Part 1- What Everyone Should Know about Second Language Acquisition

Part 1 of 6 of Professor Bill VanPatten's MiWLA 2013 presentation: What Everyone Should Know about Second Language Acquisition.

[@cylt5113]

Things we know about language acquisition are not trickling down to teachers. How true. Just at the start of this video, but wonder how much of this may be commercial. SLA covers a huge area and every speaker is different coming from a different starting place, in a different learning environment with a different target.

[@jonjomurphy4640]

This video discusses the relationship between assumed conscious language knowledge and subconscious language knowledge. This video helps teachers become critical of ideas about language and language acquisition that some may not even be aware of - Prof Bill VanPatten introduces his research into this in an informational yet accessible manner. After viewing this video, how have your views on your students changed (if at all?) Will your practice change?

[@agirlcalledrinn]

Thank you for sharing!

[@castwire]

This BVP! He's the REAL DEAL! He's the Diva of SLA! I am so so so proud to be the first Indonesian who has talked to him about SLA! :) Off course, I won't forget KRASHEN! Now, Krashen is The KING! :)

[@mohammedzaheerkhan8191]

Quite helpful and useful for everyone who has to acquire a second language. Thanks a lot for uploading such a nice video. Good luck with warm regards.🌷🌷🌷🌷

[@RogerWazup007]

The response I might've given to the rules for yes/no questions in English: For non-modal verbs other than to be and there is/are, you use do (in the needed form and tense) + the subject + the unconugated verb For to be and there is/are: the form of to be + the subject, or is/are (in the needed tense) + what there is/are For modal verbs: modal verb + subject + unconjugated verb With compound tenses applying the applicable rule, and with continuous/progressive tenses having the last verb end in -ing But people base what they say on what sounds natural, which is based on what they've heard others say after repeated exposure.

[@britishenglishlanguagecons3728]

Guess about rule for "re" (before listening to the answer) - We can ad "re-" to a verb that achieves a change of state

[@dianedavidson5283]

But the audience participation works for me! And I'm all a-dither with the diagram or circles or something - the representation... hoping to learn more ... 11:31. :)

[@sergueymelnikov7977]

I fall asleep before Professor went to the point.

[@darrenseinfeld]

BVP!!!!!

[@britishenglishlanguagecons3728]

Answer about use of "ain't" (before listening to the answer) - "Ain't" stands for "am not", "aren't", "isn't", "haven't" or "hasn't". The second example sentence isn't natural because we don't say "I haven't have any".

[@dianedavidson5283]

"The little suffix 're' can be added to verbs." He means "prefix." Does he catch this? I was going to enjoy this, but I'm fussy. 4:38.

[@TheCompleteGuitarist]

That's a shame. Everyone fails your class :(

[@EverLearner4]

12:25 A joke?

[@EverLearner4]

“Okay” Funny how he telss himslef to shut up

[@USERNAMEfieldempty]

"What *everyone* should know about 2nd language acquisition".... as long as you're a native speaker who can decode his ultra-fast regional speech!

[@betavulgaris7888]

He's not speaking quickly.

[@stevesmith291]

If you find it hard to understand, use the subtitles.

[@jomana19990]

He speaks a bit quickly but I can get it clearly, since English is my second language :)

[@TimGeerlings]

Please note the context the talk was given. It was in a conference in Michigan to a group of language teachers who are all either native English speakers (familiar with the regional speech he is using) or very advanced learners of English who teach in contexts where they must use English for communication with colleagues, administrators, parents, etc.

[@FabianChavez593]

I’m Ecuadorian, a non-native speaker, but I got everything he said. I don’t think his speech was fast. Anyway, you can turn on the subtitles

[@4sername]

This guy looks so small to me, like 5' 2", but no way . . .

[@dmitryrazumikhin4724]

Ah yes, very enlightening, yet the most pressing question remains unanswered. Who is the blonde girl in the first row?

[@MrKakaedu]

lol

[@StillAliveAndKicking_]

This is nonsense. What you are presenting is Universal Grammar and you falsely claim that it describes what is in our head. Firstly, it is a theory of language and secondly there is a massive body of evidence that demonstrates that UG is just plain wrong. I’m rather shocked that an academic faculty member would present a theory as fact, instead of telling the students the truth.