Child Language Acquisition PDF

1- The field of child Language acquisition has been important in the development of SLA? [Glass et.al] Discuss. The child interacts according to the environment using LAD that is born in nate with him. In the process of learning SLA, the influence of FLA is there. So many elements have affected th...

1- The field of child Language acquisition has been important in the development of SLA? [Glass et.al] Discuss. The child interacts according to the environment using LAD that is born in nate with him. In the process of learning SLA, the influence of FLA is there. So many elements have affected the process of Learning and teaching SLA. 2- Is it true that the language rules are learnt by imitation? Why? Language is not a sit of automatic habits but it is a set of structured rules. It is not true due to the presence of developmental errors. Language rules are claimed to be Learned by Formulating Language rules are claimed to be Learned then using the innate principles as well as on the basis of exposure to how the language's being learnt. 3- Give some examples which show evidence against the imitation View of language acquisition ? Adult :What did you says hedid? Child: She holded and patted the baby rabbit. Adult :Did you say the hold them tightly? Child: No, she holded them Loosely. Despite the adult's modeling For the correct answer, yet the baby is unable to imitate because he is not ready. He continued to regularize the verb. 4- Glass : Children’s Language could be studied as a system not just as deviations From the language they were exposed to * In 1950s and 1960's, Gass has claimed that Children's language could be studied as a system and that is 100%. true. For example, when a child say no book, no shoe ,he is not Faulty imitating, but he is trying to express negation systematically Child is not ready yet he expressed what he needed. Later on, will develop when he is ready. 5- What are the stages of FLA? 1- Prelinguistic stage : 0-6 months the baby cries coos and laughs. 2- Babbling: (6-12 months) the baby's language device is is used fairly expressing any intonation, when the baby says mama it does not mean that he favours mama over baba. It means he expressed what he is ready to say and not what he favors. 3- Holophrastic/One word stage: (1year) the 1st word or words are that are uttered by the babies usually refer to pet/object or any familiar and important parts of its environment. 4- Two word (24 months) 2years Children at this stage begin to produce 2 words sentences that have define semantic and syntactic relation (baba nom) baby sleeping. 5- Telegraphic Stage: (36 months) 3years. It is a typical stage where the child produce simple short sentences that express content (Mammy go work) Yet they stil miss functional words (to). 6- Compare/ Contrast: Over Extension : The meaning of a word is being overextended. ( ball = for any rounds) Under extension: The meaning of the word is being under extended. ( kitty= only for our cat) 7- Developmental Stages (Light bown-Spada 2006): Stage 1: Intonation: Cookie/Intonation starts by question /Sentence/ one-two words. Stage 2: Intonation with sentence complexity Yes-No? Question using sentence order (You Like this? )(Why you catch it ?) Stage 3 : Beginning of inversion Wh sentence order ? Can I go? Is that mine? Stage 4 : Inversion: Do you like ice cream ? The Wh are hard to acquire / auxiliary Stage 5: Inversion with Wh-question, Negative added to the question , Why he can't go out? Stage 6 : overgeneralization , i don’t know why he can’t go out. 8 - Brown's 1973 observation study of 3 children Adam / Eve / Sarah ? * different ages * studied at the same pace. Based on the order of acquisition of the lessons that Brown introduced and observed the 3 Children's acquisition, he found a predictable( Strong version CAH )order of certain inflectional morphemes in English. 9- Factors → order of acquisition of non lexical Categories and bound morphemes? 1- Salience : meaning is important/ or not. morpheme (ing): walking / stress falls at the end. / silent. morpheme (-ed): walked / It does not have a stress. 2- Syllabicity: are they syllables? (Morphemes/ non Lexical categories). 3- Lack of exceptions: the possessive ending ('s)↳ is used without exception. BUT, The past (ed), It has exceptions in irregular verbs. "(eat-ate). * The FLA of English, the -ing morpheme is the 1st to be acquired, even before learning (V.be , v.Do , v.have) auxiliary. 10- Berko's «wug test 1958: (grammatical morphemes) Wug test a is about showing the children a picture of any new animal and were told that this was a wug. They show them a picture of 2 animals and were led to into saying "there are two…" => The plurality concept is acquired even by preschool Children using this “wug” test. 11- Conclusions can be drawn about Children’s FLA? children: 1- Have same developmental stage, not at the same rate. 2- Create system in their Language. 3- Develop rules to govern their language( Knowledge ,use). 4- Rules that are developed ≠ carespond rules of the adult Language. 5- Over generalization of grammatical morphemes. 6- There processing constraints that govern acquisition & Use. 7-Correction does not always work. 8- Language acquisition is not determined by intelligence (LAD). 12- Are these Conclusions applicable to the SLA? Yes, because SL have the Same order of acquisition. 13- Define: 1- Child SLA: It is acquiring a Language after the child has acquired his NL. This happens in the critical period. 2- Critical Period: Where children must acquire the FL or NL before any other language.. Bilingualism : The ability to use more than one language , at the same time. 14) Selinker's argument (et.al) 1975 → non simultaneous Child SLA? - Selinker et.al has an argument about the non simultaneous Child SLA. He state that when children Learn L1 then they acquire L2 they will have the same type of errors as the ones that occur in (IL) such as over generalization or simplification. One the other hand, simultaneous Child SLA, acquiring NL and TL at the same time develops the cognitive process efficiently. 