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 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.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
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.
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.
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.
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 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.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
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.
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.
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.
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.
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.
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.
(1) There are several stages that children pass through in acquiring their first language from babbling to conversational skills between birth and age 12. The process of acquiring a second language is generally similar but with some key differences due to cognitive development and environment.
(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
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.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
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 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.
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
The document discusses teaching English as a second language. It explains that as communities become more multicultural, teaching English must become a more important part of the curriculum. It also discusses different methodologies for teaching listening, speaking, reading and writing skills to English language learners from elementary through high school levels. These include developing basic interpersonal communication skills as well as cognitive academic language proficiency. Understanding theories of second language acquisition, such as Krashen's theory, is important for instructors to effectively teach English skills.
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Comparing and contrasting first and second language acquisition - Wissam Ali ...wissam999
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.
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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 theories of language acquisition and factors that influence second language acquisition. It describes Skinner's behaviorist theory that language develops through environmental influence. It also describes Universal Grammar theory, which posits that children innately know how to combine words based on universal grammatical rules. Children first acquire irregular forms of words as chunks before segmenting them into morphemes. The document also lists internal factors like age, personality, motivation, prior experiences, cognitive abilities, and native language, as well as external factors like curriculum, instruction, culture/status, motivation, and access to native speakers that influence second language acquisition.
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 document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
The document summarizes several key principles and theories of second language acquisition (SLA) introduced between the 1960s-1990s. It outlines the main proponents, time periods, features, and implications for the classroom of each principle/theory, including: behaviorist views of SLA, Krashen's comprehensible input hypothesis, stages of language development, interlanguage development, output hypothesis, interaction hypothesis, differences between basic interpersonal communication skills and cognitive academic language proficiency, the link between SLA and acculturation, and the impact of individual learner characteristics on SLA. The document serves as a useful overview of the major developments in SLA theory and principles during this time period.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
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.
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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.
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.
(1) There are several stages that children pass through in acquiring their first language from babbling to conversational skills between birth and age 12. The process of acquiring a second language is generally similar but with some key differences due to cognitive development and environment.
(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
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.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
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 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.
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
The document discusses teaching English as a second language. It explains that as communities become more multicultural, teaching English must become a more important part of the curriculum. It also discusses different methodologies for teaching listening, speaking, reading and writing skills to English language learners from elementary through high school levels. These include developing basic interpersonal communication skills as well as cognitive academic language proficiency. Understanding theories of second language acquisition, such as Krashen's theory, is important for instructors to effectively teach English skills.
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
Comparing and contrasting first and second language acquisition - Wissam Ali ...wissam999
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.
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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 theories of language acquisition and factors that influence second language acquisition. It describes Skinner's behaviorist theory that language develops through environmental influence. It also describes Universal Grammar theory, which posits that children innately know how to combine words based on universal grammatical rules. Children first acquire irregular forms of words as chunks before segmenting them into morphemes. The document also lists internal factors like age, personality, motivation, prior experiences, cognitive abilities, and native language, as well as external factors like curriculum, instruction, culture/status, motivation, and access to native speakers that influence second language acquisition.
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 document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
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This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
4. Syllabus: Teaching English in the Elementary
Grades (Language Arts)
COURSE
DESCRIPTION
This course is designed for teaching in the
primary level. It will emphasize English as a second
language with main focus on language teaching
methodologies to improve knowledge and fluency
in the English language in listening, reading,
writing, speaking, and viewing. Use of content in
the structures of English and Children’s Literature
in English will be included. Project-based, task-
based learning activities shall be considered.
8. 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.
9. 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.
10. 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
13. 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.
14. 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”
15. 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.
16. • 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)
17. 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.
18. • 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
20. 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
21. 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.
22. 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.
23. 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
24. Forming questions Forming negatives
First stage :
Wh- form (Where, Who) to the beginning
of the expression.
Examples : Where mummy?
Who is that person?
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?
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?
First stage :
A simple strategy of putting NO or NOT at
the beginning.
Examples : not a teddy bear
not sit here
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 :
Other auxiliary forms such as didn’t and
won’t.
Examples : I didn’t buy it.
She won’t let go.
25. 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.
28. • 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
29. 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
30. • 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
31. 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.
32. 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.
33. AFFECTIVE FACTORS
• The negative feelings or experiences which can create a barrier to
acquisition.
- STRESS
- UNCOMFORTABLE
- SELF-CONSCIOUS
- UNMOTIVATED
34. 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
35. • 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
36. • 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
37. 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.
38. 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').
39. 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.
40. MOTIVATION
• 2 types of language learning motivation :-
INSTRUMENTAL
MOTIVATION
• Learners with an
instrumentalmotivation 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.
41. 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.
42. 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.
43. 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 .
44. 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.
45. Q U I Z
QUESTION 1
QUESTION 6
QUESTION 3
QUESTION 2
QUESTION 5
QUESTION 4
46. 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
47. 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
48. 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?
a) Baby talk
b) Overextension
49. 4. What are the three components of
communicative competence?
a) Grammatical competence, sociolinguistic
competence and strategic competence
b) Transfer, interlanguage and motivation
50. 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
51. 6. What are the types of language learning
motivation in second language acquisition?
a) Input and output
b) Instrumental motivation and integrative motivation