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Questions and Answers
What type of language forms do children typically hear before the more regular forms?
What type of language forms do children typically hear before the more regular forms?
- Future-tense forms
- Irregular past-tense forms (correct)
- Regular past-tense forms
- Present-tense forms
What is the primary force in first language acquisition?
What is the primary force in first language acquisition?
- Environmental influence
- Social interaction
- Imitation
- Innate ability (correct)
At what age do children typically work out which forms are regular and which are not?
At what age do children typically work out which forms are regular and which are not?
- After the age of 6
- Around the age of 3
- After the age of 4 (correct)
- Before the age of 2
What is the order in which the regular -s marker appears on verbs?
What is the order in which the regular -s marker appears on verbs?
What do studies of syntactic structures used by young children suggest about language acquisition?
What do studies of syntactic structures used by young children suggest about language acquisition?
What is a characteristic of Stage 1 question formation in children?
What is a characteristic of Stage 1 question formation in children?
At what stage do children typically start using auxiliary verbs in their questions?
At what stage do children typically start using auxiliary verbs in their questions?
What is a key difference between Stage 2 and Stage 3 question formation in children?
What is a key difference between Stage 2 and Stage 3 question formation in children?
What is the focus of communicative experiences for L2 learners?
What is the focus of communicative experiences for L2 learners?
What is an 'error' viewed as in traditional language teaching?
What is an 'error' viewed as in traditional language teaching?
What occurs when an L1 feature is used in the L2 and it makes the L2 expression difficult to understand?
What occurs when an L1 feature is used in the L2 and it makes the L2 expression difficult to understand?
What is the term for the in-between system used in the L2 acquisition process that contains aspects of the L1 and L2?
What is the term for the in-between system used in the L2 acquisition process that contains aspects of the L1 and L2?
Why does a Spanish L1 speaker who says 'She name is Maria' in English not use a correct English sentence structure?
Why does a Spanish L1 speaker who says 'She name is Maria' in English not use a correct English sentence structure?
What is the result of using sounds, expressions, or structures from the L1 when performing in the L2?
What is the result of using sounds, expressions, or structures from the L1 when performing in the L2?
What is a focus of communicative experiences for L2 learners, especially in terms of language production?
What is a focus of communicative experiences for L2 learners, especially in terms of language production?
Why is it beneficial for L2 learners to receive feedback on their language production?
Why is it beneficial for L2 learners to receive feedback on their language production?
What might hinder learning according to affective factors?
What might hinder learning according to affective factors?
What is the primary focus of the grammar-translation method?
What is the primary focus of the grammar-translation method?
What is the underlying belief of the audiolingual method?
What is the underlying belief of the audiolingual method?
What do communicative approaches react against?
What do communicative approaches react against?
What was the purpose of William Caxton's book in 1483?
What was the purpose of William Caxton's book in 1483?
What is a limitation of the grammar-translation method?
What is a limitation of the grammar-translation method?
What is a characteristic of the audiolingual method?
What is a characteristic of the audiolingual method?
What is a key difference between the audiolingual method and communicative approaches?
What is a key difference between the audiolingual method and communicative approaches?
Study Notes
Language Acquisition
- Children develop language skills in stages, with irregular past-tense forms (e.g. "went" and "came") appearing before regular forms (e.g. "walkeded" and "playeded").
- Children work out which forms are regular and which are not around the age of four.
- The regular -s marker on third person singular present-tense verbs appears first with full verbs (e.g. "comes" and "looks") and then with auxiliaries (e.g. "does" and "has").
Developing Syntax
- Children's speech production is not solely based on imitation, as they have their own way of expressing themselves.
- Children's syntactic structures differ from adult forms, even when repeating what they hear.
- There are stages in forming questions, from simple ones like "Where kitty?" to more complex ones like "What did you do?".
Language Learning and Teaching
- Communicative experiences for L2 learners focus on the functions of language rather than its forms.
- "Errors" in language learning are not hindrances, but rather clues to active learning progress.
- Transfer refers to using sounds, expressions, or structures from the L1 when performing in the L2, which can be either positive or negative.
Interlanguage and Affective Factors
- Interlanguage is an in-between system used in L2 acquisition, containing aspects of the L1 and L2, but with its own rules.
- L2 learners' language production contains "errors" not related to the L1 or L2.
- Affective factors, such as emotional reaction, stress, or discomfort, can negatively impact language learning.
Methods of Language Teaching
- The grammar-translation method emphasizes vocabulary lists, grammar rules, and written language, with roots in traditional Latin teaching.
- The audiolingual method involves practice in a language laboratory, focusing on developing "habits" of language use.
- Communicative approaches react against the artificiality of "pattern-practice" and emphasize the interactional nature of spoken language use.
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Description
Explore how children learn and understand irregular verb forms, such as 'went' and 'came', and how they distinguish between regular and irregular forms. Discover the development of the -s marker in present-tense verbs.
