Introduction: In this introduction to this Teacher's Guide to Second Language Acquisition, VanPatten outlines the history of research in second language acquisition (SLA). Ultimately however, he states that all research boils down to the fundamental question of how does acquisition of a second language occur? From this point, he explains the beginnings of the audiolingual method to the shift toward a recognition of the fact that because grammar is generative, drilling is not sufficient because it is impossible for it to be all-inclusive.
What struck me in the introduction, is the exerpt from Corder's paper that raises the distinction between whether a language can actually be "taught", or is are the conditions from which it will develop what is being taught. How does this redefine how I define myself as a teacher of a second language?
Chapter 1: In the first chapter, VanPatten sets up "givens about SLA". Some of the statements seemed pretty self-evident. One in particular was interesting to me: "SLA involves the creation of an implicit (unconscious) linguistic system". Later in the chapter, he adds that this does not necessarily mean learners can use what has become a part of this linguistic system can be used expressively. Interesting to me because I sometimes realize I have trouble applying some rules or concepts in French even though I am aware of it and understand it subconsciously.
Chapter 2: This chapter focuses on input and its role in SLA. Here the story of Genie is relevant in understanding the role of input and interaction in language developement. VanPatten describes the difference between conversational and nonconversational input--I wonder how the two differ in terms of their role in the development of an implicit linguisitic system.. I enjoyed the image of Lucy and Ethel trying to keep up in the chocolate factor as a methaphor for ones working memory. Something important to keep in mind when dealing with different levels of second language instruction!
Chapter 3: Here we are introduced to the concept of the "developing system". Two items that struck me: 1) Pragmatic competence which is necessary to correctly interpret speakers' intent, and 2) Sociolinguistic competence. These two components of second language require slightly more sophisticated levels of comprehension. Once mastered, at least in part, (I still have to regularly monitor my tu vs. vous use), they can really take a L2 learner to a new level in their L2 acquisition--very exciting!
All for this post, I'll leave you with a photo (because all text would not be very fun).
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