Didactica first and second_language_acquisition
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Learning a second language involves learning a new culture and way of thinking. Children begin learning language from birth through making noises and cries. By ages 3-4, they have mastered the essential communication skills of their first language. The process of acquiring a first language is natural and not linked to intelligence, and occurs in stages from prelinguistic sounds to two-word phrases to grammar development aided by adults. Second language acquisition theories include behaviorist views of imitation, cognitive views of rule deduction, and the critical period hypothesis that language learning is best before puberty due to brain development.
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There is evidence that there may be a critical period for language acquisition based on several studies:
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(1) The maturation of the brain and hemispheric lateralization may affect an individual's ability to acquire a second language. The left hemisphere typically controls language functions, though evidence is conflicting.
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Language acquisition fisrt language acquisition;age and acquisition
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
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- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
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This document discusses neurobiological, cognitive, affective, and linguistic considerations related to language acquisition. It notes that language functions are lateralized to the left hemisphere of the brain during development. While the left hemisphere dominates language, the right hemisphere also plays a role in acquiring a second language after initial lateralization. Cognitively, children progress through sensorimotor, preoperational, concrete operational, and formal operational stages of development, with the dominance of the left hemisphere contributing to a tendency for over-analysis when learning a second language. Affectively, children have fewer inhibitions than adults when learning language due to developmental differences, and attitudes, peers, and a sense of established identity can negatively influence second language acquisition
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Comparing and contrasting first and second language acquisition john
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Prabhuswamy_M_stimulus variation_components
Dr. Prabhuswamy discusses the teaching skill of stimulus variation, which involves exhibiting changes in voice, body movements, facial expressions, and pauses according to the meaning and situation to engage students. An example is given of varying speech patterns when quoting a passage. Stimulus variation focuses students' attention and keeps their concentration through relevant teacher movements and pauses. Facial expressions also help students understand concepts, which remain in their minds longer.
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FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
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ch 3.pptx
The document discusses how age impacts second language acquisition (SLA). It explores several myths about first (L1) and second language (L2) learning and compares how children and adults acquire languages. Key factors that influence SLA success include critical periods of development, neurobiological maturation, cognitive development, and affective/emotional factors like language ego and risk-taking. While younger learners may have some advantages, adults can also achieve high levels of proficiency with the right instructional methods and meaningful practice opportunities. The relationship between age and SLA success is complex with no clear consensus on an optimal starting age.
L1 and L2 acquisition
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
Comparing and contrasting first and second language acquisition - Wissam Ali ...
While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
Response #4: Technology in early stages
This document discusses using technology to teach English as a second language to primary school students. It argues that digital tools can engage students and help teach language in a more appealing, hands-on way. Examples mentioned include digital games, videos, interactive activities using devices like computers and tablets. The document also discusses debates around the best age for acquiring a second language and whether there is a "critical period" for optimal learning. While views differ, it concludes that both children and adults can learn successfully with the right approaches and exposure.
Learning To Language Learning
The document discusses several topics related to language learning:
- It distinguishes between language acquisition, which is unconscious and incidental, versus learning, which involves formal study.
- It describes differences in acquiring a first language versus a second/foreign language, noting factors like age of exposure, motivation, and reliance on the first language.
- It discusses debates around whether younger learners have advantages in acquiring a new language compared to older learners.
- It examines contrastive analysis and the contrastive analysis hypothesis regarding how the differences and similarities between a learner's first and second languages influence the learning process.
Language Acquisition
This document discusses theories of language acquisition in children. It covers:
- Theories of first and second language acquisition, including behaviorist vs. innateness views.
- Stages of first language acquisition from babbling to telegraphic to multi-word stages.
- The logical problem of how children acquire language from incomplete input.
- The innateness hypothesis that children have an innate blueprint or Universal Grammar that aids language acquisition.
- Development of grammar includes acquisition of phonology, word meanings, morphology and syntax. Children intuitively learn language rules from contextual cues in the environment.
Age and acquisition
The document discusses several relevant aspects of age and second language acquisition. It addresses the critical period hypothesis, which suggests there is an optimal period for acquiring language. Research on first language acquisition found age was less important if proper environmental stimuli were not present during crucial stages. Cognitive development also impacts language acquisition, as formal thinking abilities emerge around puberty. Emotional factors and a person's first language can also influence how a second language is acquired. The relationship between language and thought additionally affects the process as new concepts must be sorted from existing knowledge.
