This document discusses first language acquisition and second language acquisition. It provides definitions and discusses the stages of first language acquisition including cooing, babbling, one-word stage, two-word stage and telegraphic speech. It also discusses the acquisition process involving learning through imitation, correction, developing morphology, syntax and semantics. The document then discusses second language acquisition, the difference between acquisition and learning, and factors that can create barriers to second language acquisition such as age and affective factors. It concludes by discussing different language teaching methods such as grammar translation, audiolingualism, and communicative approaches.
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
What is Universal Grammar Theory and its Criticism Farhad Mohammad
This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
Second language acquisition 120501105117-phpapp02 (1)Iqra Randhawa
This document discusses several theories of second language acquisition:
1. Universal Grammar theory proposes that humans are born with an innate language faculty.
2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition.
3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.
Linguistic oriented theories,behaviorism and innatismHina Honey
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
This document summarizes techniques for teaching pronunciation to English language learners. It discusses focusing on intelligibility over perfection, common pronunciation problems faced by learners, and reasons for using phonemic symbols. It also outlines different approaches for when to teach pronunciation such as through whole lessons or integrated phases. Examples are provided for working on sounds, stress, intonation, spelling sounds, and connected speech. The document aims to give teachers strategies and activities for helping students improve their pronunciation skills.
Children progress through distinct stages in acquiring their first language from birth to age 4:
(1) Early vocalizations and babbling reflect the sounds of the language being learned. (2) Around 12 months, children say their first words. (3) By age 2, children start combining words into simple sentences of 2 words. (4) By age 4, children are able to use complex language structures like questions and commands most of the time. Theories on how children acquire their first language include behaviorism through imitation and reinforcement, as well as nativism which posits an innate language acquisition device.
Chapter two -First Language Acquisition -All.pptFawziEltayeb
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
What is Universal Grammar Theory and its Criticism Farhad Mohammad
This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
Second language acquisition 120501105117-phpapp02 (1)Iqra Randhawa
This document discusses several theories of second language acquisition:
1. Universal Grammar theory proposes that humans are born with an innate language faculty.
2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition.
3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.
Linguistic oriented theories,behaviorism and innatismHina Honey
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
This document summarizes techniques for teaching pronunciation to English language learners. It discusses focusing on intelligibility over perfection, common pronunciation problems faced by learners, and reasons for using phonemic symbols. It also outlines different approaches for when to teach pronunciation such as through whole lessons or integrated phases. Examples are provided for working on sounds, stress, intonation, spelling sounds, and connected speech. The document aims to give teachers strategies and activities for helping students improve their pronunciation skills.
Children progress through distinct stages in acquiring their first language from birth to age 4:
(1) Early vocalizations and babbling reflect the sounds of the language being learned. (2) Around 12 months, children say their first words. (3) By age 2, children start combining words into simple sentences of 2 words. (4) By age 4, children are able to use complex language structures like questions and commands most of the time. Theories on how children acquire their first language include behaviorism through imitation and reinforcement, as well as nativism which posits an innate language acquisition device.
Chapter two -First Language Acquisition -All.pptFawziEltayeb
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
This document summarizes key aspects of second language acquisition based on the book "How Languages are Learned" by Pasty M. Lightbown and Nina Spada. It discusses learner characteristics and learning conditions, approaches to studying learner language such as contrastive analysis and error analysis, developmental sequences in areas like grammatical morphemes and questions, and factors that influence development such as first language transfer and vocabulary learning. The document also briefly outlines stages of development for negation, possessive determiners, relative clauses, and reference to past, as well as the influence of pragmatics, phonology, and methods for sampling learner language.
