Acquisition and Learning A7633 C. Tardieu. Some definitions Mothertongue Native tongue Family tongue First language/Second language Source language/target.

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1 Acquisition and Learning A7633 C. Tardieu

2 Some definitions Mothertongue Native tongue Family tongue First language/Second language Source language/target language L1/L2 Official language

3 Some more definitions Language acquisition: –What has been acquired (that is not innate, not immediately available from birth. (Galisson & Coste, 1976: 14) Language learning: –Acquisition and organisation of operative concrete or symbolic repertoires not available from birth. (Ibid.41)

4 Krashens theory The « Input Hypothesis » « Comprehensible Input » ex: Weather forecasts « the more exposed… the more able… » Questions To what extent can one form both oral and written utterances without knowing the grammatical rules? To what extent does production come from comprehension?

5 Krashens comprehensible input theory vs Stephen Krashen on Language Acquisition http://www.youtube.com/watch?v=NiTsduRreug&feature=related –Are there different ways to learn a language? –What common human experience does he refer to? –When do we learn a language? –Talking is not practising because… Hawkinss Awareness of Language (1987 – a concept forged in 1973) Skinner s Verbal Behaviour (1992 1st ed. 1957)

6 Hawkins A professor at UCY (York), England Mixed ability Parental encouragement –« The Plowden Report (1967) showed that the factor of parental encouragement » is such a determining influence on verbal performance in the primary school that the concept of a childs ability, divorced from parental influence, loses most of its meaning ». (Hawkins, 1987: 11 [1st ed.1984]) –« the effect of schooling is to widen the gap between the haves and the have- nots in reading skills. » […] What was becoming clear was that unless children brought into school from their homes the language skills that they would need to succeed at school, teachers were unable to help them ». (Ibid.12) –Deprivation of adult time And now? Awakening to languages: http://www.ecml.at/Programme/Programme20002003/ tabid/243/language/en-GB/Default.aspx http://www.ecml.at/Programme/Programme20002003/ tabid/243/language/en-GB/Default.aspx

7 Skinner Learning: stimulus response reinforcement The development of behavioural reflexes Skinners operant conditioning chamber

8 To sum up…

9 Any remarks?

10 Typologie dexercices structuraux (K. Julié, Enseigner langlais, p. 18) Modifier une flexion : I ate the apple I ate the apples. Remplacer : Janet bought a book she bought it. Reformuler : Hurry! Tell them to hurry Compléter : I want a … cheese I want a little cheese. Transposer I eat breakfast I ate breakfast yesterday. Élargir : She plays tennis (often; she often plays tennis. Réduire : He left his wallet at he left it there (at the restaurant). Intégrer : You must work hard it is important that you work hard. (US) Restituer : boys - cinema- go the boys are going to the cinema tomorrow.

11 Krashens theory ctd The learned system and the monitor hypothesis The natural order hypothesis The affective filter hypothesis

12 Widdowsons attack on Krashens theory « The theory only requires that the learner should be a kind of humanoid receptacle in a maximal state of receptivity so that the input can enter to work its mysterious way » (Widdowson, 2002: 23).

13 Elliss comment There is uncertainty as to whether comprehending input contributes to acquisition. [...] whereas comprehension activities can be achieved by means of top-down processing based on world knowledge and inference from context, language acquisition requires bottom-up processing involving attention to linguistic forms. In other words, comprehending input need not necessarily either facilitate or promote acquisition (2003, 81)

14 The Language areas

15 « Les observations récentes par Imagerie à Résonance magnétique (IRM) et tomographie par émission de positions (TEP) confirment que malgré une prédominance de lhémisphère gauche, le langage mobilise les ressources des deux hémisphères. Les activités de calcul, lécriture, la parole, la catégorisation, la discrimination, la sélection et la compréhension sémantique, une pensée linéaire orientée vers lavenir, sont plutôt spécifiques de lhémisphère gauche. Langage stéréotypé, sons non-verbaux, mélodies, bruits, rythmes, relations spatiales, compréhension intuitive, importants pour lapprentissage des langues aussi accentuelles et mélodiques que langlais, seraient liés à lhémisphère droit. »[1]. [1] Goutéraux, P. (2003) Les voies de lappropriation discursive en langue étrangère : élaboration de concepts didactiques communs pour lapprentissage de langlais chez des apprenants avancés Thèse de doctorat de linguistique, sous la direction de Madame la Professeure Emérite Danielle Bailly, Paris VII, p.78.[1]

