how do we learn our first language

7/27/2019 How Do We Learn Our First Language

1/13

Nature of Language

The Nature of Language a). What is Language?

Language is a system for communicating. Written languages use symbols (that is, characters) to build words. The entire set of

words is the language's vocabulary. The ways in which the words can be meaningfully combined is defined by the language's

syntax and grammar. The actual meaning of words and combinations of words is defined by the language's semantics.

In computer science, human languages are known as natural languages. Unfortunately, computers are not sophisticated

enough to understand natural languages. As a result, we must communicate with computers using special computer languages.There are many different classes of computer languages, including machine languages, programming languages, and fourth-

generation languages.

b). Animal versus Human Communication

Systems of communication are not unique to human beings. Other animal species communicate in a variety of ways. One way

is by sound: a bird may communicate by a call that a territory is his and should not be encroached upon.

Another means of animal communication is by odor: an ant releases a chemical when it dies, and other ants then carry it away

to the compost heap. A third means of communication is body movement, for example used by honeybees to convey the

location of food sources. Although primates use all three methods of communication: sound, odor, and body movement, sound

is the method of primary interest since it is our own primary means of communication. A topic of persistent debate in linguistic

anthropology is whether human communication (verbal and nonverbal) is similar to nonhuman primate communication, such as

seen in apes and monkeys. Linguistics and primatologists have searched for a common thread running through the

communication systems of humans and nonhuman primates. Certain scholars argue that our language capabilities are not

unique and point to various aspects of non-human primate communication as evidence. Other scientists remain unconvinced.

Today there continues to be a significant amount of debate concerning this area of linguistic anthropology.

Communication can be defined to include both signals and symbols. Signals are sounds or gestures that have a natural or self-

evident meaning [example of someone crying (=emotion), laughing (=emotion), animal cries (=indicating fear, food, or hunt). In

this regard, we can consider that most animal communication is genetically determined and includes hoots, grunts, or screams

that are meant to mean only one thing and are used every time in the same situation. So there is only one way to express one

thing and it never changes. Animal communication tends to consist primarily of signals.

In contrast, human communication is dependent on both signals and symbols. Symbols are sounds or gestures that have

meaning for a group of people-it is the cultural tradition that gives it meaning (e.g. green light=go; teaching a child letters (see

Faces of Culture video). Symbols have to be learned and are not instinctive; the meanings are arbitrary.

Some of the debate regarding human versus primate communication stems from observations by scientists in the field. For

example, scientists who have observed vervet monkeys in the wild consider at least three of their alarm calls to be symbolic

because each of them means a different kind of predator- eagles, pythons, leopards-monkeys react differently to each call.

Interestingly, infant vervets often make the "eagle" warning call when they see any flying bird and learn the appropriate call as

they grow up. This is similar to human infants who often first apply the word "dada" to all adult males, gradually learning to

restrict it one person. It is possible, therefore, to consider such calls as symbolic.

So-if monkeys and apes appear to use symbols as least some of the time, how can we distinguish human communication? For

one thing, all human languages emply a much larger set of symbols. Another and perhaps more important difference is that

other primate's vocal systems tend to be closed (different calls are not often combined to produce new, meaningful utterances).

In contrast, human languages are open systems (capable of sending messages that have never been sent before and the

ability to combine symbols in an infinite variety of ways for an infinite variety of meanings). The following exercises are

designed to help you think about the similarities and differences between humans and nonhuman primates in terms of the way

we all communicate.

Exercise Major Questions:

1. What characteristics or properties of communication are common to all humans of the world?

2. Are these characteristics found among nonhuman primates as well?

3. What are the underlying causes that result in similarities or differences between systems of human and animal

communication?

Many animal and even plant species communicate with each other. Humans are not unique in this capability. However, human

language is unique in being a symbolic communication system that is learned instead of biologically inherited. Symbols are

sounds or things which have meaning given to them by the users. Originally, the meaning is arbitrarily assigned. For instance,

the English word "dog" does not in any way physically resemble the animal it stands for. All symbols have a material form but

the meaning can not be discovered by mere sensory examination of their forms. They are abstractions.