Mentalist and Behaviorist Theory of SLAWenlie Jean
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
Behaviorism ,Introduction to language Learning Theories & Behaviorist TheoryNaqvisailya
Introduction to Applied Linguistics, Introduction to Language Learning Theories , Behaviorism , Behaviorist Theory , proponents and tenants of Behaviorism, stages of child language acquisition.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
This document discusses learner errors and error analysis in second language acquisition. It notes that making mistakes is a natural part of the learning process. Error analysis examines learner errors to understand how language is acquired and what strategies learners employ. The study of errors can help teachers and researchers. The document outlines the process of error analysis, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating error seriousness. It discusses different error types and taxonomies. While error analysis provided insights, its methods were limited; however, it made important contributions to the field of SLA.
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
Theoretical approaches to first language aquisitionSiwar Bdioui
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
This document discusses theories of second language acquisition, including Noam Chomsky's theory of Universal Grammar and Stephen Krashen's Monitor Model. Krashen's Monitor Model proposes that language is acquired through exposure to comprehensible input, not conscious learning of rules. It suggests language acquisition is a subconscious process, while learning involves conscious attention to form and rules. The focus should be on creating conditions for acquisition rather than learning.
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
LESSON 1-First and SEcond language acquisition.pptxPascualJaniceC
The document discusses first and second language acquisition, outlining the stages of acquiring a first language from babbling to telegraphic speech, and comparing this process to learning a second language as an adult, which faces barriers like insufficient focus, incentive, and the passing of the critical period for acquisition. It also examines factors that affect second language learning like age, affect, and the emphasis on different teaching methods from grammar translation to communicative approaches.
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
This document summarizes key aspects of second language acquisition based on the book "How Languages are Learned" by Pasty M. Lightbown and Nina Spada. It discusses learner characteristics and learning conditions, approaches to studying learner language such as contrastive analysis and error analysis, developmental sequences in areas like grammatical morphemes and questions, and factors that influence development such as first language transfer and vocabulary learning. The document also briefly outlines stages of development for negation, possessive determiners, relative clauses, and reference to past, as well as the influence of pragmatics, phonology, and methods for sampling learner language.
Mentalist and Behaviorist Theory of SLAWenlie Jean
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
Behaviorism ,Introduction to language Learning Theories & Behaviorist TheoryNaqvisailya
Introduction to Applied Linguistics, Introduction to Language Learning Theories , Behaviorism , Behaviorist Theory , proponents and tenants of Behaviorism, stages of child language acquisition.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
This document discusses learner errors and error analysis in second language acquisition. It notes that making mistakes is a natural part of the learning process. Error analysis examines learner errors to understand how language is acquired and what strategies learners employ. The study of errors can help teachers and researchers. The document outlines the process of error analysis, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating error seriousness. It discusses different error types and taxonomies. While error analysis provided insights, its methods were limited; however, it made important contributions to the field of SLA.
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
Theoretical approaches to first language aquisitionSiwar Bdioui
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
This document discusses theories of second language acquisition, including Noam Chomsky's theory of Universal Grammar and Stephen Krashen's Monitor Model. Krashen's Monitor Model proposes that language is acquired through exposure to comprehensible input, not conscious learning of rules. It suggests language acquisition is a subconscious process, while learning involves conscious attention to form and rules. The focus should be on creating conditions for acquisition rather than learning.
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
LESSON 1-First and SEcond language acquisition.pptxPascualJaniceC
The document discusses first and second language acquisition, outlining the stages of acquiring a first language from babbling to telegraphic speech, and comparing this process to learning a second language as an adult, which faces barriers like insufficient focus, incentive, and the passing of the critical period for acquisition. It also examines factors that affect second language learning like age, affect, and the emphasis on different teaching methods from grammar translation to communicative approaches.
Chapter 1 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
The document discusses language acquisition and processing in children. It notes that children have an innate ability to learn language like other skills, and can learn complex language systems quickly by age 5 without being consciously taught. Children progress through stages from babbling to one word to multi-word sentences as their vocabulary and grammar develop. Theories suggest both nature and nurture influence language acquisition, as children learn regular patterns in language from their environment to develop language skills.
