First Language Acquisition and Second Language Acquisition PDF

FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION FIRST LANGUAGE ACQUISITION  DEFINITION Refers to first-language acquisition, which studies infants' acquisition of their native language. This is the acquisition of the mother tongue. The process by whi...

FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION FIRST LANGUAGE ACQUISITION  DEFINITION Refers to first-language acquisition, which studies infants' acquisition of their native language. This is the acquisition of the mother tongue. The process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition is one of the quintessential human traits, because non-humans do not communicate by using  INPUT Input is where human infants are certainly helped in their language acquisition by the adults in the home environment. “baby talk” is where speech style adopted by someone who spends a lot of time interacting with a young child. Examples for simplified words are “tummy” , “mama” “poo-poo” “pee-  Caregiver Speech Also described as “motherese” or “child-directed speech”. There are four types of caregiver speech : Often using Frequent exaggerate use of d questions intonation A slower Extra tempo with loudness longer pauses BACK TO QUESTION 1 THE ACQUISITION STAGES The two- word The one- stage word stage speech Babblin hic g Telegrap Cooing  1) Cooing Between 2-4 months. The child gradually becomes capable of producing vowel-like sounds, such as [i] and [u] Repetition of the vowel sounds. Express satisfaction or pleasure.  2) Babbling Between 6-8 months. The child produces a number of different vowels and consonants, such as ba-ba-ba and ba-ba-da-da, which at times can almost sound like a real speech. Uses consonants B, M, D and G. BACK TO QUESTION 2  3) The one-word stage Between 12 – 18 months. One or two recognizable word. Resembles words or simple phrases. Words that utter everyday objects such as “milk” , “cat” , “spoon”  4) The two-word stage Begin around 18 – 20 months. At least 50 different words. Simple sentences, grammatically incorrect and perhaps missing information. Variety combination words appear. For examples : baby chair, daddy car, more milk, cat bad.  The phrase “baby chair” may be taken as : 1) an expression of possession = (this is baby’s chair) or 2) as a request = (put baby in the chair) or 3) as a statement = (baby is in the chair)  5) Telegraphic speech Between 2 – 3 years old. The child begins producing a large number that could be classified as “multiple-word” speech. The child vocabulary has grown to hundreds of words during this stage and pronunciation become more clearer.  Almost complete sentences. Correct/proper word order. Physical development : running and jumping. For examples : a) this shoe all wet b) daddy go bye-bye c) cat drink milk THE ACQUISITION PROCESS Developin Developin g g syntax semantic Developin s g morpholo Learning gy through correctio Learnin n g throug h imitati on  1) Learning through imitation Basis of child’s speech production used by young children. They may repeat single words or phrases, but not the sentences structures. It is likely that the children understand what are the sentences but they express what they understand by their own. For examples : Mum is hungry = mum hungry The cat is sleeping = cat sleep  2) Learning through correction It is unlikely that adult “corrections” are a very effective determiner of how the child speaks. The child will continue to use a personally constructed form, despite the adult’s repetition of what the correct form should be. Example : Child : My teacher holded the baby rabbits. Mother : Did you say your teacher held the baby rabbits? Child : Yes. Mother : Did you say she held them tightly? Child : No, she holded them loosely.  3) Developing morphology By the time a child is two-and-a-half years old, he or she is going beyond telegraphic speech and the child indicates the grammatical function of the nouns and verbs used.  4) Developing syntax In the formation of questions and the use of negatives. The child goes through with 3 stages : Stage 1 Stage 3 Stage 2 occurs occurs occurs between 22 - between 18 – between 24 - 30 months 26 months 40 months  Forming Forming questions negatives First stage : First stage : Wh- form (Where, Who) to the A simple strategy of putting NO beginning of the expression. or NOT at the beginning. Examples : Where mummy? Examples : not a teddy bear Who is that person? not sit here Second stage : Second stage : More complex expressions can be Additional negative forms “don’t” formed. Wh-forms, such as What and “can’t” appear, and with no and Why. and not. Examples : What is mummy Examples : He not bite you doing? You cant dance Why daddy is not home yet? Third stage : Third stage : The movement of the auxiliary in Other auxiliary forms such as English questions (I can have… -> didn’t and won’t. Can I have…?) 