16 Aucune théorie générale de lacquisition ne saurait négliger des notions comme celle dévénement langagier, de réseau social, de communauté socio-linguistique, de bilinguisme, de répertoire verbal, qui coexistent aujourdhui avec celles dautonomie de lapprenant, de structuration des connaissances linguistiques, dinterlangue, dinterférence ou derreur. Py, B. (1994) « Linguistique de lacquisition des langues étrangères : naissance et développement dune problématique », in D. Coste (dir) Vingt ans dans lévolution de la didactique des langues (1968-1988), Coll. Langues et apprentissage des langues. Paris : CREDIF/Hatier/Didier. (ibid. : 45)

17 Conclusion Acquisition implies learning and learning is no different from acquisition

18 References Bange, P. (1992) Analyse interactionnelle et théorie de laction. Paris : Hatier. Boysson-Bardies, B. (2005) Comment la parole vient aux enfants. Paris : Odile Jacob, Poches. Chini, D & Goutéraux, P. (Eds) (2008) Psycholinguistique et didactique des langues étrangères. Paris : Ophrys, coll. Cahiers de recherche dir. J. Bouscaren. Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press. Deyrich, M.-C. (2007). Enseigner les langues à lécole. Paris : Ellipses. Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman. Gaonach, D. (2006) Lapprentissage précoce dune langue étrangère. Paris : Hachette Education. Gardner, H. (1996) Les intelligences multiples. Paris : Retz. Garnier, C., Bednars, N., Ulanovskaya, I. (Textes réunis par) (1991) Après Vygotski et Piaget. Perspectives sociales et constructivisme. Ecoles russe et occidentale. Bruxelles : De Boeck- Wesmael s.a. Goutéraux, P. (2003) Les voies de lappropriation discursive en langue étrangère : élaboration de concepts didactiques communs pour lapprentissage de langlais chez des apprenants avancés. Thèse de doctorat sous la direction de Madame le Professeur Emérite Danielle Bailly, Université de Paris VII, 19 septembre. Hawkins, E. (1987) Awareness of Language. Cambridge: Cambridge University Press (2nde rev. éd.).

19 References Krashen, S.D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon. http://www.sdkrashen.com/SL_Acquisition_and_Learning/SL_Acquisition_and_Learning.pdf.Second Language Acquisition and Second Language Learning http://www.sdkrashen.com/SL_Acquisition_and_Learning/SL_Acquisition_and_Learning.pdf - (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon. http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf.Principles and Practice in Second Language Acquisition http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf - (1985) The Input Hypothesis: Issues and Implications. New York: Longman - (1996) The case for narrow listening System 24(1): 97-100 - (2003) Explorations in Language Acquisition and Use. Portsmouth: NH: Heinemann., https://www.heinemann.com/shared/onlineresources/E00554/chapter2.pdfExplorations in Language Acquisition and Use https://www.heinemann.com/shared/onlineresources/E00554/chapter2.pdf Krashen, S.D. and Terrell, T.D. (1983). The Natural Approach. New York: Pergamon. Piaget, Jean (1975) Léquilibration des structures cognitives. Paris : PUF. Piatelli-Palmarini, M. (1979) Théories du langage, théories de lapprentissage, le débat entre Jean Piaget et Noam Chomsky (organisé et recueilli par). Centre Royaumont pour une science de lhomme : Points, Editions du Seuil. Pinker, S. (1999) L'instinct du langage. Paris : Odile Jacob. Py, B. (1994) « Linguistique de lacquisition des langues étrangères : naissance et développement dune problématique », in D. Coste (dir) Vingt ans dans lévolution de la didactique des langues (1968-1988), Coll. Langues et apprentissage des langues. Paris : CREDIF/Hatier/Didier. Skinner, B.F. (1992). Verbal Behaviour. Acton, Massachusetts : Copley Publishing Group (1st ed. Prentice-Hall Inc. 1957). Tomasello, M. (2003) Constructing a Language. Cambridge, Masschusetts & London, England: Harvard University Press. Vygotski, L. (1933) Pensée et langage. (Traduction de Françoise Sève, avant-propos de Lucien Sève, suivi de « Commentaires sur les remarques critiques de Vygotski » de Jean Piaget). Paris: Editions sociales, 1985.