Chapter 4 Learner language Spader
Types of erorrs made by learners as far as the influence of the first language on the second language learning is concerned.
One way of measuring learners’ progresses: teacher measures how close the learner language is to the target language according to what had been tought. Notice that sometimes increase in error may be an indification of progress. Eg. One is tought irregular verbs far before is tought the rule of ading –ed. This means that learner who says: “I buyed a bus ticket” may know more about English grammar than one who says “ I bought a bus ticket”.(what the fuck!)
The concept of learner language: Children’s early language is not simply an imperfect imitation of adult sentences, but a developing system with its own interim structure. They acquire the knowledge of grammar in sequences. Until the late 60s it was believed tha errors made in second language learning stemed from pure translation from the first language. There are some different reasons, though. Some errors can be make bi-directional ( eg. French-English, English-French) eg. In the structure of a sentence (szyk zdania). One transfers his first language knowledge into the second language he/she is learning. However, learners do have some intuition leading them to concede that some features are less transformable than others.(I teraz mój free style ale spoko o to chodzi czyli wyrażenia idiomatyczne don’t make me a village-nie rób mi wioski ponoć powinniśmy kumać że tego się żywcem nie tłumaczy). During the 70s an “error analisys” became known. It involved a detailed description and analisys of errors made by second language learners. If one makes a mistake he/she reflects his/hers current understanding of rules. Error analisys was based on the assumption that like child language second language learner language is a system in its own right-one which is rulegoverned and predictable.(fucking shit). Larry Selinker gave the name interlanguage to learners’ developing second language knowledge. Analysis proved that interlanguage has some characteristics of the language previously learned by the learner, second language and some which seem to be very general. Interlanguages are systematic but dynamic.
Developmental errors- a student reflects his understanding of the second language system itself rather than an attempt to transfer characteristics of their first language ( they may be made by children acquiring English as well as their first language).( ja już po prostu będę pisała ibidem bo szkoda już angileskiem chujami tego markować) Overgeneralization- errors caused by trying to use a rule in a context where it doen’t belong.(ibidem fuck) Simplification- elements of a sentence are left out or where all verbs have the same form regardless of person, number or tense. Transfer(interferance) errors- are based on transfering patterns from one language to another (mówienie zdań angielskiech szykiem polskim albo chińskim).
Developmental sequences: What is learned early by one is learned early by others, even when they come from different first language backgrounds and different learning environments. Though, it doesn’t have to be so. Eg. Every English sentence has at least one article ( a the…) thus students have problems with using them. Grammatical morphemes: reasearch showed a higher degree of accuracy for plural than for passive ,–ing or-ed. This suggests that this accuracy order is not determined entirely by the learners first language. However, german laerners who have possesive “-s” seem to acquire this faster and earlier than those whose first language has a different way of forming possesive.(dopełniacz saxoński).(ibidem fuck) Negation: the same as with saxon genetiv ( auf Deutsch : Sie kommen nicht nach house. In English: they come not home.- student makes mistake due to his first language patterns). Questions: quite the same those who have inversion in their first language will simply pass through such questions while learnig English. Relative clauses: students seem to acquire sentences with subject and direct object positions( the girl who was sick went home) earlier than those with indirect object and object proposition( the woman whom I gave the present to was absent). Refernce to past: it takes time for a learner to begin to use grammatical morphemes. It happens that they tend to use past with some verbs more often than with others because the recognize the need to mark past more easily in: “I broke the vase” than in : “She seemed happy last week”. The first refers to a completed event while the other to states and activities without a clear end-point. Movement through developmental sequences: developmental stages are not like closed rooms, learners don’t laeve one behind when they enter another.(ibidem fuck) .
In English we have SAVO order subject-adverb-verb-object. Marry often drinks tea.
In French we have SVAO Marie boit souvent du thé.
(Czyli inne szyki zdania a uczniowie je transferują robiąc błędy.)
AND WHAT THE FICKING SHIT !!!!
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