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Language Acqusition

ELT Teacher Training
Prepared by

Tarık İNCE
Unit 1 First Language Acqusition
Telegraphic speech
they are not list of words
they are meaningful and having word order b...
Preschool years 4-6
Can ask questions
Give commands
Repeat real events
Create stories
Use basic structures
Continue to lea...
Approaches to native language acquisition

Behaviorism

say what I say

Kids are like a blank state
Errors can not be acce...
Interactionist / Developmental Perspective
Cognitivist + Interactionist = Learning from inside out
Interactionist position...
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
English language Acqusition
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English language Acqusition

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English language Acqusition

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Transcript of "English language Acqusition"

  1. 1. Language Acqusition ELT Teacher Training Prepared by Tarık İNCE
  2. 2. Unit 1 First Language Acqusition Telegraphic speech they are not list of words they are meaningful and having word order but but not grammatical Everybody learns language in the same sequence But AGE and SPEED is different Order of Acqusition of Grammar Morpheme Present progressive ing Plural S İrregular Past form Possessive ‘S Copula BE Articles Regular past ED 3th person Singular (S) Negation 1. using no at the beginning no cookies 2.using don’t 4. notice tense and person 3. more complex sentences can’t Questions what where who why when using rising intonation cookies? using declarative sentence rising intonation aware of the interrogative sentences inversions and yes-no questions why questions
  3. 3. Preschool years 4-6 Can ask questions Give commands Repeat real events Create stories Use basic structures Continue to learn new vocabularies Learn complex linguistic structures Can use language in variety of situations Interact with unfamiliar people on the phone Start developing metacognitive awareness School years Understand differences between meaning and reprensentive Different types of registers improve Spoken register: knowing how to speak with people Written register: knowing how to write people Start using standard language in school Give up ethnic and regional variety of language Continue to improve vocabulary Non-fiction text should be read Understand writing representation of words
  4. 4. Approaches to native language acquisition Behaviorism say what I say Kids are like a blank state Errors can not be accepted Accuracy is the most important thing Environment imitation positive reinforcement practice The quality and quantity of the language comes from environment The permanent reinforcement is very effective WEAKNESS: Innatist complex aspects of language What about the creativity of children Children never imitate randomly rather than selectively it is all in your mind Chomsky as other functions language acquisition is also pre programmed. Learn to walk = learn to speak LAD: it helps kids to acquire language A kid has more language knowledge than he is exposed to. This is called logical problem and it proves LAD Chomsky says that a kid was born with a special ability to learn language There is a black box in LAD which has universal rules of every language. Limited ability of cognitively kids can learn language UG
  5. 5. Interactionist / Developmental Perspective Cognitivist + Interactionist = Learning from inside out Interactionist position: human characteristics of a child they give importance to environment Supportive interactive environment Zone of Proximal Development: kids conversations with adults Child-directed speech: the language that used by adults Paraphasing (explaining) Slower rate of delivery Higher pitch More varied intonation There is a strong relation between cognitive an language acqusition
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