first language acquisition - second class
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Language Language AcquisitionAcquisitionLanguage Language
AcquisitionAcquisition
Instructor Marwan Alalimi
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Revision
• Linguistics• Applied linguistics• Linguistics in language
teaching• language teaching operation.• Competence vs. performance.
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First language acquisition
• Acquisition vs. learning. • First language acquisition
vs. Second language a acquisition.
• Foreign language.• Dialect vs. accent
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First language acquisition theories
• Behaviorist theory: (say what I say).• Behaviorism (1940s- 1950s)• Language is not a mental
phenomenon; it’s a behavior.• It’s learned by a process of habit
formation.• Language development= immitation
practice
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The key principles of behaviorist school
• Stimulus response principle.Stimulus response principle.
• Repetition and reinforcement Repetition and reinforcement principle.principle.
• Reward – punishment principle. Reward – punishment principle.
• Stimulus response principle.Stimulus response principle.
• Repetition and reinforcement Repetition and reinforcement principle.principle.
• Reward – punishment principle. Reward – punishment principle.
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The main components of the habit formation
process• The child imitates the sounds and
patterns hearing around him.• People recognize the child attempts as
being similar to adults’ utterance• They reinforce or reward the sounds, by
approval or by desirable reaction.• The child repeats the sounds to gain more
rewards, such repetitions become habits. • In this manner, the verbal behavior is
shaped until the habits coincide with the adult models.
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Stimulus response Stimulus response principleprinciple..
S = child asking for food R= mother gives food S = child asking for food R= mother gives food to her child.to her child.
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Repetition and Repetition and reinforcement principlereinforcement principle..
Teacher explains → Student doesn’t Teacher explains → Student doesn’t understand understand
→ → teacher repeats again for → teacher repeats again for → reinforcement.reinforcement.
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Reward – Reward – punishment punishment
principleprinciple..Student → studies hard rewarded by → Student → studies hard rewarded by →
successsuccess
Student doesn’t study hard punished by Student doesn’t study hard punished by →failure.→failure.
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We will examine a transcripts from a child
and his mother- Child: No body doesn’t like me.- Mother: No, say “nobody likes me”.- Child: No body don’t like me.(the dialogue continues for several times)
- Mother: Now listen carefully-say “No body likes me”.
- Child: Oh, No body don’t like me.
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We conclude.…• Children don’t learn by imitation.• They don’t learn through
reinforcement.• They don’t learn through structural
input.• They construct their own grammar.
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Inadequacies of behaviorism
• Language is not just verbal behavior. • Creativity’s not possible if we rely on
learnt behavior.• Habit-formation can’t explain student’s
competence. • Observing and imitating verbal behavior
can’t explain the difference between surface and deep structure.
E.g. john is easy to please/ john is eager to please.
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Cognitive or innatist approach (it’s all in your
mind) • Chomsky: All human languages are
fundamentally innate and that the same universal principles underlie all of them.
• A human child is born with the ability to learn any language. This ability enables them to use a language creatively.
• (Language Acquisition Device) “LAD” refers to that children have inborn ability to learn a language which other beings don’t have. However, they learn from the environment in which they are brought up.
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UG (Universal Grammar)
• A name for Linguistic theory of the genetic component of the language faculty. There’s a reason why a child identifies some part of her/his environment as language related, how that happened?
- It’s a Miracle.- Specifically Genetic capacity.We all have the same capacity for learning any
language in the world.
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Language UniversalsLanguage UniversalsLINGUISTIC UNIVERSALS > UNIVERSAL LINGUISTIC UNIVERSALS > UNIVERSAL
GRAMMARGRAMMARAll languages have:
1. A grammar2. Basic word order (in terms of SOV, etc.)3. Nouns and verbs4. Subjects and objects5. Consonants and vowels
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Language development
Involves: • Phonological development - learning
to produce speech sounds.• Semantic development - learning to
understand the meanings of words.• Acquisition of grammar - the rules
through which words can be arranged into sentences in a certain language
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1. Crying: Since birth, different cries for different needs.
2. Cooing: 2-3 months; vowel like sounds3. Babbling: 3-9 months, adding
consonant sounds to the vowels to make babbling sound, which at times can almost sound like real speech
Stages of firstlanguage development
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Stages of first language
development3. One-word sentence: just before or
around 1 yr, most children begin to say actual words. Typically nouns and may seem to represent an entire phrase of meaning (holophrases). E.g. “Milk!”
4. Two-word sentence: around a two years children being to produce two words such as “ no juice” I don’t want juice or .
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Stages of language
development5. Clipped sentences: 2-4 years children
construct longer sentences – rapid speech.6.Whole sentences: Moving through
preschool years, they learn to use grammatical terms and increase words in their sentences. By age of 6 or so, nearly as fluent as an adult although the number of words they know is still limited when compared to adult vocabulary.
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• Chomsky’s ideas are linked to the (CPH)- Animals including humans are generally programmed to acquire certain kinds of knowledge and skills at specific time in life, beyond those critical periods it’s either difficult of impossible to acquire the those abilities.
• Regarding language, CPH suggest that children who are not given access to language in infancy and early childhood will never acquire language if these deprivation go on for too long.
• The case of Victor and Genie.
Critical Period Hypothesis
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Thank you