Beruflich Dokumente
Kultur Dokumente
ACQUISITION
Prof. Jos Morales Sousa, Ed.D.
School of Education
Universidad del Este
DEFINITIONS
1) First language (L1):
2) Second language (L2):
3) Foreign language (FL)
4) Target language (TL)
CHARACTERISTICS OF
CHILDRENS LANGUAGE
Language development is similar
among children all over the
world.
PREDICTABILITY
LEARNING THROUGH IMITATION
CREATIVITY
First Words
Around 12 months (one-word
stage):
one or two recognizable
words (esp. content word);
Single-word sentences.
By the age of 4
Most children are able to:
ask questions,
give commands,
report real events,
create stories about imaginary
ones with correct word order and
grammatical markers most of the
time.
By the age of 4
basic structures of the
language
less frequent and more
complex linguistic
structures.
use of the language in a
widening social
Development of Metalinguistic
Awareness
Ability to consciously reflect on the
nature and use of language.
Words are separate from their
referents.
Language has a potential greater
than simple symbols.
Development of Vocabulary
THEORETICAL APPROACHES TO
L1 ACQUISITION
1) Behaviorism: Say what I say
2) Innatism: Its all in your mind
3) Interactionist/Developmental
perspectives: Learning from inside
and out
Bibliography: Lightbown, Patsy. Spada, Nina. How languages are learned 1993
Children are
biologically
programmed
for language
Language
develops in
the child
In the same
way of other
biological
functions
language
acquisition
learning to
walk.
LAD: LANGUAGE
ACQUISITION DEVICE ( or
BLACK
BOX)
It contains all and only the principles
which are universal to all human
languages
(i.e.. Universal Grammar UG).
children need
access only
to samples of
a natural
language
which serve
as a trigger
to activate
the device.
They
discover the
structure of
the
language to
be learned
By matching
the innate
knowledge of
basic
grammatical
principles (UG)
Once
the LAD
is
activated
to the
structures of
the particular
language in the
environment.
CONCLUSION
Childrens acquisition of grammatical rules
is guided by principles of an innate UG
which could apply to all languages.
Children know certain things of the
language just by being exposed to a
limited number of samples.
STRONG
ONLY BY PUBERTY
Two versions
WEAK
AFTER PUBERTY
IT WILL BE MORE
DIFFICULT AND
INCOMPLETE
http://www.youtube.com/watch?v=UTFCi
GI5wJA
http://www.youtube.com/watch?v=T_Oavgl
Dkn0&feature=related
http://www.youtube.com/watch?v=9Tchn_D
Xs4o&feature=related
3) INTERACTIONIST/DEVELOPMENTAL
PERSPECTIVES:
LEARNING FROM INSIDE AND OUT
Problems of Innatism:
Too much emphasis on
the final state
but not enough on the
developmental aspects of
language acquisition.
Language was
ONE manifestation
of the cognitive and affective ability
to deal with the world
Innatists
dealt with FORMS of the language,
not with the FUNCTIONAL levels
of meaning constructed from
SOCIAL INTERACTION
INTERACTIONISM: Bruner
Language acquisition
is an example of childrens ability to learn
from experience.
What children need to know
is essentially available
in the language
they are exposed to.
the innate
learning
ability of
children
LANGUA
GE
DEVELO
PMENT
the
environment
in which they
develop
CARETAKER TALK
It is the way adults modify their speech
when communicating with kids.
Slower rate of speech
Higher pitch
More varied intonation
Shorter simpler sentence patterns
Frequent repetition
Paraphrase
MODIFIED
SPEECH
CRUCIAL ELEMENT
in language acquisition process
Developmental psychologists
attribute more importance to the
environment
But they recognize a powerful learning
mechanism in the human brain.
PIAGET
Childrens cognitive
development determines
their language
development.
The interaction
between the
child
Is built on
the
developing
cognitive
understanding
Language
VYGOTSKY
Sociocultural theory of human mental
processing.
He argued that language develops
social
interaction.
primarily from
THOUGHT
ESSENTIALLY
INTERANALIZED
SPEECH
EMERGED IN
SOCIAL
INTERACTION
SPEECH
REFERENCES
Brown, H. D. (2010). Language assessment: Principles and classroom
practices. White Plains, NY: Pearson Education.
Brown, H. D. (2008). Principles of language learning and teaching. White
Plains, NY: Pearson Longman.
Brown, H. D. (2010). Teaching by principles: An interactive approach to
language pedagogy. White Plains, NY: Pearson Education.