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This document defines 20 key linguistic terms related to language acquisition and development: Reinforcement refers to anything that increases the likelihood of a response occurring in operant conditioning. Stimulus refers to something in the environment that causes a physiological or psychological response. Cognitive capacity refers to the human mind's ability to perceive, process, store and retrieve information. Scaffolding refers to the language used to support communicative success between speakers.
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Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
The Acquisition of Language
Children learn language in stages, first using single words then two-word phrases and eventually short sentences. They learn by breaking down the language into simple parts and patterns. Language development is innate but requires exposure to language from a young age. Children experiment with grammar rules, often making errors that reflect their current understanding rather than fully formed sentences. Over time, they gradually refine their language skills through interaction with parents and peers.
Language acquisition 1st lecture
This document discusses language acquisition, including first and second language acquisition. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. First language acquisition refers to acquiring one's native language from birth, while second language acquisition is learning additional languages after the first is established. The key differences are that first language acquisition is unconscious and occurs without instruction, while second language acquisition requires explicit instruction.
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.
Language acquisition activity 1.3
This document discusses the psychology of second language acquisition. It covers topics like how the brain processes language, learning theories, individual differences in learners, and the effects of multilingualism. Key points include:
- The left brain hemisphere processes logic/speech while the right processes creativity. Areas like Broca's, Wernicke's, and the visual/auditory cortices are involved in language.
- Learning theories include information processing, connectionism, and theories on the order of acquisition.
- Individual differences that impact success include age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
- Multilingualism has benefits like enhanced cognitive functions and allows people to experience the world
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
FIRST LANGUAGE AND SECOND LANGUAGE ACQUISITION
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.
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Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
The Acquisition of Language
Children learn language in stages, first using single words then two-word phrases and eventually short sentences. They learn by breaking down the language into simple parts and patterns. Language development is innate but requires exposure to language from a young age. Children experiment with grammar rules, often making errors that reflect their current understanding rather than fully formed sentences. Over time, they gradually refine their language skills through interaction with parents and peers.
Language acquisition 1st lecture
This document discusses language acquisition, including first and second language acquisition. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. First language acquisition refers to acquiring one's native language from birth, while second language acquisition is learning additional languages after the first is established. The key differences are that first language acquisition is unconscious and occurs without instruction, while second language acquisition requires explicit instruction.
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.
Language acquisition activity 1.3
This document discusses the psychology of second language acquisition. It covers topics like how the brain processes language, learning theories, individual differences in learners, and the effects of multilingualism. Key points include:
- The left brain hemisphere processes logic/speech while the right processes creativity. Areas like Broca's, Wernicke's, and the visual/auditory cortices are involved in language.
- Learning theories include information processing, connectionism, and theories on the order of acquisition.
- Individual differences that impact success include age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.
- Multilingualism has benefits like enhanced cognitive functions and allows people to experience the world
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
FIRST LANGUAGE AND SECOND LANGUAGE ACQUISITION
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.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
L.t.s second language acquisition theory.
This document discusses several hypotheses about second language acquisition:
1. The acquisition-learning distinction hypothesizes that adults can acquire a second language naturally through exposure, like children.
2. The natural order hypothesis claims that certain grammatical structures are acquired earlier than others in a predictable pattern.
3. The monitor hypothesis describes editing abilities that allow conscious learning but not natural acquisition.
4. The input hypothesis states that comprehensible input is necessary for acquisition but not sufficient on its own.
5. The affective filter hypothesis proposes that low anxiety and defensiveness allow input to be acquired more easily.
Psycholinguistics
1) Children begin developing language skills at a young age, with many saying their first words around age 1 and having vocabularies of 30-50 words by age 1.5.
2) Early language development includes creating "idiomorphs", words children invent to refer to objects, as well as beginning to use speech without directly addressing others.
3) As children develop, they progress from one-word "holophrastic" sentences to using more complex grammar and phrase structures in their language.
learning and acquisition slide
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Second language Acquisition theory
(1) The document discusses five hypotheses about second language acquisition: the acquisition-learning distinction, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis.
(2) The acquisition-learning distinction proposes that adults have two ways to develop second language competence - acquisition and learning. Acquisition is unconscious while learning is conscious knowledge of rules.
(3) The document examines several variables that may influence second language acquisition, including age, exposure, language teaching, acculturation, and individual differences in how learners use monitoring.
