GROUP 2

LET'S LEARN!
THE EMPIRICAL BASIS OF SECOND LANGUAGE
TEACHING AND LEARNING
 A REVIEW OF
RESEARCH
A PERSONAL SELECTION BY DAVID NUNAN

This chapters main goal is to concentrate on

research into several pastulated connection between
acquisition and environmental-instructional elements.
 GROUP 2

The Empirical Basis

First vs. second language acquisition
Chronological Age & Second Language Acquisition
The effect of instruction on Acquisition
Relationship Between task types/modes of classroom organization and acquisition

The relationship between learning strategies and acquisition

Hroup 2
GROUP 2

To determine the Empirical basis
of acquisition and teaching the
01
second language
ILO
To demonstrate understanding
through application of emiprical
02
basis in learning and teaching of
second language.
To use these empirical basis in
reality of life during learning and
03
teaching of second language.
What is Acquisition?

Acquisition refers to the process used

for developing native languages and
often learned through absorption in
one's early years home environment.
GROUP 2

First versus second language acquisition

Is learning a second language like learning

first?
 GROUP 2

PSYCHOLINGUISTIC MECHANISM
It is the field of study in which researchers investigate the psychological processes involved in
the use of language, including language comprehension, language production, and first and
second language acquisition (Kennison, S. & Messer, R., 2017)
 GROUP 2

Is learning a second language like learning first?

PSYCHOLINGUISTIC
MECHANISM
In began with the premise that first and second language
acquisition in children were the same process, and that the kinds
of errors made by second language learners would be the same as
those made by a first language learner of the same language (Dulay
and Burt ,1974) .
 GROUP 2

THE ACQUISITION OF SYNTAX

Syntax refers to the rules used to combine words to
make sentences; syntactic development is the way children
learn these rules. Syntactic development is measured using
MLU, or mean length of utterance, which is basically the
average length of a child's sentence; this increases as a child
gets older (Syntactic Development in Children, n.d.).
GROUP 2

Is learning a second language like learning first?

THE ACQUISITION While some would argue that the jury is still out on
whether learning a second language is similar to learning a
first, I believe there is enough data to suggest that the two
OF SYNTAX skills are fundamentally different, at least in terms of syntax
and phonology ( Stephen Pinker 1994)
GROUP 2

Is learning a second language like learning first?

DISCOURSE ACQUISITION
According to Nunan (1984), similarities and
differences in first and second language
acquisition have frequently influenced
comparative studies of language processing and
output by first and second language users.
 GROUP 2

WHAT IS
DISCOURSE ACQUISITION?
In linguistics, the term “discourse” refers to a structural unit larger than the sentence. Of the many
definitions for it in a standard dictionary, linguistics picks out length and coherence as criterial. Discourse
minimally involves more than one sentence, and the sentences must be contingent (Pearson, B. & Villiers,
P. 2020)
GROUP 2

First versus second language acquisition

Is learning a second language like learning

first?
Similar: Psycho linguistic Mechanism
Different: The Acquisition of Syntax
Both: Discourse Acquisition
GROUP 2

Chronological Age & Second Language Acquisition

Do you think age matters when its comes

on acquisition of second language?
GROUP 2

Chronological Age

The amount of time that has passed from your birth

to have a given date.
GROUP 2

Second Language Acquisition

The process through which human a learn a second language is known as second language
acquisition.
Second language acquisition is the scientific field that focusing on understanding this procedure.
GROUP 2

AGE-RELATED
DIFFERENCES
Ellis (1985) found that age has a significant effect
on the rate and ultimate success of language
acquisition, but the outcome is not
straightforward.
 GROUP 2

What we'll discuss

1. STARTING AGE DOES NOT AFFECT SLA
ACQUISITIONAL ORDER.

2. ADOLESCENT LEARNERS DO BETTER IN

GRAMMAR AND VOCABULARY, BUT NOT IN
PRONUNCIATION.

3. EXPOSURE AND STARTING AGE AFFECT SUCCESS

IN COMMUNICATION FLUENCY.
 GROUP 2

WHAT IS CRITICAL
PERIOD?
A period during someone's
development in which a particular
skill or characteristic is believed to be
most readily acquired.
 GROUP 2

THE CRITICAL PERIOD

HYPOTHESIS

The critical period hypothesis

suggests that biological changes in
the brain around puberty lead to
difficulty learning a second language.
GROUP 2

Chronological Age & Second Language Acquisition

GROUP 2

The Effect Of Instruction

To Acquisition

Helen Grace Fernandez

Joyce Ann Escanio
The Morphology and Mopheme

Morphology - Study of a structure of words or the study of the

forms of things. (ex. Unhappiness = un-happy-ness)

Morpheme - Smallest unit of the study.