15- Learner's input is central variable in SL outcome?  It is said that the Language Learner's input is variable in SL outcome. This is true, because when Learning a TL/SL it has to be high quality, , then the production will be high quality. If the Learner's input was weak and insufficient then the outcome will be weak. 16- Younger better in acquiring SL? It is not true because: 1- Children have better phonology. 2- Adults have better Syntax.3- We can't Say children better than Adults or vice versa 17- What are the types of environment? Naturalistic : Everyday context and social interaction. Classroom: Information is taught explicitly. 18- L1 =L2 hypothesis? Dulay and Burt have developed a study on the Child SLA similar to L1 acquisition. They claimed that based on their studies of morpheme order, it resulted that both L1 and L2 acquisition have the same process. 19- Chomsky's Attack 1959 on Shinner's work (Behaviorism)? Skinner's theory about Behaviorism stat that child Learn a Through imitation and getting feedback positive. Chomsky's argument about Skinner's Behaviorism stat that learning language involves innate cognitive and not imitation especially in syntax (Grammar theories). 20 - Studies were conducted to show the percentage of error attributable to the native Language? Disass  George 1972 claimed that 1/3 of errors in his data were attributable to NL. Dulay & Burt 1975 claimed that fewer than 5% were attributable in their data → To conclude, that the learners is making errors, not only due to mother tongue (NL). 21- why was the CAH criticized? - Many critics have criticized the CAH claiming that it is empirical ( prediction were not accurate). Also , the most critical part was that CAH is theoretical. They criticized the strong version of CAH. 22- explain the creative construction theory developed by Dulay and Burt 1974 ? - Dulay and Burt have proposed that child’s SL learners construct rules of SL on the basis of innate mechanism. In this process , children tend to reconstruct the rules for speech they hear. 23- when / why did the morpheme order studies emerge ? - Browns hypotheses as well as Dulay and Burt , all have agreed that similar patterns of development would be found in child L1 acquisition a child SLA. - These results would suggest a similarity in processes between L1 and L2. 24- define the Bilingual syntax measure (BSM) ? - It is testing instrument that measure the morphological knowledge for children SLA. 25- in general , their results showed a similar pattern of development between the tow groups of children ( Spanish and Chinese )? - The results have differed among the 2 groups. - The difference have been justified due to NL. - Dulay and Burt claimed that the difference are so minimal so they have to justified them by attributing the similarity universal developmental factors and diminishing the role of NL. 26- discus the following “ the morpheme order studies were not without problems”. 1- Test design biased : the way the test was created might have influenced the results. Any group of learners using the same test might show similar results , so the test could be the problem. 2- Wide variety of learners : the study included learners from different language background , this made it hard to see a person of SL1 influence their learning because the group was mixed. 3- Focus only on morphemes : the study only looked on a specific part pf language (morphemes) without considering the bigger picture of language learning. 4- Ignored individual differences: every learner is different , but the study grouped data together , hiding unique pattern in individual learners.  5- Problematic data collection: the way the data was gathered / analysed didn’t match leading to unclear results. 6- Limited scope: the study only looked at a small number of morphemes , which is not enough to understand the full process of learning a language. 7- Theoretical weakness: the study claimed that a person L1 doesn’t have much influence on L2 , but this conclusion might not fully explain the process of L2. 27/28- wite about Krashen’s monitor model. How many hypotheses are there ? what are these hypotheses? - Monitor model consist of 5 hypotheses about how people learn L2.these hypotheses are: 1- The acquisition- learning : use 2 words. Acquisition is similar to LAD , it is a subconscious process, the acquires are not aware they are acquiring a language ( through communication- kids). Learning is a conscious process(studying grammar / rules in classroom setting). Acquisition is more effective for communication. 2- The natural order hypotheses: it is related to acquisition. it states that language is learnt is a predictable order , no matter what is the learners background. For example, learners might naturally master basic grammar rules before advanced ones. It is effective for communication. 3- The monitor hypotheses: it is related to learning. The monitor is like an editor in your mind that checks the output biased on what you have learned. There are 3 conditions to apply the monitor hypotheses: - Time : you need time to think about the rule. - Focus on form: you must pay attention to grammar. - Knowing the rule: you must know the rule you are applying. Monitor is effective for formal speech. 4- The input hypothesis (i=1): learners need language input that is understandable and comprehensible but slightly more advanced that the learners knowledge. Comprehensible knowledge/ input helps language grow naturally. 5- The affective filter hypothesis: it is proposed by Krashen, explaining how emotions and attitudes that impact language learning. It shows that learners emotional stat can help or block their ability to learn a language. - Raised / high filter: when the filter is high or raised the learner wont learn because the brain has to stop processing and learning. - Low filter: when the filter is low , the learners brain absorb and process the language input more effectively.