A word is one or more sounds that in combination have a specific meaning assigned by a language. The symbolic meaning of

words can be so powerful that people are willing to risk their lives for them or take the lives of others. For instance, words such


2/13

as "queer" and "nigger" have symbolic meaning that is highly charged emotionally in America today for many people. They are

much more than just a sequence of sounds to us.

A major advantage of human language being a learned symbolic communication system is that it is infinitely flexible. Meanings

can be changed and new symbols created. This is evidenced by the fact that new words are invented daily and the meaning of

old ones change. For example, the English word "nice" now generally means pleasing, agreeable, polite, and kind. In the15th

century it meant foolish, wanton, lascivious, and even wicked. Languages evolve in response to changing historical and social

conditions. Some language transformations typically occur in a generation or less. For instance, the slang words used by your

parents were very likely different from those that you use today. You also probably are familiar with many technical terms, such

as "text messaging" and "high definition TV", that were not in general use even a decade ago.

Sign Language

Over the last few centuries, deaf people have developed sign languages that are complex visual-gestural forms of

communicating with each other. Since they are effective communication systems with standardised rules, they also must be

considered languages in their own right even though they are not spoken.

Pidgin and Creole

A pidgin is a simplified, makeshift language that develops to fulfill the communication needs of people who have no language in

common but who need to occasionally interact for commercial and other reasons. Pidgins combine a limited amount of the

vocabulary and grammar of the different languages. People who use pidgin languages also speak their own native language.

Over the last several centuries, dozens of pidgin languages developed as Europeans expanded out into the rest of the world for

colonisation and trade. The most well known ones are Pidgin English in New Guinea, Cameroon and Nigeria. However, several

forms of Pidgin English and Pidgin French also developed in West Africa and the Caribbean. There have been pidgins

developed by non-European cultures as well, including the Zulus in South Africa, the Malays in Southeast Asia, the Arabs in

North Africa, and several American Indian societies. The most well known pidgin developed by American Indians is Chinook,

which was used on the Northwest Coast of North America.

At times, a pidgin language becomes the mother tongue of a population. When that happens, it is called a Creole language. As

pidgins change into creoles over several generations, their vocabularies enlarge. In the small island nation of Haiti, a French-

African pidgin became the creole language. It is still spoken there by the majority of the population as their principle or only

language. The same thing happened among some of the peoples of Papua New Guinea , the Pacific Islands of Vanuatu, and

Sierra Leone in West Africa, where different versions of Pidgin English became creoles. Similarly, on the outer banks of

Georgia and South Carolina in the United States, isolated former African slaves made another version of Pidgin English into a

creole known as Gullah or Geechee . Creoles also developed in Louisiana, Jamaica, and the Netherlands Antilles.

It is common for creole speakers to also speak another "standard" language as well. In Haiti, for instance, the more educated

and affluent people also speak French among themselves. Their creole language is used on the street in dealing with poor

Haitians. The Gullah speakers of Georgia and South Carolina speak English when dealing with outsiders. Which language is

spoken depends on the social situation. This same phenomenon is often found in societies with different dialects of the same

language. People may quickly switch back and forth between dialects, depending on the person they are talking to at the time.

This pattern is referred to as diglossia r "code switching." The African American situational use of standard and Black English is

a prime example. Black English is usually reserved for talking with other African Americans. North American reporters and

announcers on national television programs are often diglossic. They must learn to speak with a Midwestern, European

American dialect regardless of the region or social class they came from originally. We become so accustomed to this that it is

usually a shocking surprise to hear them speak in their own dialects.

Typically, the dialects of a society are ranked relative to each other in terms of social status. In the London area of England, the

upper class speak "public school" English, while the lower class often use a Cockney dialect. Because of the stigma against the

latter, upwardly mobile Cockneys in the business world may take language lessons to acquire the "public school" speech

patterns.

How do we learn our first language?

1. The behaviorist perspective: Say what I say

Behaviorism was a theory of learning that was very influential in the 1940s

and 1950s, especially in the United States. With regard to language

learning, the best-known proponent of this psychological theory was B. F.