5) Developing semantics During the two-word stage, children use their limited vocabulary to refer to a large number of unrelated objects. Overextension : overextend the meaning of a word on the basis of similarities of shape, sound and size. Example : use ball to refer an apple, an egg or a ball. BACK TO QUESTION 3  SECOND LANGUAGE ACQUISITION OR LEARNING  the process by which people learn another SECOND LANGUAGE language in addition to their native language. LEARNING First language as (L1) whereas foreign or second language is (L2). A distinction is sometimes made between learning in a “foreign language” setting (learning a language that is not generally spoken in the surrounding community) and a “second language” setting (learning a language that is spoken in the surrounding community). Example : Japanese students in an English class in Japan are learning English as a foreign language (EFL) but if those same  ACQUISITION AND LEARNING Acquisitio Gradual n development of ability in a language by using it naturally in communicative situations with others who know the language. Takes place without a teacher. Example : Children who “pick up” a second language from long periods spent in interaction, constantly using the language with the native speakers of the language as their L1.  A conscious process of accumulating knowledge of Learning the features of language such as pronunciation, vocabulary and grammar. Takes place with a teacher. Result in more knowledge “about” the language than fluency in actually using the language. Example : A student can fill in the blanks on a grammar page but knowing grammar rules does not necessarily result in good speaking as they may not be able to speak fluently.  ACQUISITION BARRIERS 1) Insufficient focus on the process (adults have a lot of other things to do and think about, unlike very young children). 2) Insufficient incentive (adults already know a language and can use it for their communicative needs) 3) The “critical period” for language acquisition has passed (usually around the time of puberty) 4) Affective factors such as self-consciousness that inhibit the learning process.  THE AGE FACTOR ADULT Difficult to acquire another language fully after the critical period for language acquisition has passed. Result to loss of flexibility or openness to receive the features of another language. CHILDREN Quicker and more effective L2 learners in class. Optimum age for learning (10 – 16 years old) when the flexibility of the inherent capacity for language has not been completely lost. AFFECTIVE FACTORS The negative feelings or experiences which can create a barrier to acquisition. - STRESS - UNCOMFORTABLE - SELF-CONSCIOUS - UNMOTIVATED  FOCUS ON TEACHING METHOD A method ofGRAMMAR TRANSLATION teaching foreign languages derived from the classical (traditional) METHOD method of teaching Greek and Latin. A way to teach languages is through the teaching of grammar and the translation of texts. Students learn grammatical rules and then apply those rules by translating sentences between the target language(L2) and the native language (L1). Emphasize a written language rather than spoken language -very little attention is placed on pronunciation or any communicative aspects of the language. BACK TO QUESTION 5  THE AUDIOLINGUAL METHOD Learn to speak languages through habit- formation, and therefore need to practice drills until the new habit has been learnt. Emphasized a spoken language. Belief that the fluent use of language might develop with a lot of practice repeating oral skills.  COMMUNICATIVE APPROACHES Languages are learnt through communication, and that the focus of the classroom should be on encouraging learners to engage in speaking activities which simulate 'real life' communication. Emphasized the functions of language (what it is used for) rather than the forms of language (correct grammatical or phonological structures). Example : Practising question forms by asking learners to find out personal information about their colleagues as it involves meaningful communication.  FOCUS ON THE LEARNER The fundamental change has been shift from concern with the teacher, textbook and method to an interest in the learner and the acquisition process. “ Errors ” were regarded negatively and they had to be avoided. Example : A Spanish (L1) speaker’s production of in the room there are three womens that shows a failure to learn correct English. Indication of the natural L2 acquisition process in action. A clue to the active learning progress being made by the student as he/she tries out ways of communicating in new language.  