Psychology and Language Learning

ESSAY PART 1. Explain the difference between simultaneous multilingualism and sequential multilingualism. The difference between simultaneous multilingualism and sequential multilingualism is
that simultaneous multilingualism is the ability to use more than one language that were acquired during early childhood. While sequential multilingualism is the ability to use one or more languages that were learned after L1 (first language/ native language/ mother tongue) had already been childhood.

STRATEGIES Read the information related to fist language in the first chapter. 2. Describe the three phases in L1 and L2 learning. INITIAL STATE: It is the starting point for language acquisition; it is thought to include the underlying knowledge about language structures and principles that are in learners heads at the very start of L1 or L2 acquisition. While the initial state in childrens minds for L1 almost surely is an innate capacity to learn language, it is not at all certain whether or nor such natural ability is part of the initial state in older learners for L2 acquisition. There are some linguists and psychologists that believe in the genetic predisposition, in some aspects of natural ability for the age and others believe that no innate capacity for language acquisition. The initial state of L1 learning thus is composed solely of an innate capacity for language acquisition which may or may not continue to be available for L2, or may be available only in some limited ways. The initial state for L2 learning has resources of L1 competence, world knowledge, and established skills for interaction, which can be both an asset and an impediment.

UTPL

Mnica Alexandra Pancha Ramos

Psychology and Language Learning

INTERMEDIATE STATES: It is the interlanguage or interim grammars of learner language, as it moves toward the target L2. For this phase, we will compare processes of L1 or L2 development, and the compare the conditions which are necessary or which facilitate language learning. Basic Processes.- Development is a spontaneous and largely unconscious process in L1 child grammar, where it is closely correlated with cognitive maturation. In contrast, the development of learner language for L2 learners occurs at an age when cognitive maturity cannot be considered a significant factor. There is general agreement that cross-linguistic influence, or transfer of prior knowledge from L1 to L2, is one of the processes that is involved in interlanguage development. Two major types of transfer which occur are: Positive transfer, when an L1 structure or rule is used in an L2 utterance and that use is appropriate or correct in the L2; Negative transfer (or interference), when an L1 structure or rule is used in an L2 utterance and that use is inappropriate and considered an error. Many skills for social interaction which have been developed in L1 also transfer to L2. Necessary conditions. - Language input to the learner is absolutely necessary for either L1 or L2 learning to take place. Facilitating conditions.- while L1 learning by children occurs without instruction, and while the rate of L1 development is not significantly influenced by correction of immature forms or by degree of motivation to speak, both rate and ultimate level of development in L2 can be facilitated or inhibited by many social and individual factors. These conditions are very important: feedback, aptitude, motivation, instruction.

UTPL

Mnica Alexandra Pancha Ramos

Psychology and Language Learning

FINAL STATE It is the outcome of L1 and L2 learning, also know as the stable estate of adult grammar. While vocabulary learning and cultivation of specialized registers may continue into adulthood, the basic phonological and grammatical systems of whatever language children hear around them are essentially established by the age, along with vocabulary knowledge and interaction skills that are adequate for fulfilling communicative functions. The final state of L2 development can never be totally native linguistic competence, and the level of proficiency which learners reach is highly variable. STRATEGIES To develop this activity you have to read all the information that you have on page number 16 3. Do the activities number 1, 4, 5, and 6 (Question for self-study) on page number 63. Activities Questions for self-study 1. Briefly explain how language is (a) systematic (b) symbolic, and (c) social.

LANGUAGES ARE SYSTEMATIC. They consist of recurrent elements which occur in regular patterns of relationship. Language is created according to rules or principles which speakers are usually unconscious of using if language was acquired in early childhood.

LANGUAGES ARE SYMBOLIC. Sequences of sounds or letters do not inherently possess meaning. These symbols of language have meaning because of a tacit agreement among the speakers of a language.

UTPL

Mnica Alexandra Pancha Ramos

Psychology and Language Learning

LANGUAGES ARE SOCIAL. Each language reflects the social requirements of the society that uses it, and there is no standard for judging whether one language is more effective for communication than another. Although humans possess the potential to acquire an L1 because of their neurological makeup, that potential can be developed only through interaction with others in the society. We use language to communicate with others about the human experience.

4. When interlanguage development stops before a learner reaches target language norms, it is called FOSSILIZATION. (A stable state in SLA where learners cease their interlanguage development before they reach target norms despite continuing L2 input and passage of time) 5. As they can be understood in Chomskys theory of Universal Grammar, what is the difference between linguistic performance and linguistic competence? The difference between linguistic performance and linguistic competence is that the first is actual use of language in a specific instance, whereas linguistic competence is the underlying knowledge of languages we possess. 6. According to a Functionalist perspective, what is the primary purpose of language? The primary purpose of language is communication. STRATEGIES To develop these activities read carefully information related to chapter number 3. 4. List the advantages of multilingualis m and explain in your own words the
reason for its positive effects.

STRATEGIES Read carefully the information related to multilingualism in chapter 4 UTPL

Mnica Alexandra Pancha Ramos

Psychology and Language Learning

ADVANTAGES OF MULTILINGUALISM Bilingual children show consistent advantages in tasks of both verbal and nonverbal abilities.

The first years of the childhood certain areas of the fundamental brain are developed in the linguistic learning. Some studies demonstrate that the boy that speaks two languages develops quicker certain dexterities like the attention, an ability to concentrate on important particulars, and not to pay attention to the confused information or that it distracts. Bilingual children show advanced metalinguistic abilities, especially manifested in their control of language processing.

The multiplicity of cultures and of languages represents an incalculable wealth and a push toward the progress. Another language brings roots, securities, culture and an entire history to the children.

Cognitive and metalinguistic advantages appear in bilingual situations that involve systematic uses of the two languages, such as simultaneous acquisition settings or bilingual education.

The small children can learn a quicker and easier language that the adolescents or the adults. Know another language is also a dexterity that allows the boy explore other cultures and to communicate with more people, in the home and abroad. Also, they could have bigger employment opportunities in the future.

The cognitive effects of bilingualism appear relatively early in the process of becoming bilingual and do not require high levels of bilingual proficiency nor the achievement of balanced bilingualism.

The children speak more than a language in an early age is a great challenge for them. Learning another group of words and grammar costs even more work. It is exhibition question and practice. While more listens and use a language, quicker the children will learn it. UTPL

Mnica Alexandra Pancha Ramos

Psychology and Language Learning

Bilingual children have advantages in the use of language for verbal mediation, as shown by their higher frequency of private-speech utterances and their larger number of private-speech functions.

Some studies suggest that the bilingualism can help the children to develop certain dexterities of attention. Selective attention is the ability to concentrate on important particulars and not to pay attention to the confused information or that it distracts. It is something that the bilingual children practice a lot as they learn how to exclude words of a language when they speak the other one.

UTPL

Mnica Alexandra Pancha Ramos