3/13

Skinner. Traditional behaviorists hypothesized that when children imitated

the language produced by those around them, their attempts to reproduce

what they heard received 'positive reinforcement'. This could take the form

of praise or just successful communication. Thus encouraged by their

environment, children would continue to imitate and practice these sounds

and patterns until they formed 'habits' of correct language use. According to

this view, the quality and quantity of the language the child hears, as well asthe consistency of the reinforcement offered by others in the environment,

would shape the child's language behavior. This theory gives great

importance to the environment as the source of everything the child needs

to learn. (Lightbown & Spada, 2009)

The innatist perspective: It's all in your mind

The Generative or Nativist approach assumes that children are able to acquire

language because they are born with innate rules or principles related to structures

of human languages (Chomsky, de Villiers, Lenneberg, Wexler, Yang, as citedin Owens, 2012). Generativists assume that it is impossible for children to learn

linguistic knowledge from the environment given that the input children hear is limited

and full of errors and incomplete information (Chomsky, 1965a, 1965b). Even with

these limitations, children are still able to acquire the linguistic knowledge quickly

because of the guidance of innate linguistic hypotheses. Something innate or inborn

guides a childs learning.

Noam Chomsky is one of the most influential figures in linguistics, and his ideas

about how language is acquired and how it is stored in the mind sparked a revolution

in many aspects of linguistics and psychology, including the study of languageacquisition. A central part of his thinking is that all human languages are

fundamentally innate and that the same universal principles underlie all of them. In

his 1959 review of B. F. Skinner's book, (Verbal behavior), Chomsky challenged the

behaviorist explanation for language acquisition. He argued that children are

biologically programmed for language and that language develops in the child in just

the same way that other biological functions develop. For example, every child will

learn to walk as long as adequate nourishment and reasonable freedom of

movement are provided. The child does not have to be taught. Most children learn to

walk at about the same age, and walking is essentially the same in all normal human

beings. For Chomsky, language acquisition is very similar. The environment makes

on a basic contribution, in this case, the availability of people who speak to the child.

The child, or rather, the child's biological endowment, will do the rest.

3. Interactionist/developmental perspectives: Learning from inside and out

In contrast to the Generative approach is the Constructionist or Empiricist approach,

which argues that children learn linguistic knowledge from the environmental input to

which they are exposed (Christiansen & Charter, Goldberg, MacWhinney, Reali &

Christiansen, Tomasello, as cited in Owens, 2012).

Cognitive and developmental psychologists argue that the innatists place too much

emphasis on the 'final state' (the competence of adult native speakers) and not


4/13

enough on the developmental aspects of language acquisition. In their view,

language acquisition is but one example of the human child's remarkable ability to

learn from experience, and they see no need to assume that there are specific brain

structures devoted to language acquisition. They hypothesize that what children

need to know is essentially available in the language they are exposed to as they

hear it used in thousands of hours of interactions with the people and objects around

them.Developmental psychologists and psycholinguists have focused on the interplay

between the innate learning ability of children and the environment in which they

develop. These researchers attribute considerably more importance to the

environment than the innatists do even though they also recognize a powerful

learning mechanism in the human brain. They see language acquisition as similar to

and influenced by the acquisition of other kinds of skill and knowledge, rather than as

something that is different from and largely independent of the child's experience and

cognitive development. (Lightbown & Spada, 2009)

4. Connectionism

Another recent view of language acquisition comes from CONNECTIONISM.

Connectionists differ sharply from the Chomskyan innatists because

they hypothesize that language acquisition does not require a separate 'module of

the mind but can be explained in terms of learning in general. Furthermore,

connectionists argue that what children need to know is essentially available to them

in the language they are exposed to. Some of the research has involved computer

simulations in which language samples are provided as input to a fairly simpleprogram. The goal is to show that the computer program can 'learn' certain things if it

is exposed to them enough. The program can even generalize beyond what it has

actually been exposed to and make the same kinds of creative 'mistakes' that

children make, such as putting a regular -ed ending on an irregular verb, for

example, eated.

What are the stages a child learn the same language?

The basic requirements for language acquisition:

1 - Exposure

It is the first basic requirement for language acquisition. If we take a child born of

Moroccan parents and put him in another social environment, such as Italy, he will

speak the language spoken there (i.e. Italian) not Moroccan Arabic. This is called

cultural transmission, not genetic transmission. If the child were not exposed to a

human language, the language faculty (that is the ability to acquire language) with

which he is born, cannot be activated.