Language acquisition
1. The document discusses theories of language acquisition including behaviorism, reinforcement, analogy, and mothersese or caretaker speech. Behaviorism views language as learned through imitation and reinforcement of behaviors, while analogy involves extending sentences through examples.
2. Mothersese refers to the simplified speech used by caretakers with exaggerated features to aid children's language development. Key stages of language acquisition from babbling to single words to sentences are also outlined.
3. The innate ability of children to learn language regardless of background is discussed alongside debates on whether language is a conscious or unconscious process for children. The interaction between psychological and linguistic factors in acquiring language is the focus of psycholinguistics.
Psycholinguistics
Psycholinguistics is the study of language in the human mind. There is a nature versus nurture controversy over whether language is innate or learned. Evidence suggests language has innate properties, as all humans can speak, while no other species can speak like humans. However, environment also plays a role, as humans will only learn the language they are exposed to. Language has complex structures and rules that humans can internalize and use creatively without strict rewards. The deep and surface structures of language allow for transformation of meaning through different grammatical forms.
Language acquisition and language learning
Language acquisition occurs subconsciously as children learn their first language through meaningful interaction, without conscious knowledge of rules. Language learning is the result of direct instruction where students have conscious knowledge of the language and can discuss rules, but may not be able to communicate effectively. Both require exposure to the target language, but acquisition is communicative while learning is non-communicative and can lead to memorizing rules without speaking ability.
Psycholinguistics - Part 2
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.
First language acquisition (innatism)
Chomsky argues that behaviorism cannot fully explain children's language acquisition for three reasons: 1) Children learn more about their language's structure than what they are directly exposed to, 2) Children learn to distinguish grammatical and ungrammatical sentences despite exposure to errors, and 3) Language develops without systematic instruction. Chomsky proposes an innate Language Acquisition Device containing Universal Grammar principles that are triggered by language exposure to help children learn the structures of their native language. Evidence for this innatist view includes that language develops similarly in all children and separately from other cognitive skills.
Glossary 151113182600-lva1-app6892
The document defines and describes several key concepts in language learning theory:
The Zone of Proximal Development (ZPD) refers to the difference between what a learner can do independently and what they can do with assistance. Total Physical Response (TPR) is an approach to language teaching based on linking listening to physical activities. The target language is the language being studied, while the mother tongue refers to one's native language. Approaches have theoretical principles and practical applications for teaching methods, syllabus, and language/learning philosophy. Acquisition involves natural communication, while learning is more technical/theoretical and focuses more on form than communication. The silent period refers to a time when students feel unable to communicate orally in a
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
CTS-Academic: Module 2 session 8 psycholinguistics
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
Language Acquisition
This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Psycolinguistics and language acquisition copy
Research on first language acquisition focuses on how and why children succeed in learning language. It examines the acquisition of rules and structures through approaches like social context comparisons and studies of language disabilities. Acquisition refers to learning language rules while development refers to using rules across contexts. The CHILDES database is a collection of child language corpora accumulated by researchers. When working with children, researchers must consider their shorter attention spans, curiosity about equipment, and need to build relationships and get permission. Common research topics examine longitudinal case studies, pre-linguistic development, lexical and semantic development, phonology, comprehension, metalinguistic awareness, color terms, and sources of variation.
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.
Psycholinguistics
Psycholinguistics is the study of the cognitive processes involved in language acquisition and use. Researchers develop models to describe and predict specific language behaviors, aiming to account for all aspects of language use. One influential model is Levelt's speaking model, which describes the process of language production from forming communicative intentions to articulating sounds. Research on bilingual aphasia has also led to proposals about how bilinguals store and access words in two languages.
Introduction to psycholinguistics
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
Theories of language acquisition
The document discusses several theories of language acquisition:
1. Imitation theory claims that children learn language by imitating the speech they hear from others.
2. Reinforcement theory asserts that children learn language through positive and negative reinforcement from adults when they use language correctly or incorrectly.
3. The active construction theory claims that children analyze the language input around them to form hypotheses about grammatical rules and construct their own grammar.
Language acquisition and development
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
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First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
L.t.s second language acquisition theory.
This document discusses several hypotheses about second language acquisition:
1. The acquisition-learning distinction hypothesizes that adults can acquire a second language naturally through exposure, like children.
2. The natural order hypothesis claims that certain grammatical structures are acquired earlier than others in a predictable pattern.
