Theories of First and Second Language Acquisition [PDF]

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Republic of the Philippines SAMAR COLLEGES, INC. Mabini Avenue, Catbalogan City COLLEGE OF GRADUATE STUDIES Discussants: Program: Course Description: Schedule: Semester/Term: Professor: Topic:

Rey Darras and Margie R. Ramos Master of Arts in Education-Educational Management

CLL 103 (Language Acquisition in the Classroom 7:00-11:00 (Sat & Sun.) Summer S.Y. 2017-2018 Manilyn O. Serpajuan, M.E. -Definition of First and Second Language Acquisition -Theories of First and Second Language Acquisition

DEFINITION AND THEORIES OF FIRST AND SECOND LANGUAGE ACQUISITION

Definition of “first language” (L1):   

The language(s) that an individual learns first. Other terms for “first language”Native language or mother tongue

Theories on First Language Acquisition  Behaviourism- “Language Learning is a kind of behavior similar to other human behavior. Language is learnt in much the same way as anything else is learnt.” 

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Proponent: B. F. Skinner o language behavior is the production of correct responses to stimuli through reinforcement. o Language learning is the result of 1) imitation (wordfor-word repetition), 2) practice (repetitive manipulation of form), 3) feedback on success (positive reinforcement), and 4) habit formation. o The quality and quantity of the language that the child hears, as well as the consistency of the reinforcement offered by others in the environment, would shape the child’s language behavior. Popular in 1950’s and 60’s Principle: Say what I say

 Nativism – “We are born with a Language Acquisition Device (LAD) and access to Universal Grammar (UG)” 

Proponent: Noam Chomsky o Children are biologically programmed for language and language develops in the child in just the same way that other biological functions develop. o The environment makes only a basic contribution, that is, the availability of people who speak to the child. Therefore, the child’s biological endowment (LAD) will do the rest.

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Children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to. 1959 Principle: It’s all in your mind

 Cognitive Approach- “Children’s language development relies on their understanding of the world or cognition.” 

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Proponent: Jean Piaget  Language is dependent upon and springs from cognitive development. That is, children’s cognitive development determines their language development. (e.g., the use of words as “bigger” or “more” depends on children’s understanding of the concepts they represent.)  He argued that the developing cognitive understanding is built on the interaction between the child and the things which can be observed, touched, and manipulated. For him, language was one of a number of symbol systems developed in childhood, rather than a separate module of the mind. Language can be used to represent knowledge that children have acquired through 1952 Principle: Language Learning is part of a child’s cognitive development  Interaction Approach- “Interactionist theories are concerned with the interplay between environmental & biological factors in the process of acquiring language.”

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Focus on interaction Proponent: Bruner, Vygotsky Definition of “second language” (L2):

 a language other than the mother tongue that a person or community uses for public communication, esp in trade, higher education, and administration  a language that a person can speak that is not the first language theylearned naturally as a child:

Krashen’s Theory of Second Language Acquisition  Acquisition-Learning- Acquisition is the product of a subconscious process very similar to the process children go through when they acquire their first language. -Learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language.

 Monitor- Explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitor acts in a planning, editing and correcting function.  Natural Order- is based on research findings (Dulay & Burt, 1974) which suggested that the acquisition of grammatical structures follows a natural order which is predictable.  Input- explains how the learner acquires a second language. The learner improves and progresses along the “natural order” when s/he receives second language “input” that is one step beyond her/his current stage of linguistic competence.  Affective Filter- Embodies Krashen’s view that a number of ‘affective variables” play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Learners with high motivation, self confidence, a good self-image, and a low level of anxiety are better equipped for success in SLA. Low motivation, low selfesteem, and debilitating anxiety can combine to ‘raise’ the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition.

PROCESS OF SECOND LANGUAGE ACQUISITION-The process of language acquisition is lengthy. Students move through five stages while developing English language proficiency.  Preproduction- Students observe and internalize the new language. They use gestures, pointing and nodding to communicate.  Early Production- Students continue to acquire English and they use language patterns, yes/no responses and single words to communicate.  Speech Emergence- Students begin to use simple sentences. At this stage they may begin to initiate discussion.  Intermediate Fluency- Students are fairly comfortable in social language situations. They state opinions and ask for clarification.  Continued Language Development- Students participate in classroom activities with additional support for comprehension, academic language and cultural information.

REFERENCES:  Levine, Laura E. and Joyce Munsch. (2010). Child Development. Sage Publications. (Chapter 9. Language and Communication.) http://www.sagepub.com/upmdata/36720_Levine_final_PDF_09.pdf  http://lib.vcomsats.edu.pk/library/ENG455/COURSE%20CONTENTS/E NG455%20PPT/LECTURE%2022/lecture%2022.pptx  http://www.mfi.uni-miskolc.hu/godo/Secondlangacquisition.ppt  http://www2.nkfust.edu.tw/~emchen/SLA/ppt/2_Theoretical_Appro aches_to_L2.ppt  https://cehd.gmu.edu/assets/docs/cehd/mhaley/EDCI%20519/BC %20Second%20Language%20Acquisiton.ppt  http://www.dictionary.com/browse/second-language  https://dictionary.cambridge.org/dictionary/english/secondlanguage

 Gleason and Ratner (1998). Psycholinguistics. Second Edition. Forth Worth: Harcourt Brace Collage Publishers.  Keenan and Comrie (1977). "Noun phrase accessibility and universal grammar." Linguistic inquiry.8 (1), 63-99.