Stt177_L1-10/26/2023

26/10/2023 13:08

Linguistic comparison
How are languages classified into families? (2 ways)
• Genetic classification refers to the way languages are categorized according to their descent.
Question revision
• Typological studies group languages on the basis of similarities in their syntactic patterns,
morphological structure and phonological systems. Based on what ground(s) do we classify languages into groups?
Types of comparison within and between lanuages
What are the different directions for linguistic studies? From which are universal
Synchronic (at the same time) Diachronic (across time) features of languages found?
Intralingual (in a language) (1) Synchronic intralingual (2) Diachronic intralingual
comparison comparion What are the assumptions for CA to occur?
Interlingual (across (3) Synchronic interlingual (4) Diachronic interlingual
How is language acquisition (first language and second language) different from
languages) comparison comparion
language learning?

CA - history What are the theoretical models behind CA?

• Pearl Harbor attack
• The increasing number of immigrants to the US 1. Languages are classified into groups based on genetic classification and typological
--> the need to find a method to teach adults ASAP classification
○ genetic classification refer to the way languages are categorized according to
CA - assumptions their descent
• L1 qcquisition & L2 learning = totally different ○ typological studies group languages on the basis of similarities in their syntactic
• L1&L2 have different linguistic systems --> learning a new language is to add to the current system patterns, morphological structure and phonological systems
a new one 2. There are 4 different directions for linguistic studies:
• Similaririties = supposrt leaning; differences - hinder learning ○ synchronic intralingual comparison (one language at a time)
CA - Transfer ○ diachronic intralingual comparison (one language across time)
• Language transfer refers to the use of the first language (or other lanuages known) in a L2 ○ synchronic interlingual comparison (multi-language at a time)
context" (Gass&Behney, 2013,p47) ○ diachronic interlingual comparison (multi-language across time)
• The experience or performance on one task influences performance on some subsequent task 3. There are 3 assumptions:
(Ellis, 1965,p.3) ○ L1 acquisition and L2 learning are totally different.
○ L1 and L2 have different linguistic systems. Learning a new language is to add to
Verson of CA (follow: expectation - how - reference) the current system a new one.
• Strong Version ○ Similarities are for support learning, while differences hinder learning.
○ Predicting errors 4. Language learning is the process of actively trying to learn and understand a
○ Steps (whitman, 1970) (mô tả 1 khía cạnh in common -> lấy ví dụ khía cạnh đó -> chỉ ra sự language. LL happens more consciously and is more likely the result of formal
khác nhau --> đoán lỗi hs có thể gặp) teaching and instructions.
§ Description (mô tả targit language..) However, language acquisition is the process of gaining language naturally, relying on
□ (VD: plural N: adding s/ or es at the end of the words….) exposure.
§ Selection (choose typical words/ express..) 5. Theoretical models behind CA: (on chat gpt)
□ (vd: some typical words: books, in Vnese nhiều sách…) The Iceberg Model of Language Interdependence by Cummins (1980): This reference
§ Contrast (adding suffixes….) likely discusses Jim Cummins' theory of language interdependence. Cummins
§ Prediction proposed the Iceberg Model to explain the relationship between a learner's first
□ (VD: hs có thể struggle vs adding s/es into Nouns..) language (L1) and second language (L2) proficiency. In this model, Cummins suggests Strong version - reference
that there is a hidden part of language proficiency (the "iceberg") that is common to Provide examples for EACH of the levels below:
○ A hierarchy of difficulties
both L1 and L2, while the more visible parts of proficiency are specific to each A hierarchy of difficulties
1. Transfer - no difference
language. The idea is that skills and cognitive processes developed in L1 can transfer 1. Transfer - no difference
2. Coalescence - one item cover in two in L1
and benefit L2 learning. This model is influential in the field of bilingual education and the words "computer" is essentially the same, with a similar pronunciation and meaning. There is no
3. Underdifferentiation - absence
second language acquisition. difference between English and Vietnamese in this case.
□ (English borrow "pho" --> ez for Vnese to learn..)
Example: When a Vietnamese speaker learns English, they may find it easier to 2. Coalescence - one item covering two in L1
4. Reinterpretation - different application of existing items
understand English grammar rules related to sentence structure, such as subject- In Vietnamese, there are many words for "Uncle" such as: chú, bác, cậu. A Vietnamese learner of English
□ ("tired"_sleepy - "mệt"_sick, see doctor)
