This document discusses language acquisition in children. It notes that babies are programmed to distinguish between grammatical and ungrammatical language. Children go through stages of vocal development from cooing to babbling to single words. Around 12-18 months, children begin speaking single words that typically refer to objects. By combining words, children are able to convey simple meanings. Over time, children's linguistic productions become more complex as they test grammatical constructions. The document also discusses how children learn to form different types of questions at various stages. It notes factors that can influence second language acquisition in older learners.

4. theory

5.  All human languages are innate.
Babies
are
programmed
to
distinguish
between ungrammatical and grammatical.
 Environment makes a basic contribution.

6.  Interaction between people and objects
 The importance of the environment

8.  Children seem to be aware that language is rule
governed.
 They get engaged with the search of language
rules.
E.g. Use of negatives - No jump – Don´t jump

9. 1) Earliest vocalization
2) Cooing – velar sounds
3) Babbling – vowel sounds – fricative – nasal
4) 9 months – use vocalization to express
emotions and emphasis

10.  12 – 18 months a child speaks single - words
 Generally these words are objects
milk - Mummy – Daddy – door - toy

11.  A child is able to speak two separated words
and combined them to get a meaning.
 Context is essential.
Eg. Milk and cookies.
o possession
o request
o Catch someone´s attention

12.  Two – Three years old
 Telegraph format
 Multi-words utterances
 E.g. Emma want doll

13. The child linguistic production is a matter of
trying out constructions and testing if they
work or not.

14. 1. Present progressive
- ING-
2. Plural – ‘s
3. Irregular past form
4. Possessives - Joe‘s
5. Copula - Joe is happy
6. Regular past - ed
7. Third person singular simple present - He says..
8. auxiliary be

15. Stage 1
No. No doll .
Stage 2
Mum no doll
Don´t touch my doll

16. Stage 3
I can´t do that. He don´t know
Stage 4
You didn´t bring me the doll.
She doesn´t want it.

17. Wh- questions
1. What?
2. Where? Who?
3. Why?
4. When? How?

18. Stage 1
 Cookie? My doll?
 Where´s dad? What´s that?
Stage 2

You like this?

19. Stage 3
 Can I go? Are you there?
 Fronting – Do I can have a cookie?
Stage 4

Are you going to play with me?
 Do dogs like ice-cream?

20. Stage 5
 Wh- questions
 Yes-No questions
 Negative questions are still a bit
difficult.
Stage 6
 Children are able to correctly form all
questions types.

21. Limited vocabulary and different meanings

23. Acquisition: refers to the gradual development of
ability in a language by using it naturally.
Learning: conscious process of accumulating
knowledge of vocabulary and grammar.

25.  Universal Grammar

26.  Lack of time to acquire a language.
 Known of the language.
 Difficulties in pronunciation.
 http://www.youtube.com/watch?v=Z907QwXpU
qA

27.  Unwilling or embarrassment
 Lack of empathy with the culture

28.  Grammar-translation
 Long list of words.
 Memorize grammatical rules.
 Emphasis on the written language.

29.  Audiolingual
 Emphasis on the spoken language.
 Moving simple structures to complex ones.
 Language learning is a process of habit formation

30.  Direct
 No translation is allowed
 The meaning is to be conveyed through the use
of demonstration and visual aids.

31. Linguistic system and considered the basis of all L2
production.

32.  Once L2 learners achieve success they
feel more motivated to learn.

33.  Use L2 . accurately, appropriately and flexibly

Grammatical competence involves the accurate use
of words and structures in L2.

Sociolinguistic competence enable students to learn
to know when to say what to whom.

Strategic competence is the ability to organize a
message effectively and to overcome if there is
any difficulty.