The acquisition learning distinction
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The document discusses the acquisition-learning distinction hypothesis, which proposes that adults have two ways to develop competence in a second language: 1) Language acquisition, which is a subconscious process similar to how children develop their first language ability. The result is acquired competence. 2) Learning a language, which involves a conscious knowledge of rules and being able to explicitly talk about the rules. It claims that while children acquire language, adults can both acquire and learn a new language subconsciously like children, not just consciously learn like was previously thought.
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The Natural Order Hypothesis proposes that there is a predictable order in which rules of a second language are acquired, with some rules tending to be acquired early and others late. Evidence from studies in the 1970s found orders of acquisition for grammatical morphemes but did not truly measure acquisition sequences. The hypothesis says little about the process of second language acquisition. The Input Hypothesis argues that language is acquired through comprehensible input but not directly taught, and that sufficient comprehensible input is necessary and sufficient for grammar to be acquired in the natural order.
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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.
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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.
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The natural order hypothesis
The Natural Order Hypothesis proposes that there is a predictable order in which rules of a second language are acquired, with some rules tending to be acquired early and others late. Evidence from studies in the 1970s found orders of acquisition for grammatical morphemes but did not truly measure acquisition sequences. The hypothesis says little about the process of second language acquisition. The Input Hypothesis argues that language is acquired through comprehensible input but not directly taught, and that sufficient comprehensible input is necessary and sufficient for grammar to be acquired in the natural order.
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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.
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This document summarizes Stephen Krashen's theory of second language acquisition, which includes five main hypotheses: 1) The Acquisition-Learning Hypothesis, which distinguishes between acquired and learned systems; 2) The Natural Order Hypothesis, which claims grammar is acquired in a predictable order; 3) The Monitor Hypothesis, which describes the role of monitoring; 4) The Input Hypothesis, which states language is acquired by understanding messages; 5) The Affective Filter Hypothesis, which claims factors like anxiety and motivation can impede or facilitate acquisition. The document also discusses factors like language teaching, exposure, age, and acculturation that influence second language acquisition.
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The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
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.
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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.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
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- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
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The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
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The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
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The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
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Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
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.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
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National language policies aim to favor or discourage particular languages. While countries historically promoted a single official language, many now protect minority languages threatened with extinction. Half of the world's 6000+ languages may disappear this century due to factors like population size and economic status. Policy approaches include assimilation, non-intervention, legal protections for multiple languages, and official/unofficial bilingualism or multilingualism. Language policy and politics influence issues like official status, education, identity promotion, and more.
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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.
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This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
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The document discusses language choice and use of first language versus second language in the classroom. It explores why teachers and students use first language, including lack of competence, developing tasks, controlling discipline, giving feedback, explaining, translating, giving instructions, checking understanding, gaining attention, testing, and friendly talk. Code switching between first and second languages is common when students and teachers share the same mother tongue.
Language Planning and Language Policy
Language Planning and Language Policy, 4 Stages of Language Planning (Haugen, 1966): 1. Selection 2. Codification 3. Implementation 4. Elaboration
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
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The document describes various bilingual education program models, including their goals, components, and instructional approaches. It discusses transitional bilingual education, developmental bilingual education, two-way dual language education, one-way dual language education, bilingual immersion programs, and heritage language programs. The overall goal shared by all bilingual programs is to ensure bilingual students meet grade-level academic standards.
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Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
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The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
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Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
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This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
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The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
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This document discusses various types and definitions of bilingualism. It defines early vs late bilingualism, simultaneous vs successive bilingualism, and other categories. It also addresses common myths and misconceptions about bilingualism, such as the ideas that it leads to cognitive delays or linguistic confusion. In reality, with proper input in both languages, bilingual children develop normally. The document advocates for additive bilingualism programs that support learning in both the first and second languages.
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.
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.
Innateness hypothesis
The innateness hypothesis proposes that humans are born with some innate knowledge of language. Hilary Putnam coined the term to describe Noam Chomsky's theory of Universal Grammar, which suggests humans possess an innate Language Acquisition Device containing the core principles of grammar. Evidence for innateness comes from observations that language acquisition in children follows predictable stages and is not dependent on formal teaching, and adults generally fail to achieve native-like proficiency in a second language. The critical period hypothesis of Eric Lenneberge further suggests there is an optimal period in early childhood for acquiring full native language competence.
BILINGUALISM
This document outlines 8 principles for fostering second language development in young children:
1) Bilingualism is beneficial and both languages should be encouraged.
2) Children's bilingual development ebbs and flows, with one language sometimes stronger than the other temporarily.
3) Different cultural patterns exist in language use.
4) Code-switching between languages is normal for young bilingual children.
5) Children acquire second languages in different ways depending on exposure and opportunities.