verb-object order, because Vietnamese and English share a similar word order. This is might use "uncle" to refer to various types of uncles, covering the distinctions present in their L1.
5. Overdifferentiation - new item
an example of the shared underlying proficiency (the "iceberg" component) that 3. Underdifferentiation - absence
□ "Universal grammar" - new concept in E but not exist in V
helps the learner. Vietnamese has a system of six different tones that change the meaning of words. English lacks tonal
6. Split - two items covering one in L1
distinctions. A Vietnamese speaker learning English might under-differentiate by not using tone to
□ Thông cảm (sympathy) - thấu cảm (empathy)
Language Transfer and Representation (Grass & Behney, 2013, p37): This reference distinguish between word meanings in English.
○ (Prator, 1967)
appears to discuss the concept of "language transfer." Language transfer refers to the 4. Reinterpretation - different application of existing items
influence of a person's first language (L1) on their second language (L2) acquisition. It In Vietnamese, the word "nước" can refer to both "water" and "country." In English, these are distinct
can manifest as positive transfer (where L1 knowledge aids L2 learning) or negative words. A Vietnamese speaker might reinterpret "nước" in English to mean "country," using it to describe
• Weak verson
transfer (where L1 interferes with L2 learning). The reference may delve into how a nation rather than just the substance "water."
○ Only explains learners' errors
linguistic features and structures from L1 can affect L2 representation and learning. 5. Overdifferentiation - new item
○ Steps for Error analysis
Example: In Vietnamese, adjectives often come after the noun they modify (e.g., In Vietnamese, the word "xe" can refer to various types of vehicles, including cars and bicycles. When
§ Step 1: collection of a sample of learner language
"người đàn ông tốt" means "a good man"). When a Vietnamese speaker learns learning English, a Vietnamese speaker might introduce a new term, like "xe đạp" for a bike, to over-
§ Step 2: Identification of errors
English, they might produce sentences like "a man good" instead of "a good man" due differentiate the concepts. In English, "car" and "bicycle" are already distinct terms, but the learner may
Two kinds of errors
to the influence of their native language's word order. This is an example of language create a new term to ensure clarity in their communication, leading to over-differentiation.
® Psycholinguistic Sources of Errors (Ellis, 1994, p.58)
transfer affecting the representation of adjectives in English. 6. Split - two items covering one in L1
◊ Errors In English, there are separate words for "brother" and "sister." In Vietnamese, the word "em" can be
} Competence (errors)
Language Transfer and Interference (Brown, 2006, p109): This reference seems to used for both. A Vietnamese learner of English might split this concept and use "brother" and "sister"
– Transfer (L1--> L2 bị lỗi nên cần CA để giải thích)
address a similar concept, which is the interaction between the first language (L1) and separately to refer to male and female siblings.
– Intralingual (ptr tự nhiên -> bị mắc lỗi -> giống lỗi native (Prator, 1967)
speakers mắc phải --> k cần CA) the second language (L2). It likely discusses how L1 can both facilitate and hinder the
– Unique learning of L2. Language interference occurs when elements of L1 disrupt the correct
} Performance (mistakes) (k dùng đc CA) usage of L2, and understanding this phenomenon is important in language acquisition
– Processing problems and teaching. Interlingual vs. Intralingual errors
– Communication strategies Example: Vietnamese has a different system of verb tenses and aspect markers
compared to English. A Vietnamese speaker might say, "Yesterday I go to the store" 1, What are different reasons for developmental errors (intralingual
§ Step 3: description of errors instead of "Yesterday I went to the store" because of the influence of the present- errors)?
§ Step 4: Explaination of errors tense marker "đi" (go) in Vietnamese. This is an example of language interference
• Moderate version affecting the proper use of verb tenses in English. • Overgeneralized: Learners apply a language rule too broadly,
○ The problems caused by the similarity between L1 and L2 items even when it doesn't fit.
○ The stimulus generalization principle which states that a person might respond the same
way to two stimuli that they consider similar --> confusion • Incomplete Knowledge: Learners may not have fully acquired
○ Method = combination of strong + weak (apply weak first --> strong ) (đầu của weak + cuối certain grammar or vocabulary aspects.
của strong)
• Learned Rules: Sometimes, learners adopt incorrect rules or
structures during the learning process.

2, Provide examples for Interlingual/transfer errors and Intralingual

errors.

• Transfer errors: Vietnamese Ss may say that "I 20 years old"

meaning "Tôi 20 tuổi" instead of "I am 20 years old"

• Intralingual errors: learners may apply the -ed rule too broadly.
They may write "I goed to school yesterday" instead of "I went to
school yesterday"