Authentic Input in Early Second Language Learning

Pinsonneault, Bridget C.

Publication:
Authentic Input in Early Second Language Learning

dc.contributor.advisor	Rosemary Weston-Gil
dc.contributor.author	Pinsonneault, Bridget C.
dc.contributor.department	University of Massachusetts Amherst
dc.contributor.department	Hispanic Literatures & Linguistics
dc.date	2023-09-22T19:37:21.000
dc.date.accessioned	2024-04-26T20:41:56Z
dc.date.available	2024-04-26T20:41:56Z
dc.date.issued	2008-01-01
dc.date.submitted	2008-May
dc.description.abstract	Several foreign language teaching methods facilitate the acquisition of a second language. This research proposes a new pedagogical method for teaching second languages, which is especially practical for younger L2 learners. Lenneberg (1967) has proposed the Critical Period Hypothesis which states that the critical period for foreign language acquisition ends when the acquirer reaches puberty (DeKeyser 2000). Therefore, his work may imply that learning a second language during this “critical period” is useful for foreign language learning. Furthermore, Krashen’s (1982) “Affective Filter Hypothesis” links authentic input as a useful tool in the second language classroom because this type of input can lower the “Affective Filter” of the second language learner. The current study examines if authentic input leads to acquisition of lexical chunks , acquisition of vocabulary and the beginning stages of the acquisition of some aspects of the lexicon, such as root morphemes and plural morphemes, and in some cases, gender morphemes in Spanish for a group of second language learners whose native language is English. Authentic input is incorporated into the language instruction through the use of songs, games, stories that are derived from the target language and culture. This research proposes that language transference is occurring from first language, or L1, to second language, or L2, as the participants may fall under Minimal Trees Hypothesis of Vainikka and Young Scholten (1994; 1996a; 1996b). Since the participants are still developing lexicon and lexical chunks in their L1, this occurrence may aide in the transference from the L1 to the L2. The subjects of the study are seventeen kindergarten, first and second grade students, who have not previously learned a second language. The results from the study confirm that the participants did learn lexical chunks in the target language after being introduced to the L2 via the authentic materials. Additionally, the participants were able to demonstrate acquisition of agreement in number in the L2. The long-term results also confirm the initial set of results.
dc.description.degree	Master of Arts (M.A.)
dc.identifier.doi	https://doi.org/10.7275/570377
dc.identifier.uri	https://hdl.handle.net/20.500.14394/44974
dc.relation.url	https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1236&context=theses&unstamped=1
dc.source.status	published
dc.subject	Language
dc.subject	Second Language Acquisition
dc.subject	Spanish
dc.subject	Latin American Languages and Societies
dc.subject	Linguistics
dc.title	Authentic Input in Early Second Language Learning
dc.type	open
dc.type	article
dc.type	thesis
digcom.contributor.author	isAuthorOfPublication\|email:bpinsonn@spanport.umass.edu\|institution:University of Massachusetts Amherst\|Pinsonneault, Bridget C.
digcom.identifier	theses/150
digcom.identifier.contextkey	570377
digcom.identifier.submissionpath	theses/150
dspace.entity.type	Publication