SLA Presentation (8)

https://drive.google.com/file/d/0ByFpDSb9p1Unak0xbDJ1V1ZOcFk/edit?usp=sharing

Punctuating

Punctuating the text

The Lioness

A fox was boasting to a lioness.

“You should see my four pretty cubs,” she said.

“I had them all at once you know, and what about you? How many cubs do you have?”

“I have only one,” replied the lioness gently but that one is a lion.

The Wild Boar and the Fox

            A wild boar was sharpening his tusks against a tree. One day when a fox came by, “What are you doing that for?” asked the fox. “There are no hunters around. Everything looks very peaceful to me quite true,” said the boar, “but when the hunter does come with his dogs, I shall be too busy running away to have time for this, so let me sharpen my tusks while I can”.

Changing Direct Quotation to Direct Quotation

Changing Direct Quotation to Direct Quotation

A.    Analyzing indirect quotation.

1.      There are four indirect quotations in the text ‘Seeking a Spouse on the Web’.

2.      Reporting verbs and phrases that are introduced indirect quotation are; said that, estimated, and according to.

B.     There is no indirect quotation.

C.     Changing direct quotation as indirect quotation.

1.      Television channel KSA GM Jim Burns said, “Not everyone could attend college in the traditional way; therefore, taking course via television would offer many more students the chance to earn a college degree.”

Television channel KSA GM Jim Burns said that not everyone could attend college in the traditional way; therefore, taking course via television would offer many more students the chance to earn a college degree.

2.      Pre-med students Alam Rodriguez said, “I miss being on campus, but I have to work and take care of my family.”

Pre-med students Alam Rodriguez said that she missed being on campus, but she had to work and take care of my family.”

3.      Other students said, “Last year, we spent several hours a day commuting to and from school. Now we don’t have to do that.”

Other students said that last year, they had spent several hours a day commuting to and from school. Now they didn’t have to do that.

4.      Computer engineering student Amir Mehdizadeh stated, “I can choose when to study and how to study without pressure.” He also said, “I will take two more telecourses in the fall.”

Computer engineering student Amir Mehdizadeh stated that he could choose when to study and how to study without pressure. He also said that he would take two more telecourses in the fall.

D.    Changing direct quotation into indirect quotation.

1.      In 1993, the head of international Olympic Committee’s medical commission, Prince Alexander de Merode of Belgium stated that he believed that as many as 10%  of all Olympic athletes was regular users of performance-enhancing drugs. (qtd. in Bamberger and Yaeger 63)

2.      In a 1997 article in Sports Illistrated magazine, Dutch physician Michael Karsten is quoted as saying that there might be some sportsmen who can win gold medals without taking drugs, but there were very few.

3.      According to Dr. Krasten, who says he has prescribed anabolic steroids to hundreds of world class athletes over the last twenty-five years, if you were especially gifted, you might win once, but from my experience you couldn’t continue to win without drugs. The field was just too filled with drug users.

Direct Quotation

Direct Quotations

A.    Analyzing direct quotation in the text.

1.      There are three direct quotations in the text ‘Drugs and the Olympic Games’.

2.      The direct quotations use three kinds of reporting verbs and phrases. They are; stated, according to, and quoted.

B.     Punctuating the direct quotation.

1.      Dr. Yixuan Ma, a well-known astrophysicist who has been studying black holes, said, “It is one of the most interesting phenomena we astrophysicists have ever studied.”

2.      As she explained in black holes, ”The laws of nature do not seem to apply.”

3.      “A black hole is a tiny point with the mass 25 times the mass of our sun,” explained Ma’s associate, Chin-Yi Su. “Black holes are created by the death of a very larger star,” she stated.

4.      “It is an invisible vacuum cleaner in space,” she said with tremendous gravitational pull.

5.      According to Dr.Su, “If a person falls into a black hole, he will eventually be crushed due to the tremendous gravitational forces.”

6.      “Time will slow down for him as he approaches the event horizon,” she said, “and when he reaches the event horizon, time will stand still for him.”

Second Language Acquisition (9)

INSTRUCTION AND L2 ACQUISITION

A.    Form-Focused Instruction

1. Language pedagogy has emphasized form-focused instruction. The Grammar Translation Method, Audio-Lingual Method, and Communicative Language Teaching.

2.The acquisition of at least some linguistic structures can be permanently influenced by instruction.

3.The effects of form-focused instruction are not restricted to careful language use but are also evident in free communication.

B.     Learner-Instruction Matching

Learners vary in the particular types of ability they are strong in. Learners with differing kinds of ability may be able to achieve similar level of success providing that the type of instruction enables them to maximize their strengths. It is obviously important to take individual differences into account when investigating the effects of instruction.

C.     Strategy Training

 Teaching learners specific grammatical structures constitutes an attempt to intervene directly in interlanguage development. An alternative approach is to intervene more indirectly by identifying strategies that are likely to promote acquisition and providing training in them. The idea of strategy training is attractive because it provides a way of helping learners to become autonomous (i.e. of enabling them to take responsibility for their own learning).

Second Language Acquisition (7)

LINGUISTIC ASPECTS OF INTERLANGUAGE

A.    Typological Universals: Relative Clauses

Languages vary in whether they have relative clause structures. This linguistic difference influences the ease with which learners are able to learn relative clauses. Learners whose L1 includes relative clauses find them easier to learn than learners whose L1 does not and consequently, they are less likely to avoid learning them.

B.     Universal Grammar

It is the Noam Chomsky’s theory that states language is governed by a set of highly abstract principles that provide parameters which are given particular settings in different language. English only permits ‘local binding’. ‘Long-distance binding’, where the reflexive co-refers to a subject in another clause, is prohibited.

C.     Learnability

Chomsky has claimed that children their L1 must rely on innate knowledge of language because otherwise the task facing them is an impossible one. The input to which children are exposed is insufficient to enable them to discover the rules of the language they are trying to learn. This insufficiency is referred to as the poverty of the stimulus. Children must have prior knowledge of what is grammatically possible and impossible and this is part of their biological endowment. This knowledge was referred to as Language Acquisition Device.

D.    The Critical Period Hypothesis

It states that there is a period during which language acquisition is easy and complete and beyond which it is difficult and typically incomplete. The hypothesis was grounded in research which showed that people who lost their linguistic capabilities, for expel as a result of an accident, were able to regain them totally before puberty (about the age of twelve) but were unable to do so afterwards.

E.     Access to Universal Grammar

1.  Complete Access        : The learners begin with the parameter setting of their L1 but subsequently learn to switch to the L2 parameter settings.
2.  No Access                   : UG is not available to adult L2 learners.
3.  Partial Access              : Learners have to access to parts of UG but not others.
4.  Dual Access                : Adult learners make use both UG and general learning strategies.

F.      Markedness

It refers to general idea that some structures are more ‘natural’ or ‘basic’ than other structures. In Chomskyan linguistics, unmarked structures are those that are governed by UG and which, therefore require only minimal evidence for acquisition. Marked structures are those that lie outside UG (for example, have arisen as a result of historical accident).

G.    Cognitive Versus Linguistic Explanations

It allows for modularity , the existence of different components of language that are learned in different ways, some through universal grammar and others with the assistance of general cognitive ability.