In these slides you can find information about first and second language acquisition, as well as the theories about the origin of language and how a child and a adult acquires it.
7. This term refers to the
language a person learns
from birth.
1st
Languaje
2nd
Languaje
It refers to a language which is not a
mother tongue but which is used for
certain communicative functions in a
society. It’s learned after the first
language
8. FEATURE L1 ACQUISITION L2 (FOREIGN LANGUAGE)
ACQUISITION
1. Overall
success
children normally achieve
perfect L1 mastery
adult L2 learners are unlikely to achieve
perfect L2 mastery
2. General
failure
success guaranteed complete success rare
3. Variation little variation in degree of
success or route
L2 learners vary in overall success and
route
4. Goals target language competence L2 learners may be content with less
than target language competence or
more concerned with fluency than
accuracy
5. Intuitions children develop clear
intuitions about correctness
L2 learners are often unable to form
clear grammaticality judgments
6. Instruction not needed helpful or necessary
7. Negative
evidence
correction not found and not
necessary
correction generally helpful or necessary
Differences between L1 and L2
acquisition
12. ACQUISITON LEARNING
IMPLICIT, SUBCONSCIOUS EXPLICIT, CONSCIOUS
NATURAL ARTIFICIAL
PERSONAL TECHNICAL
SPOKEN LANGUAGE WRITTEN LANGUAGE
PRACTICE THEORY
ACTIVITIES IN THE LANGUAGE ACTIVITIES ABOUT THE LANGUAGE
FOCUS ON COMMUNICATION FOCUS ON FORM
PRODUCES AN ABILITY PRODUCES KNOWLEDGE
DEPENDS ON ATTITUDE DEPENDS ON APTITUDE
13. PERSONAL COMMENTARY
• Right now we as future teachers, have to understand the difference
between the two words, acquisition and learning, because our students
will learn a language. We have to know how the learning process works, to
make it really for everyone to catch the ideas and really comprehend the
grammar of any language. Of course we as a group wanted to contain all
the main concepts of all the terms; that’s why we looked up in books and
on internet the information that we needed. And thanks to that research
we could answers questions and obtain new information about Didactics.-
Carlos Cabezas
• The question-answer work was an integrative activity. It allowed us to
learn some of the bases of the subject. At the same time, we shared ideas
and opinions about each questions. Thus, it helped us to form knowledge
through dialogue between our classmates.- Cesar Pineda
• Our work was participatory, because all members help to do the
homework, we as future teachers must learn to work together. Our work
was interesting and we don't have problem to do it, maybe because we are
friends and we have the respect and the obligation with each other for not
do the things wrong. –Anggy Zambrano
14. • I strongly believe that as much as you learn , it is the best .Principally if you want to become
an excellent teacher .That is why I founded very interesting the topics that we were
investigating and discussing. I realized that there are a lot of information in the internet
about the themes so we did not know which information is the correct , because most of the
times the authors have different points of view. That is the thing that I founded a Little bit
difficult. On the other hand I really enjoyed reading and looking for the best answers to our
group´s questions. I believe that all of this information in our mind is going to work in our
professional life.-Alejandra Vasconez
• In my opinion this kind of work groups are very important and necessary because we
learn to study in group working with all ideas from our partners, so it's interesting hare
good moments where the knowledge is indispensable. I think that relationship could be
better if students work in that way- Michelle Granja
• In my opinion this work was very funny and interesting; because when we interact with
my friend we learn and understand all about that our topic. Other thing very important
was that the topic was easy to now because all the integrand worked very well.-
Katherine Camacho
PERSONAL COMMENTARY
15. BIBLIOGRAPHY
• Dubois, J; Giocomo, M; guespin, L; Marcelles, J y C; Mevel, J
(1986). “Diccionario de lingüística”.Ed. Alianza. España: Madrid
• Consuegra, Natalia (2010). ” Diccionario de psicología”. 2da Ed.
Ecoe Ediciones.
• Newmeyer, Frederick (2000). “ language form and language
function”. Ed. First MIT. England: London.
• Clark, Eve. (2003). First Language Acquisition. Cambridge
University Press.
• Ingram, David. (1989). First Language Acquisition: Method,
Description and Explanation. Cambridge University Press.
• Lust, Barbara. (2006). Child Language: Acquisition and Growth.
Cambridge University Press.
• Pecchi, Jean. (1994). Child Language. London: Routedge.
• Saxton, Matthew. (2010). Child Language: Acquisition and
Development. London: SAGE.
16. WEBGRAPHY
• Center for adult English language acquisition. “Second language
acquisition in Adults: From Research to Practice”. Disponible en:
http://www.cal.org/caela/esl_resources/digests/SLA.html
• Acquisition. (n.d.). Dictionary.com Unabridged. Retrieved from
Dictionary.com website:
http://dictionary.reference.com/browse/acquisition
• Birner, Betty. (1994). Language Acquisition. Retrieved from:
http://www.linguisticsociety.org/sites/default/files/Language_Acquisiti
on.pdf
• Cicerchia, Meredith. (2014). Language learning vs. language acquisition.
Retrieved from: https://lingua.ly/blog/language-learning-vs-language-
acquisition/
• Learning. (n.d.). Merrian-Webster Dictionary. Retrieved from Merriam-
webster.com website: http://www.merriam-
webster.com/dictionary/learning
• Theories of Language Development. (n.d.) Language Development.
Retrieved from: http://languagedevelopment.tripod.com/id15.html