The Morpheme Order Studies

Morpheme Order Studies (MOS) conform a set of studies in the

field of first and second language acquisition (Krashen, 1982).

It's an investigation of second language grammar whether it is

a NATURAL SEQUENCE for a learner to acquire second
language.
 What is the effect of Instruction to Acquisition?

The Morpheme Order Studies

Dulay and Bert (1973-1974) investigated the first language acquisition
order to Spanish and Chinese children and adults learning English.
There is a consistent acquisition order of grammatical
morpheme across second language learners.
It confirms the existence of NATURAL ORDER of acquisition in
second language learners.
2023
 What is the effect of Instruction to Acquisition?

Can it be "overtuned" by instruction?

Result: No study showed that so-called

natural order could be change
through instruction

2023
 What is the effect of Instruction to Acquisition?

Conscious Learning Vs.

Subconscious Acquisition

Conscious Learning Subconscious Learning

The conscious process of Facilitate the acquisition

learning is a system based on of the rules/ unintentional
rules and their application learning.
 Comprehensibile Input
“Language acquisition takes place through comprehension’-
Krashen.
Teachers find this study as not as reliable because they
believe that some of the learners did not learn what they
had taught.
Ellis investigated children and found out that it’s the
quality rather than the quantity of the instruction that is
mattered.

 This came to challenge Krashen comprehensible input

hypothesis

Swain (1985) investigated immersion program in Canada where

children receive content instruction in other language.

Swain found that the basic instructional pattern is when the

teacher is do most of the talking the but students got to say
very little.
 DEVELOPMENTAL STAGE

Pienieman (1989) is interested in the explanation for the disparity between

instruction and and acquisition based on speech processing.

According to the pedagogical grammar, speech processing items is quite

complex that makes the speaker hold the information whether the noun phrase
is singular or plural .
INTERACTION AND

INTERACTION AND
ACQUISITION

ACQUISITION

Do you think Interaction

is beneficial in learning
second acquisition?
Instruction does not lead to
acquisition.
Comprehensible input is
necessary and sufficient
for acquisition (Krashen,
1982).
Swain, (1985)
Comprehensible input
does not the only way
that lead to acquisition.
Pienemann ( 1989) Grammatical
forms will only be acquired when
instruction matches the learner’s
developmental stage.
Lim (1992) Quality of learner
participation in class is related
significantly to improvement in language
proficiency.
 THE EFFECT OF
INSTRUCTION ON ACQUISITION
THE MORPHEME CONCIOUS VS
ORDER STUDIES SUBCONCIOUS

COMPREHENSIBLE COMPREHENSIBLE
INPUT OUTPUT

DEVELOPMENTAL INTERACTION AND

STAGES ACQUISITION
 MODIFIED INTERACTION AND
THE NEGOTIATION OF MEANING

SMALL GROUP WORK

AREAS
TASK TYPES AND
DISCOURSE
MODIFIED
INTERACTION AND
THE NEGOTIATION OF
MEANING

The second key question confronting

second language pedagogy concerns
the relationship between task types,
modes of classroom organization, and
second language.
SMALL GROUP
WORK

HOW THIS WORK ?

According to Long (1976) Small
group communicative tasks
were (and still are) an
important way to
communicative in classrooms.
TASK TYPES AND DISCOURSE

TRANSACTIONAL TASKS INTERPERSONAL TASKS

The cognitive work that students are Engage students for the purpose of exchanging
actually asked to do in response to content information and ideas, meeting one's needs, and
expressing and supporting opinions through
speaking and listening or signing with others.
Language Learning

STRATEGIES &
ACQUISITION
What is the Relationship
between learning
Strategies and
acquisition?
Learning strategies are
the mental and
communicative
procedures learners use
in order to learn and use
language.
 Learning style
Are the general orientation ka to the learning
process exibited by learners
Let's Answer these:
What is the relationship between learning strategy
1 preferences and other learner characteristics such as
educational level, ethnic background, first language?

Do effective learners share certain strategy

2 preferences?