6) Language is best learned through meaningful activities.
7) Language thrives in an environment rich in language use.
8) Children should be allowed to experiment with language.
169333807-Theories-of-Language-Learning.ppt
Here is a 193-word response to the question:
In my view, the interactionist theory of L1 acquisition makes the most sense. As an observer of young children learning language, I've seen evidence that supports aspects of all three theories. Children do learn vocabulary and sounds through imitation and reinforcement, as behaviorists suggest. But they also display an innate ability to recognize patterns and apply grammatical rules creatively, supporting nativist ideas.
Most convincingly, though, children learn most effectively through social interaction with caregivers. They learn new words by interacting with objects in context. And they make rapid progress in combining words once they start two-way conversations. This supports the interactionist view that language develops through the interplay
Berger Ls 7e Ch 9
This document summarizes Piaget and Vygotsky's theories of cognitive development in early childhood. It discusses Piaget's view of the preoperational stage from ages 2 to 7, including obstacles to logical thinking like centration and egocentrism. Vygotsky believed social learning was important, with children learning from more skilled members. The document also covers language development, children's theory of mind, and approaches to early childhood education.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
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.
chapter 9
The document discusses theories of cognitive development in early childhood from ages 2 to 6. It covers Piaget's theory of preoperational thinking and obstacles to logical operations. Vygotsky's social learning theory emphasizes cognitive development through social contexts and apprenticeship. Theories of language development are also discussed, including vocabulary growth, grammar development, and benefits of bilingualism. Different approaches to early childhood education are briefly outlined.
eBook - Example 2
This document discusses different approaches to teaching a second language to young children, including the audio-lingual approach, communicative approach, and natural approach. It also covers how children learn a second language through hearing, mimicking, and applying language. The environment influences language learning, as evidenced by case studies of feral children Victor and Genie who showed impaired language acquisition due to isolation. There is generally believed to be a critical period for language learning between ages 9-12.
Age and acquisition
This document discusses several factors that influence second language acquisition, including biological, cognitive, affective, and linguistic considerations. Biologically, there is a critical period for acquiring a second language that ends around puberty, when lateralization of brain functions is complete. Cognitively, children and teenagers acquire language differently than adults. Affective factors like inhibitions and identity can also influence acquisition. Linguistically, acquiring two languages simultaneously is different than acquiring one, and code-switching between languages is common for bilingual speakers.
The younger the_better
The document discusses the concept of second language acquisition and the critical period hypothesis. The critical period hypothesis proposes that there is an optimal period for acquiring a new language, where children under puberty learn more easily due to brain plasticity. While younger learners may develop native-like competence, starting age does not affect the method of language learning but does impact the rate and level of learning, with adolescents performing better than children or adults in grammar and vocabulary when exposure time is held constant. Both length of exposure and starting age influence the degree of success in learning a new language.
Similar to The acquisition learning distinction (20)
Guía educación Bilingüe para padres / Bilingual Education Guide for parents
Guía educación Bilingüe para padres / Bilingual Education Guide for parents
Lecture-1 An Introduction to Psycholinguistics.pdf
Lecture-1 An Introduction to Psycholinguistics.pdf
The acquisition learning distinction
- 1. THE ACQUISITION–LEARNING DISTINCTION * MEMBERS: CHANGO SOLEDAD GUAYGUA LEONARDO RODRÍGUEZ TANIA VILLAFUERTE KARLA
- 2. * *It is a hypotheses that says that: *Adults have two distinct and independent ways of developing competence in a second language. *The first way is language acquisition. *The second way is by learning the language.
- 3. * *It is a process similar to the way children develop ability in their first language. *It is is a subconscious process *The result of language acquisition, acquired competence, is also subconscious. *It is also known as implicit learning, informal learning, and natural learning.
- 4. * • Conscious knowledge of a second language. • Knowing the rules. • Being aware of the rules • Being able to talk about the rules. • Exolicit learning • KNOWING ABOUT A LANGUAGE
- 5. * *Not just children acquire *Adults can only learn *The acquisition-learning hypothesis claims, however, that adults also acquire. *adults also acquire, that the ability to "pick-up" languages does not disappear at puberty. *can access the same natural "language acquisition device" that children use
- 6. Subconscious acquisition The right form of a rule.
- 7. I goes to school every day. Alter his or her conscious mental representation of the rule.
- 8. It doesn’t influence acquisition to any great extent. As conclusion, parents attend more the truth value what the child is saying rather than to the form.
- 10. * Walt Disney comes on Tuesday was corrected, despite its syntactic correctness, since Walt Disney actually came on television on Wednesday.
- 11. * *It seems to be "truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents
- 12. School: for most people, The who/whom distinction) and similar distinctions have been made in other domains