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.
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
5. FIRST LANGUAGE ACQUISITION. Noam Chomsky: “Languageisinnate.” We are bornwith rules of language in ourheads= Universal grammar JeremyHarmer: “Unlessthereissomethingwrongwiththemmentallyorphysically, allchildrenacquire a language as theydevelop” (Harmer,1988).
7. FLA stages (l1) TWO-WORD STAGE 18-24 months Mini-sentenceswith simple semanticrelations. Examples: More cereal, papa away, no bed, byebye car, dry pants. HOLOPHRASTIC STAGE 9-18 months Childrencommunicatewith 1 word, relatingittomany similar things. Theyunderstand more thanthey can produce.
8. FLA stages (l1) TELEGRAPHIC STAGE 24-30 months Word combinations: Me wantthat Whathername? Chairfalldown! Thesesentences resemble to short messages in a telegram. There are a lot of syntaxerrors. MULTIWORD STAGE 30 + months Grammaticalorfunctionalstructures emerge (thesintaxstage). Childrenlanguagebloomsintofluentgrammaticalconversation.
9. SECOND LANGUAGE ACQUISITION Students learning a second language go through five stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency (Krashen & Terrell, 1983). Students already have previous knowledge of language (L1). Speed of progress through the stages depends on level of education, family background, amount of exposure to the target language, among others.
10. Krashen’s theory of Language acquisition VS. Language learning ACQUISITION Itis natural. Itis informal. Itissubconscious. Notaware of grammar. Itiscommunicative. LEARNING Ithappens in an artificial setting. Itis formal. Itis rule conscious. Thereisawareness of grammar and vocabulary.
11. Activitiesassociatedwithlearninghavetraditionallybeenused in languageschools and havegoodresults in knowledge “about” language, butnot in fluency. ( Yule, 1955 ). "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen
12. SLA STAGES (L2) Pre-production (silent period) The learner: Has minimal comprehension. Does not speak at all. Nods "Yes" and "No." Draws and points. Uses gesturing. Repeatslike a “parrot” everything Thisstagemaylast up to 6 months. Early production The learner: Has limited comprehension Produces one or two-word responses. Uses present-tense verbs. Answers yes / no questions. Benefits from: realia, vocabulary with pictures, listening activities. From 6 monthsto 1 year.
13. SLA STAGES (L2) Intermediatefluency The learner: Has excellent comprehension. Makes few grammatical errors. Willing to express opinions and share thoughts. Writing will have errors. From 3 to 5 years Speechemergence The learner: Has good comprehension. Can produce simple sentences. Makes grammar and pronunciation errors. Asks simple questions, that may or may not be grammatically correct, such as: May I go to bathroom? From 1 to 3 years.
14. Whyveryfewpeoplemanagetoacquire a secondlanguagefluently? Learners are notallowedtohave a silentperiod, they are askedto produce whenthey are notready = Interlanguage Interlanguageisthe mixture of L1 and L2 tobeabletocommunicate =interference. Interference = errors. Fossilization: no furtherlearningappearspossible. Learnerswillhavethesame error despite of anycorrectionorgrammaticalexplanation. CriticalPeriod: Beforetheage of 12, fluencymaybereached. After, thisis no longerpossibleduetothechanges in thebrain. Affectivefilter: Motivation, self-confidence, and anxiety all affect language acquisition.
15. SLA STAGES (L2) AdvancedFluency The student has a near-native level of speech It takes learners from 5 to 10 years to become fluent.
16. Whychildrenseemtoacquire l2 betterthanadults? Childrenhaveaccessto Universal Grammar. Adults are more influencedby L1. Children are more motivatedthanadults. Childrenrecieve more imput in thesecondlanguagethanadults do.
17. The use l1 in the l2 classroom ADVANTAGES Accordingto Paul Seligson: Unavoidableanyway. Reduces affectivefilters. Practicetranslation. Providesfeedback. Discussidioms.
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19. references Yule, George. (2006). The study of language third edition. [on line]. Fourth Worth: Harcourt Brace Janovich College Publishers . Retrieved on October 4, 2009 from: http://books.google.com.mx/books?id=Zw5Y0o0q1bYC&dq=yule+the+study+of+language&printsec=frontcover&source=bl&ots=uo2v8ZcYYa&sig=ixeYmIWXhPglFlSwoqSIAVE_0yc&hl=es&ei=ZmvNSqKeM8XY8AauzaSFBA&sa=X&oi=book_result&ct=result&resnum=3#v=onepage&q=&f=false Everything English as a Second Language (2000). Everything ESL. [On line]. Retrieved October 4, 2009, from http://www.everythingesl.net/inservices/language_stages.php Luria, H, Seymour D.M, & Smoke, T. (2006). Language and Linguistics in Context. New Jersey: Lawrence Erlbaum associates, Inc. [on line]. Google books. Retrieved October 5, 2009 from http://books.google.com.mx/books
20. Pinker, S. Language acquisition. [on line]. Technical Report NIH grant HD 18381 and NSF grant BNS 91-09766. Massachusetts Institute of Technology. MIT Press. Retrieved October 3, 2009, from: http://users.ecs.soton.ac.uk/harnad/Papers/Py104/pinker.langacq.html. Society for Research in Child Development (2009, September 21). Children Under Three Can't Learn Action Words From TV -- Unless An Adult Helps. ScienceDaily [on line]. Retrieved October 4, 2009, from: http://www.sciencedaily.com /releases/2009/09/090915100947.htm. Schütz, R. (2007, July 2). Stephen Krashen's Theory of Second Language Acquisition. [Review of the book Second Language Acquisition and Second Language Learningby Stephen Krashen]. Retrieved October 4,2009, from http://www.sk.com.br/sk-krash.html. You tube videos retrieved on October 3, 2009, from: http://www.youtube.com/
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