2 - Physical Fitness


5/13

There is no language output if language faculty was not activated. This leads us to

say that language acquisition requires both the auditory and the acoustic input.

3 - The Critical Age

The critical age, called Puberty, occurs in the area where language is. Language

acquisition has to be activated before this age. If the language faculty is not activated

on time that is before this age language acquisition will certainly fail.

Stages of L 1st Acquisition:

1 - Pre- Linguistic Period:

a. Cooing

Children learn to recognize the distinctive sounds, the phonemes of the language

they hear from birth long before they are able to pronounce them. Infants candistinguish between /p/ and /b/ at three or four months (in an experiment with /ba/

played vs. /pa/, a two month infant showed awareness of the change). But children

do not learn how to use these sounds until much later-- around the second year or

later--as shown by the experiment with /pok/ and /bok/.

Between six and eight weeks the first cooing sounds are produced, generally

when the baby is in a settled state. These sounds develop alongside crying,

gradually becoming more frequent and more varied, as the child responds to the

mothers smiles and speech. They are quieter, lower pitched, and more musical than

crying, usually consisting of a short, vowel-like sound preceded by a consonant-likesound made towards the back of the mouth many have nasal quality.

b. Vocal play:

During cooing stage there is a great deal of lip movement and tongue thrusting,

which it is thought may be a form of imitation. This leads between twenty and thirty

weeks, to vocal play. The sounds of vocal play are much steadier and longer than

those of cooing. Most segments last over one second, and consist of consonant +vowel-like sequences that are frequently repeated. They are usually at a high pitch

level, and involve wide glides from high to low. (Crystal)

c. Babbling stage:

Children around the sixth to the ninth month begin to differentiate between the

sounds and select the sounds that exist in their environment. This stage is essential

to proper language acquisition because it familiarizes children with the sounds of

their voices, allowing them to gain control over their vocalizations, and it ischaracterized by indiscriminate utterance of speech sounds. This stage is essential


6/13

to proper language acquisition because it familiarizes children with the sounds of

their voices, allowing them to gain control over their vocalizations.

The fact that all children (including the congenitally deaf) go through a babbling

stage, regardless of language and culture, and make very similar kinds of sounds at

this time suggests that humans are biologically predisposed to go through this

phase. (Akmajian, Demers, Farmer, & Harnish, 1997)

Babbling is a smaller set of sounds is used with greater frequency and stability, to

produce the [bababa] and other sequences known as reduplicated

babbling. (Crystal, 2007)

Reduplicative babbling in child language acquisition

During the period 6 to 11 months after birth, all typically developing infants go

through a stage of reduplicated or canonical babbling (Stark 198, Oller, 1980 as cited

in Wikipedia). Canonical babbling is characterized by repetition of identical or nearly

identical consonant-vowel combinations, such as 'nanana' or 'didididi'. It appears asa progression of language development as infants experiment with their vocal

apparatus and home in on the sounds used in their native language.

Canonical/reduplicated babbling also appears at a time when general rhythmic

behavior, such as rhythmic hand movements and rhythmic kicking, appear.

Canonical babbling is distinguished from earlier syllabic and vocal play, which has

less structure.

During babbling stage, the brain seems to be controlling the development of babblingand early speech in a similar way, so that a set of well-practiced sounds is available

for use at time when children become intellectually capable of using sound for the

communication of meaning. (Crystal, 2007)

The linguistic period:

a. One word (holophrastic) stage.

At some point in the late part of the first year of life or the early part of the secondyear, the child begins using recognizable words of the native language. These words

are usually the names of familiar people, animals, and objects in the childs

environment (mama, dada, kitty, doggie, ball, bottle, cup) and words indicating

certain actions and demands (More, No). In this stage a certain child might use the

word (doggie) to refer not just to dogs but to all common animals in the environment

(overextension). In contrast, a child might use the word (doggie) to refer not to all

dogs but only to certain specific dogs (underextension).(Akmajian, Demers, Farmer,

& Harnish, 1997)

A particular sound often used in a childs environment (such as in the name of a

sibling or a pet) can cause that sound to be used much earlier than it otherwise


7/13


8/13

c. Telegraphic Stage:

Telegraphic stage or early multiword stage (better multi-morpheme), "Telegraphic"

sentence structures of lexical rather than functional or grammatical morphemes

appear. It nearly starts from the second year of babies birth. And they quickly

progress to real grammar in short sentences, correctly placing words in proper orderas in mommy call doggie - though this is not entirely correct, it shows an

understanding of English sentence structure, the word forms are beginning to vary,

inflectional morphemes begin to appear, and the use of simple prepositions become

apparent. The child pronunciation is closer to the adult one.