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
This document discusses explicit language development (ELD) instruction for English learners. It defines ELD as explicitly teaching the forms of English, including vocabulary, grammar, and language functions, with a focus on speaking and listening. It cites research that shows stand-alone ELD classes taught in a systematic way leads to stronger English proficiency gains compared to other models. However, ELD faces challenges due to lack of resources and disbelief in its effectiveness. The document calls for advocates to address these issues and crowd-source teaching materials to help make high-quality ELD instruction a reality.
Krashen's hypotheses propose that language is acquired subconsciously through meaningful interaction and exposure to comprehensible input, and that learning involves conscious grammatical rules which act as an editor. Vygotsky's theory emphasizes that cognitive development occurs through social interaction and language learning. Errors are an important part of the learning process as learners experiment, and differences between L1 and L2 acquisition include age of learning, context, and ways of learning.
The document discusses theories of first language acquisition, including:
1) Behaviorist theory which views language as learned through imitation, reinforcement, and habit formation. However, this does not explain creativity or competence in language.
2) Cognitive/innatist approach proposed by Chomsky which argues humans have an innate Language Acquisition Device that enables learning any language.
3) Stages of first language development from birth to age 6 including crying, babbling, one-word sentences, and developing grammar and vocabulary.
4) Chomsky's idea of a critical period for language acquisition, where deprivation of language input during early childhood makes full acquisition difficult or impossible.
There is a high demand for ESL classes in Bryan, Texas based on community needs assessments. The local Adult Learning Center and churches have long waiting lists for their ESL programs. Another organization that offered classes to 100 people had to turn away 300 people due to overwhelming interest. Bryan has a large Spanish-speaking population that wants to improve their English skills to enhance their job and life opportunities. This document provides an overview of how to effectively teach ESL, including establishing a safe classroom environment, using comprehensible input, and following lesson planning guidelines.
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
The document provides guidance on teaching speaking skills in the classroom. It begins by defining speaking and outlining the major speech types. It then discusses the linguistic elements involved in speaking and some of the difficult aspects. The document emphasizes teaching students to overcome these difficulties. It also outlines the micro and macro skills needed for oral communication and discusses factors that can affect students' spoken abilities. Principles for teaching speaking are presented along with sample lesson plans, activities for teachers and students, and suggestions to improve student responses.
This document provides an overview of an English module that covers further developing reading, writing, listening, and language skills. It discusses key concepts like primary and secondary languages, the five basic areas of language skills, and stages of language development. Assessment includes an assignment worth 130 marks and a 3-hour examination with the same format as the assignment. The module will cover units on forms of language learning, theories of language development, and developing listening skills.
Second Language Acquisition: An IntroductionJane Keeler
The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. TSL426
FIRST LANGUAGE ACQUISITION
AND SECOND LANGUAGE
ACQUISITION
PREPARED BY :
NUR SYAHIRAH BINTI ROSLAN (2015146359)
SYAZANA BINTI MOHAMAD (2015158939)
3. DEFINITION
• Refers to first-language acquisition, which studies infants'
acquisition of their native language.
• This is the acquisition of the mother tongue.
• The process by which humans acquire the capacity to
perceive and comprehend language, as well as to produce
and use words and sentences to communicate.
• Language acquisition is one of the quintessential human
traits, because non-humans do not communicate by using
language.
4. INPUT
• Input is where human infants are certainly
helped in their language acquisition by the
adults in the home environment.
• “baby talk” is where speech style adopted by
someone who spends a lot of time interacting
with a young child.
• Examples for simplified words are “tummy” ,
“mama” “poo-poo” “pee-pee” and others.
5. Caregiver Speech
• Also described as “motherese” or “child-
directed speech”.
• There are four types of caregiver speech :
Frequent use
of questions
Often using
exaggerated
intonation
Extra loudness
A slower
tempo with
longer pauses
BACK TO QUESTION 1
8. 1) Cooing
• Between 2-4 months.
• The child gradually becomes capable of
producing vowel-like sounds, such as [i] and [u]
• Repetition of the vowel sounds.
• Express satisfaction or pleasure.
9.
10. 2) Babbling
• Between 6-8 months.