TRANSFER Transfer (crosslinguistic influence) – using sounds, expressions or structures from the L1 when performing in the L2. Positive transfer – The use of a feature from the L1 that is similar to the L2 while performing in the L2. ( e.g. the German learner producing 'I am twelve years old' in English L2 as a direct translation of the German structure) Negative transfer – Transferring an L1 feature that is really different (interference) from the L2 while performing in the L2. (e.g. the French learner producing 'I have 12 years').  INTERLANGUAGE Interlanguage - the term for a dynamic, rule- based linguistic system that has been developed by a learner of a second language (or L2) who has not yet reached proficiency. A learner's interlanguage preserves some features of their first language (or L1), and can also overgeneralize some L2 writing and speaking rules. Interlanguage can fossilize. Fossilization - the process of 'freezing' of the transition between the L1 and L2 because of the inability to overcome the obstacles to acquire native proficiency in the L2.  MOTIVATION 2 types of language learning motivation :- INSTRUMENTAL INTEGRATIVE MOTIVATION MOTIVATION Learners want to Learners with an learn the L2 so that instrumental they can better motivation want to understand and get learn the L2 in order to know the people to achieve some who speak that other goal such as language. completing a school Usually for social graduation purposes in order to requirement. Does not plan to take part in the social life of a community engage in social using the language. interaction using the L2. BACK TO QUESTION 6  INPUT AND OUTPUT Input - describe the language that the learner is exposed to. Input can be made comprehensible by being simpler in structure and vocabulary, as in the variety of speech called foreigner talk. Negotiated Input: Target language (L2) material that learner acquire in interaction through request for clarification while active attention is being focused on what is said. The opportunity to produce comprehensible output in meaningful interaction seems to be another important element in the learner’s development of L2 ability.  TASK-BASED LEARNING A solution to create different types of tasks and activities which learners (in small group/pairs) have to interact with each other to exchange or solve problems. Example : The assumption in using tasks such as “ Plan a shopping trip with your partner by making a shopping list”. To improve the learner’s fluency by using the L2 in an activity that focuses on a clear goal. Result – Provide overwhelming evidence of better L2 uses by learners and develop communicative competence in L2.  COMMUNITIVE COMPETENCE Communicative competence – General ability to useSTRATEGIC language accurately, SOCIOLINGUISTIC COMPETENCE appropriately and flexibly. COMPETENCE Ability to use GRAMMATICAL Ability of language to COMPETENCE learner in organize effective producing messages and to Involves the sentences overcome accurate use of according to the potential words and communicative communication structures. situation. problems. Only Enables the Gestures, concentrate on learner to know expressions, grammatical when to say Can mimics and competence. I have some intonation are water? versus among others Give me some some of the most water! according strategies BACK TO used.  APPLIED LINGUISTIC Large-scale endeavor by applying the ideas of linguistic from other fields such as communication studies, education, psychology and sociology. Concerned with practical issues involving language and its role in everyday life. Represent an attempt to deal with a large range of real-world issues involving language.  QUIZ QUESTION QUESTION 1 4 QUESTION QUESTION 2 5 QUESTION QUESTION 3 6 1. Choose the typical features of caregiver speech. a) Frequent use of questions, extra loud noises, slower tempo with longer pauses and often using exaggerated intonation b) Child produces a number of different vowels and consonants, such as ba-ba-ba and ba-ba-da-da  2. During which stage and what age do children typically begin producing varied syllable combinations such as ba-ba-da-da? a) Babbling stage. It happens between 6-8 months. b) Telegraphic speech. It happens between 2-3 years old 3. What is the term used to describe the process involved when a child uses one word like ball to refer to an apple, an egg or a ball? a) Baby talk b) Overextension 4. What are the three components of communicative competence? a) Grammatical competence, sociolinguistic competence and strategic competence b) Transfer, interlanguage and motivation  5. Choose the correct teaching methods introduced in learning second language acquisition? a) Task-based learning and communicative competence b) Grammar translation method, audiolingual method and communicative approaches  6. What are the types of language learning motivation in second language acquisition? a) Input and output b) Instrumental motivation and integrative motivation EXCELLENT THAT’S RIGHT  OPPS TRY AGAIN