3 Can strategies be taught?

4 Does strategy training make diffrence to second-

language acquisition?
Defining learning strategies

O'MALLEY(1987)
COHEN AND Cognitive,
APHEK (1980) metacognitive,
socio-affective
vocabulary CAROLL(1981)
aquisition
Paired associates Inductive learning

samples of
language
 Paired Associates
learning items in linked pairs so that when
one is presented the other is called.
COHEN AND
APHEK (1980)
 CAROLL(1981)
Inductive learning Company profile
cognitive SOCIO
AFFECTIVE
which involved mental METACOGNITIVE
manipulation or which consisted of
transformation of
which involved using social
materials or tasks, interactions to assist in
intended to enhance thinking about the comprehension,
comprehension,
acquisition, or retention.
(or knowledge learning or retention of
of) the learning information

process,

THERE IS AN EFFECT ON SPEAKING BUT NOT ON LISTENING.

RESULTS COHEN AND APEK 1980-
paired association did result
in successful acquisition.
Carol (1981)
found that ability to study samples of
language and induct the rules governing
that particular aspect of language was an
aspect of language aplitude.

o”Malley
found that the training had a significant effect on speaking
, but not on listening.
 Strategy preferences
and biographical variables

Is the demographic variables has a

significant in languauge learning?

-Willing (1988)
STRATEGY PREFERENCES AND VARIABLES
Willing (1988) was looking for possible
correlations between learning preferences and
biographical Variables. Therefore he investigated
the ff variables:

Ethnic Group
Age group
level of residency in Australia
speaking proficiency
type of learning programs (full time-part time
course)
STRATEGY PREFERENCES
AND VARIABLES

Teachers accepted the biographical

factors of learning.
Teachers correction vs. Learner discovery
-Willing (1988)
STRATEGY PREFERENCES
AND VARIABLES

most of the findings was that none

biographical variables correlated
significantlý
With any of learning preference.-Willing (1988)
 STRATEGY PREFERENCES
AND VARIABLES

Thus, any statement to the effect that

Chinese are X or South Americans prefer
Y, or younger learners like Z’ or High-
school graduates prefer Q’ is certain to be
innacurate.
-Willing (1988)
STRATEGY PREFERENCES AND VARIABLES
Learners
types
learners types Learners categorized by type according to pattern of
and preferences their responses on the questionnaire.

01 Concrete Learners 02 Analytical Learners

Communicative Authority-oriented
03 Learners 04 Learners
THE GOOD
LANGUAGE LEARNER
There were differences between effective and
ineffective learners in terms of their awareness of
different types of strategy (Jones et al, 1987).

Effective learners use strategies more frequently,

and used a greater variety of strategies, than
students who were designated as less effective.
O Malley and Chamot (1990)
 CHARACTERISTICS OF THE
GOOD LANGUAGE LEARNER
Thompson (1983)

Find their own way

organize information about language
are creative and experiment with language
make errors work
use linguistics knowledge
THINGS THAT HELPED MOST
Conversation w/ english Finding opportunities
speakers / in groups to practice outside class

reading grammar rules

Accessing media listening

formal classes pronounciation

motivation vocabulary
STRATEGY TRAINING TASK
AND PERFORMANCE

Strategy training does make a difference in

several key areas . First, it had a significant effect on
student motivation. It also had a significant effect on
student knowledge of strategies, and their apprciation
of the used of strategies in their language learning.

The result of strategy training on used of the

strategies is less clear and reflect the fact thats
students had relatively few opppotunities to take
control of their learnings in context which the study
took place. In short the greater the attention the greater
the effect
 CHAPTER II
SUMMARY DIAGRAM
THE EMPIRICAL BASIS OF SECOND LANGUAGE TEACHING AND LEARNING

CONCLUSION
In this chapter, I have taken a selective look at some of the empirical research that has influenced
my own approach to pedagogy. I have done this to show that in the last 20 years the field has gone a
long way toward overcoming the pendulum effect in which teaching fashions have come and gone with
monotonous regularity, and the profession has been held in thrall by numerous persuasive rhetoricians.
The data presented in this chapter show that we have gone a long way toward rectifying this situation.

-David Nunan
REFERENCES
The Book of David Nunan: Second language teaching and learning
Psycholinguistics. (n.d.). Obo. https://www.oxfordbibliographies.com/display/document/obo-
9780199828340/obo-9780199828340-
0153.xml#:~:text=Psycholinguistics%20is%20the%20field%20of,first%20and%20second%20language%20acqu
isition
https://www.umass.edu/aae/Discourse_Pearson_pdeV_ELL2_2005_notfinal.pdf
Syntactic Development in Children. (n.d.). https://teachnews.gr/glwssologia-didaktikh/item/463-
syntactic-development-in-
children#:~:text=Syntax%20refers%20to%20the%20rules,as%20a%20child%20gets%20older.