• The child produces a number of different
vowels and consonants, such as ba-ba-ba and
ba-ba-da-da, which at times can almost sound
like a real speech.
• Uses consonants B, M, D and G.
BACK TO QUESTION 2
11.
12. 3) The one-word stage
• Between 12 – 18 months.
• One or two recognizable word.
• Resembles words or simple phrases.
• Words that utter everyday objects such as
“milk” , “cat” , “spoon”
13. 4) The two-word stage
• Begin around 18 – 20 months.
• At least 50 different words.
• Simple sentences, grammatically incorrect and
perhaps missing information.
• Variety combination words appear.
• For examples :
• baby chair, daddy car, more milk, cat bad.
14. • The phrase “baby chair” may be taken as :
1) an expression of possession = (this is baby’s
chair) or
2) as a request = (put baby in the chair) or
3) as a statement = (baby is in the chair)
15. 5) Telegraphic speech
• Between 2 – 3 years old.
• The child begins producing a large number
that could be classified as “multiple-word”
speech.
• The child vocabulary has grown to hundreds
of words during this stage and pronunciation
become more clearer.
16. • Almost complete sentences.
• Correct/proper word order.
• Physical development : running and jumping.
• For examples :
a) this shoe all wet
b) daddy go bye-bye
c) cat drink milk
18. 1) Learning through imitation
• Basis of child’s speech production used by young
children.
• They may repeat single words or phrases, but not the
sentences structures.
• It is likely that the children understand what are the
sentences but they express what they understand by
their own.
• For examples :
• Mum is hungry = mum hungry
• The cat is sleeping = cat sleep
19. 2) Learning through correction
• It is unlikely that adult “corrections” are a very
effective determiner of how the child speaks.
• The child will continue to use a personally
constructed form, despite the adult’s repetition of
what the correct form should be.
• Example :
Child : My teacher holded the baby rabbits.
Mother : Did you say your teacher held the baby rabbits?
Child : Yes.
Mother : Did you say she held them tightly?
Child : No, she holded them loosely.
20. 3) Developing morphology
• By the time a child is two-and-a-half years old, he or she is
going beyond telegraphic speech and the child indicates the
grammatical function of the nouns and verbs used.
21. 4) Developing syntax
• In the formation of questions and the use of
negatives.
• The child goes through with 3 stages :
Stage 1 occurs
between 18 – 26
months
Stage 2 occurs
between 22 - 30
months
Stage 3 occurs
between 24 - 40
months
22. Forming questions Forming negatives
First stage :
Wh- form (Where, Who) to the beginning
of the expression.
Examples : Where mummy?
Who is that person?
First stage :
A simple strategy of putting NO or NOT at
the beginning.
Examples : not a teddy bear
not sit here
Second stage :
More complex expressions can be formed.
Wh-forms, such as What and Why.
Examples : What is mummy doing?
Why daddy is not home yet?
Second stage :
Additional negative forms “don’t” and
“can’t” appear, and with no and not.
Examples : He not bite you
You cant dance
Third stage :
The movement of the auxiliary in English
questions (I can have… -> Can I have…?)
Generally quite close to adult model.
Examples : Can I have a piece?
Will you help me?
Third stage :
Other auxiliary forms such as didn’t and
won’t.
Examples : I didn’t buy it.
She won’t let go.
23. 5) Developing semantics
• During the two-word stage, children use their limited
vocabulary to refer to a large number of unrelated
objects.
• Overextension : overextend the meaning of a word
on the basis of similarities of shape, sound and size.
• Example : use ball to refer an apple, an egg or a ball.
BACK TO QUESTION 3
26. • the process by which people learn another language in addition to
their native language.
• First language as (L1) whereas foreign or second language is
(L2).
• A distinction is sometimes made between learning in a “foreign
language” setting (learning a language that is not generally spoken
in the surrounding community) and a “second language” setting
(learning a language that is spoken in the surrounding community).
• Example : Japanese students in an English class in Japan are learning
English as a foreign language (EFL) but if those same students were
in an English class in USA, they would be learning English as a second
language (ESL).