Later development:

All children, no matter how rapid or how pedestrian their rate of acquisition, proceed

systematically through the same learning stages for any particular linguistic

structure.

Similarities & Differences of 1st and 2nd language

Researchers have carried out numerous studies to understand the nature of first and

second language acquisition. These studies have revealed that both first and second

language learners follow a pattern of development, which is mainly followed despiteexceptions. Rod Ellis (1984) covers the idea of developmental sequences in detail

and outlines three developmental stages: the silent period, formulaic speech, and

structural and semantic simplification.

a. Developmental Sequences

1. Silent Period:

Both first and second language learners pass through a similar initial stage, the silentperiod. Children acquiring their first language go through a period of listening to the

language they are exposed to. During this period the child tries to discover what

language is. In the case of second language acquisition, learners opt for a silent

period when immediate production is not required from them. In general, however,

many second language learners - especially classroom learners- are urged to speak.

The fact that there is a silent period in both first and second language learners (when

given the opportunity) is widely accepted.

However, there is disagreement on what contribution the silent period has in second

language acquisition. While Krashen (1982) argues that it builds competence in the

learner via listening, Gibbons (1985, cited in Ellis, 1994) argues that it is a stage of

incomprehension.


9/13

2. Speech Formulaic

Formulaic speech is defined as expressions which are learnt as unanalysable

wholes and employed on particular occasions (Lyons, 1968, cited in Ellis, 1994).

Krashen (1982) suggests that these expressions can have the form of routines

(whole utterances learned as memorized chunks - e.g. I don't know.), patterns(partially unanalyzed utterances with one or more slots - e.g. Can I have a ____?),

and Ellis (1994) suggests that these expressions can consist of entire scripts such as

greetings.

3. Structural and Semantic Simplification

The first and second language learners apply structural and semantic

simplifications to their language. Structural simplifications take the form of omitting

grammatical functors (e.g. articles, auxiliary verbs) and semantic simplifications take

the form of omitting content words (e. g. nouns, verbs). There are two suggested

reasons why such simplifications occur. The first reason is that learners may not

have yet acquired the necessary linguistic forms. The second reason is that they are

unable to access linguistic forms during production.

b. Acquisition Order

Wells (1986b, in Ellis, 1994) proposes inter-learner variables affecting the order of

acquisition as sex, intelligence, social background, rate of learning, and experience

of linguistic interaction.Furthermore, McLaughlin (1987) claims that evidence from research shows that the

learner's first language has an effect on acquisitional sequences which either slows

their development or modifies it. He adds that, considerable individual variation in

how learners acquire a second language, such as different learning, performance,

and communication strategies, obscure the acquisitional sequences for certain

constructions.

Lightbown and Spada (2006) review studies which have proposed that the

acquisition of question words (what, where, who, why, when, and how), show a great

similarity in first and second language acquisition. Based on the morpheme studiesin L2 acquisition, Krashen (1982) put forward the Natural Order Hypothesis which he

developed to account for second language acquisition. He claimed that we acquire

the rules of language in a predictable order. This acquisition order is not determined

by simplicity or the order of rules taught in the class.

The above arguments show that there seems to exist an order of acquisition in both

first and second language acquisition.

c. Linguistic Universals and Markedness

The findings show that unmarked features are learned earlier and easier than

marked rules in both the first and the second language while unmarked forms require


10/13

more time and effort by the learner.

d. Overgeneralization

In both first and second language acquisition, learners may overgeneralize

vocabulary or rules, using them in contexts broader than those in which they should

be used. For example a child may say goed instead of saying went for past of go,and same thing may happen in second language acquisition an adult may say

holded instead of held for past of hold.

e. Input

Krashen (1982) argues that the input a first language learner receives is simple and

comprehensible at the beginning and is getting slightly more complicated. With this

argument, he supports his next argument that input should be slightly above the level

of the language learner. Only in doing so can the second language learner move

forward. He argues that the second language learner should be exposed to the

target language as much as possible and that the lack of comprehensible input will

cause the language learner to be held up in his development (Ellis, 1994;

McLaughlin, 1987).