3. The monitor hypothesis describes editing abilities that allow conscious learning but not natural acquisition.
4. The input hypothesis states that comprehensible input is necessary for acquisition but not sufficient on its own.
5. The affective filter hypothesis proposes that low anxiety and defensiveness allow input to be acquired more easily.
Psycholinguistics
1) Children begin developing language skills at a young age, with many saying their first words around age 1 and having vocabularies of 30-50 words by age 1.5.
2) Early language development includes creating "idiomorphs", words children invent to refer to objects, as well as beginning to use speech without directly addressing others.
3) As children develop, they progress from one-word "holophrastic" sentences to using more complex grammar and phrase structures in their language.
learning and acquisition slide
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Second language Acquisition theory
(1) The document discusses five hypotheses about second language acquisition: the acquisition-learning distinction, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis.
(2) The acquisition-learning distinction proposes that adults have two ways to develop second language competence - acquisition and learning. Acquisition is unconscious while learning is conscious knowledge of rules.
(3) The document examines several variables that may influence second language acquisition, including age, exposure, language teaching, acculturation, and individual differences in how learners use monitoring.
Language acquisition
1. The document discusses theories of language acquisition including behaviorism, reinforcement, analogy, and mothersese or caretaker speech. Behaviorism views language as learned through imitation and reinforcement of behaviors, while analogy involves extending sentences through examples.
2. Mothersese refers to the simplified speech used by caretakers with exaggerated features to aid children's language development. Key stages of language acquisition from babbling to single words to sentences are also outlined.
3. The innate ability of children to learn language regardless of background is discussed alongside debates on whether language is a conscious or unconscious process for children. The interaction between psychological and linguistic factors in acquiring language is the focus of psycholinguistics.
Psycholinguistics
Psycholinguistics is the study of language in the human mind. There is a nature versus nurture controversy over whether language is innate or learned. Evidence suggests language has innate properties, as all humans can speak, while no other species can speak like humans. However, environment also plays a role, as humans will only learn the language they are exposed to. Language has complex structures and rules that humans can internalize and use creatively without strict rewards. The deep and surface structures of language allow for transformation of meaning through different grammatical forms.
Language acquisition and language learning
Language acquisition occurs subconsciously as children learn their first language through meaningful interaction, without conscious knowledge of rules. Language learning is the result of direct instruction where students have conscious knowledge of the language and can discuss rules, but may not be able to communicate effectively. Both require exposure to the target language, but acquisition is communicative while learning is non-communicative and can lead to memorizing rules without speaking ability.
Psycholinguistics - Part 2
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.
First language acquisition (innatism)
Chomsky argues that behaviorism cannot fully explain children's language acquisition for three reasons: 1) Children learn more about their language's structure than what they are directly exposed to, 2) Children learn to distinguish grammatical and ungrammatical sentences despite exposure to errors, and 3) Language develops without systematic instruction. Chomsky proposes an innate Language Acquisition Device containing Universal Grammar principles that are triggered by language exposure to help children learn the structures of their native language. Evidence for this innatist view includes that language develops similarly in all children and separately from other cognitive skills.
Glossary 151113182600-lva1-app6892
The document defines and describes several key concepts in language learning theory:
The Zone of Proximal Development (ZPD) refers to the difference between what a learner can do independently and what they can do with assistance. Total Physical Response (TPR) is an approach to language teaching based on linking listening to physical activities. The target language is the language being studied, while the mother tongue refers to one's native language. Approaches have theoretical principles and practical applications for teaching methods, syllabus, and language/learning philosophy. Acquisition involves natural communication, while learning is more technical/theoretical and focuses more on form than communication. The silent period refers to a time when students feel unable to communicate orally in a
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
CTS-Academic: Module 2 session 8 psycholinguistics
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
Language Acquisition
This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Psycolinguistics and language acquisition copy
Research on first language acquisition focuses on how and why children succeed in learning language. It examines the acquisition of rules and structures through approaches like social context comparisons and studies of language disabilities. Acquisition refers to learning language rules while development refers to using rules across contexts. The CHILDES database is a collection of child language corpora accumulated by researchers. When working with children, researchers must consider their shorter attention spans, curiosity about equipment, and need to build relationships and get permission. Common research topics examine longitudinal case studies, pre-linguistic development, lexical and semantic development, phonology, comprehension, metalinguistic awareness, color terms, and sources of variation.
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.