SECOND LANGUAGE LEARNING
27. ACQUISITION AND LEARNING
• Gradual development of ability in a language by using it naturally in
communicative situations with others who know the language.
• Takes place without a teacher.
• Example : Children who “pick up” a second language from long
periods spent in interaction, constantly using the language with the
native speakers of the language as their L1.
Acquisition
28. • A conscious process of accumulating knowledge of the features of
language such as pronunciation, vocabulary and grammar.
• Takes place with a teacher.
• Result in more knowledge “about” the language than fluency in
actually using the language.
• Example : A student can fill in the blanks on a grammar page but
knowing grammar rules does not necessarily result in good
speaking as they may not be able to speak fluently.
Learning
29. ACQUISITION BARRIERS
1) Insufficient focus on the process (adults have a lot of other things to do and think
about, unlike very young children).
2) Insufficient incentive (adults already know a language and can use it for their
communicative needs)
3) The “critical period” for language acquisition has passed (usually around the
time of puberty)
4) Affective factors such as self-consciousness that inhibit the learning process.
30. THE AGE FACTOR
• ADULT
• Difficult to acquire another language fully after the critical period for language
acquisition has passed.
• Result to loss of flexibility or openness to receive the features of another language.
• CHILDREN
• Quicker and more effective L2 learners in class.
• Optimum age for learning (10 – 16 years old) when the flexibility of the inherent
capacity for language has not been completely lost.
31. AFFECTIVE FACTORS
• The negative feelings or experiences which can create a barrier to
acquisition.
- STRESS
- UNCOMFORTABLE
- SELF-CONSCIOUS
- UNMOTIVATED
32. FOCUS ON TEACHING METHOD
• A method of teaching foreign languages derived from the classical (traditional)
method of teaching Greek and Latin. A way to teach languages is through the
teaching of grammar and the translation of texts.
• Students learn grammatical rules and then apply those rules
by translating sentences between the target language(L2) and the native language
(L1).
• Emphasize a written language rather than spoken language -very little attention is
placed on pronunciation or any communicative aspects of the language.
GRAMMAR TRANSLATION METHOD
BACK TO QUESTION 5
33. • Learn to speak languages through habit-formation, and
therefore need to practice drills until the new habit has been
learnt.
• Emphasized a spoken language.
• Belief that the fluent use of language might develop with a lot
of practice repeating oral skills.
THE AUDIOLINGUAL METHOD
34. • Languages are learnt through communication, and that the focus of the
classroom should be on encouraging learners to engage in speaking
activities which simulate 'real life' communication.
• Emphasized the functions of language (what it is used for) rather than the
forms of language (correct grammatical or phonological structures).
• Example : Practising question forms by asking learners to find out personal
information about their colleagues as it involves meaningful
communication.
COMMUNICATIVE APPROACHES
35. FOCUS ON THE LEARNER
• The fundamental change has been shift from concern with the teacher, textbook
and method to an interest in the learner and the acquisition process.
• “ Errors ” were regarded negatively and they had to be avoided.
• Example : A Spanish (L1) speaker’s production of in the room there are three
womens that shows a failure to learn correct English.
• Indication of the natural L2 acquisition process in action.
• A clue to the active learning progress being made by the student as he/she
tries out ways of communicating in new language.
36. TRANSFER
• Transfer (crosslinguistic influence) – using sounds, expressions or structures from the
L1 when performing in the L2.
• Positive transfer – The use of a feature from the L1 that is similar to the L2 while
performing in the L2. ( e.g. the German learner producing 'I am
twelve years old' in English L2 as a direct translation of the
German structure)
• Negative transfer – Transferring an L1 feature that is really different
(interference) from the L2 while performing in the L2. (e.g. the French learner
producing 'I have 12 years').
37. INTERLANGUAGE
• Interlanguage - the term for a dynamic, rule-based linguistic system that
has been developed by a learner of a second language (or L2) who has not
yet reached proficiency.
