from the procedural syllabus in two ways.
ü The role of the teacher is not to demine
unilaterally how learning will be organized and sequence, but to consult
learners and help them realize their own learning plan.
ü Prabhu’s procedural
approach deliberately avoids all focus on language. Students operating with the
processes syllabus, however may choose for themselves to focus explicitly on
language form.
Research:
Researches are now beginning to look at the
nature and content of task themselves. There has been very little formal
research into TBL in classrooms, Come into play. Finally there is research on
form-focused instruction. Researchers stress the importance of intellectual
effort in the study of form. Task is based on topic so many types of task under
varying condition.
Practice:
In
practice most teachers use course books as a basis for their teaching, and then
supplement the course books. The first principal of TBL is that units of
outcome can be achieved through language than linguistics items as such. The
second principal is that learning will be effective only if it related closely
to language use and involves relating form and meaning. Tasks which involve a
presentation of writing output and a higher level of accuracy.
Current
and Future trends and direction:
It
is important that teacher question for themselves the principles and procedures
which inform TBL. TBL in important to classroom practice. Small-scale research
carried out by teacher also shed light on aspects of TBL and help us to create
better condition for learning through the use of tasks. Topics investigation
informally include:
ü The relationship between task and interaction.
ü Allocating roles within
tasks.
ü Acceptability of TBL.
ü Difference over time.
ü Imposing extra
constraints on task performance.
Conclusion:
TBL
represents an attempt to harness natural processes and to provide language
focus activities based on consciousness raising which will support these
processes. TBL is technical to learn practical. It’s very helpful to learner.
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