Psycholinguistics
Psycholinguistics is the study of the cognitive processes involved in language acquisition and use. Researchers develop models to describe and predict specific language behaviors, aiming to account for all aspects of language use. One influential model is Levelt's speaking model, which describes the process of language production from forming communicative intentions to articulating sounds. Research on bilingual aphasia has also led to proposals about how bilinguals store and access words in two languages.
Introduction to psycholinguistics
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
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Comparing and contrasting first and second language acquisition
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CTS-Academic: Module 2 session 8 psycholinguistics
Comparing and contrasting first and second language acquisition john
Comparing and contrasting first and second language acquisition john
Similar to Terms11
Theories of language acquisition
The document discusses several theories of language acquisition:
1. Imitation theory claims that children learn language by imitating the speech they hear from others.
2. Reinforcement theory asserts that children learn language through positive and negative reinforcement from adults when they use language correctly or incorrectly.
3. The active construction theory claims that children analyze the language input around them to form hypotheses about grammatical rules and construct their own grammar.
Language acquisition and development
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
Lecture-1 An Introduction to Psycholinguistics.pdf
Psycholinguistics examines the relationship between language and the human mind. It combines aspects of both psychology and linguistics to study how humans acquire, produce, and comprehend language. Some key areas of study in psycholinguistics include language acquisition, speech production, and language comprehension. Language acquisition analyzes how children learn their first language and how adults learn a second language. Speech production models like Levelt's describe the cognitive processes involved in conceptualizing thoughts and formulating and articulating speech. Self-monitoring is an important part of speech production that allows speakers to correct errors.
Brief Introduction to Psycholinguistics
This document discusses psycholinguistics and language acquisition. It defines psycholinguistics as the study of the relationship between the human mind and language. Key aspects covered include language production, which involves conceptualization, formulation, articulation and self-monitoring. Language acquisition examines first language acquisition in children and theories like nature vs nurture. Second language acquisition looks at factors like age and motivation and compares it to first language acquisition.
Linguistic and literacy development of children and adolescents
1. The document discusses several theories of language development in children, including reinforcement theory, imitation theory, nativist theory, and interactionist theory.
2. It also discusses theories of literacy development, including emergent literacy and factors that influence reading development such as letter knowledge, vocabulary, and phonological awareness.
3. Bilingual language development is also addressed, outlining patterns of simultaneous and sequential bilingualism in children.
First language acquisition
This document discusses first and second language acquisition. It covers:
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- 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.
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The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. Behavioral theory views language as learned through conditioning and environment. Nativist linguistic theories propose an innate language acquisition device. Social interactionist theory emphasizes the social environment and context. Cognitive theory, proposed by Piaget, sees language developing through cognitive maturation stages. Overall, the document examines the key theories but notes language development remains complex with no single theory providing a full explanation.
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This document discusses principles and theories of second language acquisition. It begins with an introduction that defines language acquisition as how children naturally learn their first language without explicit instruction. Theoretical frameworks are then presented, including the structures, rules, representations and tools involved in successfully using language, such as phonology, morphology and syntax. The document also discusses two guiding principles of first language acquisition - speech perception precedes production, and language is built up gradually starting with distinguishing phonemes. Finally, findings are presented on factors that influence incorporating pronunciation of new words, such as the ability to hear and repeat words. Some computational models of vocabulary acquisition are also mentioned.
Psycholinguistics and foreign language teaching.
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics 2, Key concepts of psycholinguistics 3, First language acquisition (FLA) 4, Second language learning ( SLL) 5, The similarities & differences between FLA & SLL
Alavi glossary m
The document provides definitions for over 100 terms related to second language acquisition. It includes definitions for concepts like morpheme, morphology, motivation, multilingual competence, naturalistic learning, parameters, phonology, pragmatics, syntax, transfer, and universal grammar. The definitions are provided in list format without examples or further explanations. The source is identified as a glossary from pages 192-195 of a textbook on second language acquisition.
Learning The Spoken Language
This document discusses teaching speaking skills in a second language. It emphasizes that speaking is an important part of language learning and allows students to communicate effectively. While speaking was once taught through repetition and memorization, it is now recognized that students need opportunities to engage in meaningful communication. The document provides guidance on how to teach speaking skills effectively. It suggests creating a classroom environment where students can complete authentic tasks and activities in small groups to promote oral language development. A variety of short speaking activities are described, such as discussions, role-plays, interviews and using pictures to prompt narration and description.
Second language acquisition
This document summarizes several theories of first and second language acquisition:
- Behaviorist theory proposed by Skinner viewed language as learned through reinforcement of behaviors. Piaget's cognitive theory saw language emerging from cognitive development and representation of knowledge. Vygotsky's socio-cultural theory emphasized the role of social interaction and the zone of proximal development.