• A learner's interlanguage preserves some features of their first language (or
L1), and can also overgeneralize some L2 writing and speaking rules.
• Interlanguage can fossilize.
• Fossilization - the process of 'freezing' of the transition between the L1 and
L2 because of the inability to overcome the obstacles to acquire
native proficiency in the L2.
38. MOTIVATION
• 2 types of language learning motivation :-
INSTRUMENTAL
MOTIVATION
• Learners with an
instrumental motivation want
to learn the L2 in order to
achieve some other goal such
as completing a school
graduation requirement.
• Does not plan to engage in
social interaction using the
L2.
INTEGRATIVE
MOTIVATION
• Learners want to learn the
L2 so that they can better
understand and get to know
the people who speak that
language.
• Usually for social purposes
in order to take part in the
social life of a community
using the language.
BACK TO QUESTION 6
39. INPUT AND OUTPUT
• Input - describe the language that the learner is exposed to.
• Input can be made comprehensible by being simpler in structure and vocabulary, as
in the variety of speech called foreigner talk.
• Negotiated Input: Target language (L2) material that learner acquire in interaction
through request for clarification while active attention is being focused on what is said.
• The opportunity to produce comprehensible output in meaningful interaction seems
to be another important element in the learner’s development of L2 ability.
40. TASK-BASED LEARNING
• A solution to create different types of tasks and activities which learners (in
small group/pairs) have to interact with each other to exchange or solve
problems.
• Example : The assumption in using tasks such as “ Plan a shopping trip with
your partner by making a shopping list” .
• To improve the learner’s fluency by using the L2 in an activity that focuses
on a clear goal.
• Result – Provide overwhelming evidence of better L2 uses by learners and
develop communicative competence in L2.
41. COMMUNITIVE COMPETENCE
• Communicative competence – General ability to use language accurately,
appropriately and flexibly.
GRAMMATICAL
COMPETENCE
• Involves the accurate
use of words and
structures .
• Only concentrate on
grammatical
competence.
STRATEGIC
COMPETENCE
• Ability to use language
to organize effective
messages and to
overcome potential
communication
problems.
• Gestures, expressions,
mimics and intonation
are among others some
of the most strategies
used.
SOCIOLINGUISTIC
COMPETENCE
• Ability of learner in
producing sentences
according to the
communicative
situation.
• Enables the learner to
know when to say Can I
have some water?
versus Give me some
water! according to
social context .
BACK TO QUESTION 4
42. APPLIED LINGUISTIC
• Large-scale endeavor by applying the ideas of linguistic from
other fields such as communication studies, education,
psychology and sociology.
• Concerned with practical issues involving language and its role
in everyday life.
• Represent an attempt to deal with a large range of real-world
issues involving language.
43. Q U I Z
QUESTION 1
QUESTION 6
QUESTION 3
QUESTION 2
QUESTION 5
QUESTION 4
44. 1. Choose the typical features of caregiver speech.
a) Frequent use of questions, extra loud noises,
slower tempo with longer pauses and often using
exaggerated intonation
b) Child produces a number of different vowels and
consonants, such as ba-ba-ba and ba-ba-da-da
45. 2. During which stage and what age do children
typically begin producing varied syllable
combinations such as ba-ba-da-da?
a) Babbling stage. It happens between 6-8 months.
b) Telegraphic speech. It happens between 2-3 years old
46. 3. What is the term used to describe the process
involved when a child uses one word like ball to
refer to an apple, an egg or a ball?
b) Overextension
a) Baby talk
47. 4. What are the three components of
communicative competence?
a) Grammatical competence, sociolinguistic
competence and strategic competence
b) Transfer, interlanguage and motivation
48. 5. Choose the correct teaching methods introduced
in learning second language acquisition?
a) Task-based learning and communicative competence
b) Grammar translation method, audiolingual method and
communicative approaches
49. 6. What are the types of language learning
motivation in second language acquisition?
b) Instrumental motivation and integrative motivation
a) Input and output