4.5 First and Second Language Learning Compared With simultaneous .docx
4.5 First and Second Language Learning Compared With simultaneous bilinguals, both languages are acquired in the same way. There are, as we have seen, cognitive differences that exist in bilingual children because of bilingualism, but the processes they use in acquiring their two languages are the same—the same as each other and the same as those used by monolinguals. In succes- sive bilinguals, however, there may be differences, and most of these are associated with the age of the learner. The age of the learner is highly relevant for the following reasons:
• The experience of learning a first language means that second language learn- ers know more about what language is about and how it is structured. They are experienced in finding patterns in what they hear. Older children might experi- ence some temporary interference from the first language, but generally, the experienced learner is more efficient than the inexperienced and cognitively less well-developed first language learner. • Babies are born with more acute hearing than adults (Pearson, 2008, p. 103). Over time, their hearing acuity attenuates to adult levels. Superior hearing is part of the reason why younger children are better able to discriminate between indi- vidual language sounds and why they are superior mimics of the sound system. Second language learners will acquire the pronunciation of the new language faster and more accurately than children who begin after the onset of puberty. • Babies go through a babbling stage during which they practice the sounds of their language without either the pressure or the ability to produce perfectly formed words. Older learners do not have this practice period, and their hearing will be less acute than infants. Nevertheless, their improved cognitive processing abilities will compensate. • The “input” is different. For school-aged children, the first exposure to a new language may be at school. The language of the school differs in content and in purpose from the language of the home, and the older the learner, the greater the difference. • The older the learner, the more experience he or she has in learning. Even after the first language is essentially established, children continue to learn, and all prior experience in learning is potentially beneficial. For educators, the issue is how best to take advantage of it.
CHAPTER 4Section 4.5 First and Second Language Learning Compared
At the heart of the issue of age is the critical period hypothesis (see Chapter 3). Is there a critical period for language learning, as some believe? Popular wisdom that holds that where language learning is concerned, younger is better, would appear to be true. But is it? For a first language, yes, it does appear that there is an “expire” date on the brain’s abil- ity to acquire language. But the preponderance of bilinguals in the world, many of whom learned the two languages sequentially, is a compelling argument against a critical period for second langua.
first language, second and additional language.pptx
The document discusses first, second, and additional language acquisition. It explains that a first language is the primary language acquired from birth, whereas second language acquisition involves learning additional languages after the first. Key aspects of first language acquisition include its rapid nature during early childhood and the various theories about its mechanisms. Second and additional language learning can be impacted by factors like age of acquisition, motivation, instructional environment, and influence from previously learned languages.
Included 2 2013
This document discusses factors related to age and second language acquisition. It addresses questions around whether there is an age effect in SLA and how it can be explained. Younger learners may have an advantage in ultimate attainment, especially for pronunciation, while older learners initially learn faster due to cognitive abilities. Two broad explanations are a critical period for language learning and the influence of psychological and social factors. Evidence is discussed relating to neurological development, cognitive development, social influences, and linguistic differences between first and second language acquisition, and how these may impact the age effect in SLA.
Learning to language learning
This document discusses language acquisition and learning. It notes that acquisition refers to the unconscious and natural process of picking up a language through exposure and use. Learning refers to the formal study of a language including learning rules.
It also discusses differences between first, second, and foreign language learning. First language learning occurs naturally as a child, while second language learning can be influenced by the first language through things like pronunciation patterns transferring over. Younger learners are often believed to learn a new language more easily than older learners, though some studies have challenged this critical period hypothesis.
The document examines how the first language can influence second language acquisition, such as relying on reliable word order patterns from the first language. Contrastive
Explaining second language learning
This document discusses several perspectives on second language learning:
1. The behaviorist perspective views language learning as habit formation through imitation and practice. However, it cannot account for creative language use or why errors resemble those of first language acquisition.
2. The cognitivist view sees learners actively constructing rules of the new language on their own. However, first language influence and inability to determine intended meaning limit this perspective.
3. The information processing view involves building up automatic linguistic knowledge over time through paying attention initially.
4. The critical period hypothesis suggests language must be learned before puberty for full mastery, though adults can learn syntax and vocabulary but not phonology without an accent.
How Languages are Learned
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
First language acquisition
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Second Language Acquisition 631 class
This document provides an overview of a class on second language acquisition. It includes:
- An introduction to the topic and objectives of the class.
- Definitions of key concepts like what is a second language, first language, and differences between first and second language development.
- Details about class activities including discussions of whether students are good language learners and classifying their language abilities.
- Sections covering topics that will be discussed like the linguistics of second language acquisition, the role of input and output, theories of language learning, and differences between individual learners.
- The schedule outlines classes covering input, output, language learning theories, and the psychology of second language acquisition.
Second Language Acquisition 631
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.
Lang aquistin presss
This document summarizes key aspects of second language learning. It discusses that children have an easier time acquiring additional languages before puberty, when the critical period ends around age 12. The ability to learn new languages gradually reduces from ages 7 to 30. It also outlines Stephen Krashen's five main hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
Compare and Contrast First and Second Language Acquisition
The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
Tema 2
1. The document discusses several theories of first and second language acquisition, including imitation theory, innateness theory, cognition theory, input theory, and behaviorism.
2. It notes key differences between first and second language acquisition, such as L1 acquisition typically occurring before age 5 while L2 occurs later, and L2 learners being unable to fully process language like native speakers.
3. Several theories of second language acquisition are also covered, including accomodation theory, the acculturation model, discourse theory, and Krashen's Monitor model which distinguishes acquisition vs. learning.
Age and L2 acqusition.pptx
The document discusses the influence of age on second language acquisition. It suggests that there is a critical period for language learning in childhood, from birth to puberty, when the brain is most plastic. Younger learners who are exposed to a second language during this period can attain fluency comparable to native speakers. While older learners can still achieve second language proficiency, they may have difficulties with pronunciation and intonation. Overall, the evidence indicates that starting language learning at a younger age provides long-term benefits for attainment.
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