- Theories of second language acquisition draw from first language acquisition research. Krashen's theory included five hypotheses, particularly the importance of a low affective filter. Lenneberg proposed a critical period for language acquisition. Chomsky viewed an innate universal grammar.
- Differences between first and second language acquisition include second language learners having prior language knowledge and more conscious learning,
Cameron, Lynne.ppt chapter 1 children learning a foreign language
Children learn foreign languages differently than adults for several reasons. They are more enthusiastic, want to please teachers, and lack inhibitions. However, they also lose interest more quickly and are less able to self-motivate. According to Piaget, children are active learners who construct knowledge through their interactions with the environment. Vygotsky argued that language and social interaction are essential to children's cognitive development. Teachers can help children learn by scaffolding instruction through routines, modeling, and breaking tasks into steps. Starting foreign language education at a young age may help because children's brains are still developing the mechanisms for language acquisition.
Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
Language development in childhood.ppt
Language is a complex system of communication that humans learn through both innate and environmental factors. It involves using symbols according to a set of rules. Children progress through several stages in acquiring language, starting with babbling and moving to one-word, two-word, and multi-word sentences as their vocabularies and understanding of grammar increase. Theories on language development include nativist, behaviorist, and interactionist perspectives on the roles of biological predisposition, environmental learning, and social interaction.
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.
Second language acquisition and error analysis (arfan rai)
Error analysis is a technique used to analyze the errors made by second language learners. It involves collecting language samples from learners, identifying the errors, classifying them, and determining their sources. The key steps are collecting errors, identifying them, describing them, explaining them, and evaluating/correcting them. Error analysis helps determine areas of difficulty for learners and inform teaching. It replaced contrastive analysis as a way to investigate learner language. While it provided insights, error analysis has limitations such as not accounting for correct usage and development over time.
Language acquisition
Children begin learning language from birth through listening to word patterns in their first year. Their linguistic environment determines their mother tongue. As children develop, they progress through stages of linguistic development from one word utterances to two word phrases to developing grammar and eventually full competence in late childhood. Even children's errors and creative constructions reveal their innate sensitivity to the grammatical structures of the language they are acquiring.
Child's language acquisition presentation
The document discusses the stages of language acquisition in children. It outlines several key stages:
1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
4) The telegraph stage follows as children string more than two words together in sentence-like structures using functional vocabulary in addition to meaning vocabulary. Younger children's language
Summary
This document summarizes 21 different methods of language teaching: grammar translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the natural approach, the silent way, total physical response, communicative language teaching, whole language, collaborative learning, problem-based learning, content-based instruction, the portfolio, cooperative learning, neuro-linguistic programming, learning strategy training, lexical approach, task-based learning, and participatory approach. For each method, it provides a brief overview of its key principles and techniques.
Similar to Terms11 (20)
Lecture-1 An Introduction to Psycholinguistics.pdf
Lecture-1 An Introduction to Psycholinguistics.pdf
Linguistic and literacy development of children and adolescents
Linguistic and literacy development of children and adolescents
Cameron, Lynne.ppt chapter 1 children learning a foreign language
Cameron, Lynne.ppt chapter 1 children learning a foreign language
Second language acquisition and error analysis (arfan rai)
Second language acquisition and error analysis (arfan rai)
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Suggestoopedia
This document summarizes the language teaching method called Suggestopedia, developed by Bulgarian psychiatrist Georgi Lozanov. Suggestopedia aims to remove psychological barriers to learning through the use of specially designed classroom environments involving music, decoration, and an authoritative teacher role. Key aspects include placing students in a relaxed "pseudo-passive" state, using Baroque music to facilitate learning, and teaching large volumes of vocabulary and conversational skills quickly over intensive short-term courses.
Community language learning_cll1_son
Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
M itheory
Multiple intelligences theory proposes that intelligence is comprised of at least 8 different intelligences rather than a single general intelligence measured by IQ tests. The 8 intelligences are verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. The theory challenges traditional views of intelligence being fixed and centered around language and logic abilities, instead suggesting intelligences can be strengthened and individuals have unique intelligence profiles.
The silent way
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
Totalphysicalresponse 091223125050-phpapp02 (1)
TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.
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Samuel Beckett was an Irish absurdist playwright, novelist and poet born in 1906 who studied at Trinity College Dublin. He was heavily influenced by James Joyce and published his first work defending Joyce in 1929. Beckett taught in Paris and did secretarial work for Joyce before the second world war, during which he joined the French resistance. He is known for his minimalist and pessimistic works which were translated into over 20 languages, exploring themes of existential isolation through increasingly cryptic styles. Beckett was awarded the Nobel Prize in Literature in 1969.
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The document provides descriptions of several characters in Virginia Woolf's novel Mrs. Dalloway:
Clarissa Dalloway is the vivacious host of a party who cares about others and questions life's deeper meanings. Septimus Smith is a shell-shocked WWI veteran who struggles with insanity and privacy versus communication. Peter Walsh was once in love with Clarissa and is highly emotional and critical. Richard Dalloway is Clarissa's conservative husband who values English traditions.
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This document provides an analysis of the key themes in Mrs. Dalloway by Virginia Woolf, including communication vs. privacy, sanity vs. insanity, and the struggle to find balance. It discusses how characters like Clarissa and Septimus grapple with the collapse of British traditions after World War I and the oppressive social norms of religion, science, and patriarchy. Time is a major motif in the novel, with death seen as always imminent, as aging represents inevitable change.
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The document summarizes key events and characters in Virginia Woolf's novel Mrs. Dalloway. It introduces the two main storylines that take place on a single day in London: Clarissa Dalloway prepares for a party while dealing with memories from her past, and shell-shocked war veteran Septimus Smith struggles with mental illness and considers suicide. As the day unfolds, these storylines converge at Clarissa's party where guests bring news of Septimus' death by suicide.
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Virginia Woolf was born in 1882 in London and was homeschooled due to several panic attacks from a young age. She experienced abuse from her stepbrothers as a child and had a nervous breakdown at age 12. Both of her parents died when she was a teenager, leaving her without parents. As an adult, Woolf traveled extensively for her writing and published several famous modernist novels and essays. She struggled with mental illness throughout her life and ultimately died by drowning herself in 1941 at the age of 59 to escape another panic attack.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
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Terms11
- 1. Explain the following terms 1. Reinforcement: Reinforcement is a term used in operant conditioning to refer to anything that increases the likelihood that a response will occur. 2. Stimulus: A stimulus is something in the environment of a person that causes a physiological or psychological response: 3. Cognitive capacity: The capacity of the human mind to perceive, receive, process, store, and retrieve information. 4. Scaffolding: The language that a speaker uses to support the communicative success of another speaker. 5. Developmental Sequence: The order in which certain features of language are acquired. 6. Zone of proximal development: A metaphorical place in which a learner is capable of a higher level of performance because there is support from interaction with an interlocutor. 7. Telegraphic speech: Telegraphic speech, according to linguistics and psychology, is speech during the two-word stage of language acquisition in children 8. Metalinguistic awareness: The ability to treat language as an object 9. Tabula rasa: A terms used by behaviorists which refers to the emptiness of mind. 10. Poverty of stimulus: In linguistics, the poverty of the stimulus (POS) is the assertion that natural language grammar is unlearnable given the relatively limited data available to children learning a language. 11. Innate capacity: Our inborn capacity to acquire language 12. Language acquisition device: The Language Acquisition Device (LAD) is a hypothetical module of the human mind posited to account for children's innate predisposition for language acquisition 13. Cognitive development: The development human mind in terms of perceiving, receiving, processing, storing, and retrieving information. 14. Order of acquisition: The order of acquisition is a concept in language acquisition describing the specific order in which all language learners acquire the grammatical features of their first language. 15. Overgeneralization: The process of extending the application of a rule to items that are excluded from it in the language norm, as when a child uses the regular past tense verb ending -ed of forms like I walked to produce forms like *I goed or *I rided. 16. Competence and performance: Competence refers to our linguistic knowledge while performance refers to our linguistic production.
- 2. 17. Language register: In linguistics, a register is a variety of a language used for a particular purpose or in a particular social setting 18. Babbling: Babbling (also called twaddling) is a stage in child development and a state in language acquisition, during which an infant appears to be experimenting with uttering articulate sounds, but not yet producing any recognizable words. 19. Underextension: Underextension involves not applying a new word to objects that are included in the meaning of that word. Kids apply the word too narrowly. For example, a child might learn the word dog, but might only use it to refer to his own dog rather than all of the other dogs that he encounters. 20. Input: Input is the language that a learner is exposed to