The Interactionist Approach to first language acquisition holds that one to one

interaction gives the child access to language which is adjusted to his or her level of

comprehension, therefore, interaction is seen as crucial and impersonal sources of

language (such as TV and radio) are seen as insufficient. Consequently, verbal

interaction is seen to be crucial for language leaning since it helps to make the facts

of the second language salient to the learner. Similarly, intersectional modificationswhich take place in the conversations between native and non-native speakers are

seen as necessary to make input comprehensible for the second language learner

(Lightbown & Spada, 2006; Ellis, 1994).

f. Behavioristic Views of Language Acquisition

The similarity between L1 and L2 acquisition is seen in the Behavioristic Approach

originally which tries to explain learning in general. The famous psychologist Pavlov

tried to explain learning in terms of conditioning and habit formation. FollowingPavlov, B. F. Skinner tried to explain language learning in terms of operant

conditioning. This view sees language as a behavior to be taught. A small part of the

foreign language acts as a stimulus to which the learner responds (e.g. by repetition).

When the learner is 100 % successful, the teacher reinforces by praise or approval.

Consequently, the likelihood of the behavior is increased. However, if the learner

responds inappropriately then the behavior is punished and the likelihood of this

behavior to occur is decreased (Brown, 1994). In other words, children imitate a

piece of language they hear and if they receive positive reinforcement they continue

to imitate and practice that piece of language which then turns into a 'habit' (Williams

& Burden, 1997).

However, L1 and L2 learners form and repeat sentences they have not heard of


11/13

before. Therefore, this approach fails to account for the creative language use of L1

and L2 learners.

g. Zone of Proximal Development (ZPD)

We can say that zone of proximal development is shared in first and second

language acquisition; for example,when children come across a problem they cannotsolve themselves they turn to others for help. Thus, collaboration with another

person is important for a child to learn. Otherwise, development would not be

possible. Learning collaboratively with others precedes and shapes development. A

good example for this process is said to be the development of literacy (Gallaway &

Richards, 1994; Lantolf & Thorne, 2007).

Vygotsky (1982, cited in Daniels, 1996) asserts that through using language children

take part in the intellectual life of the community. In order to negotiate meaning,

collaboration between the child and the members of the community is required.

Considering language education, instruction creates the zone of proximal

development, stimulating a series of inner developmental processes (Daniels, 1996;

Lantolf & Thorne, 2007). According to the ZPD, assistant performance and

collaboration are crucial for learning and development. The teachers assistance and

students collaboration with their teacher and their peers is inevitable for L2

development. The teachers most important classroom work is to provide for the

social interaction within the community of learners such that the learners may move

from what they know to what they dont yet know (Hawkins, 2001, p. 375).

Differences of first and second language acquisition

On the surface one would look at child first language acquisition and adult second

language acquisition and see similarities. In each case the learner first learns how to

make basic sounds, then words, phrases and sentences; and as this learning

continues the sentences become more and more complex. However, when one

looks at the outcomes of these two types of acquisition, the differences are dramatic.

The child's ability to communicate in the target language far surpasses that of the

adult. In this paper differences in these two processes that most always produce

such different outcomes will be explored.

a. Input

The first area of difference between first (L1) and second (L2) language learning is

input specifically the quality and quantity of input. It is the idea of the "connectionist

model that implies... (that the) language learning process depends on the input

frequency and regularity". It is here where one finds the greatest difference between

L1 and L2 acquisition. The quantity of exposure to a target language a child gets is

immense compared to the amount an adult receives. A child hears the language all

day every day, whereas an adult learner may only hear the target language in the

classroom which could be as little as three hours a week. Even if one looks at an


12/13

adult in a total submersion situation the quantity is still less because the amount of

one on one interaction that a child gets for example with a parent or other caregiver

is still much greater than the adult is receiving.

b. Age

The next great and obvious difference between L1 and L2 learning is age. A large

part of this train of thought is the idea of a "critical period, or the "time after which

successful language learning cannot take place". This time is usually aligned with

puberty. This change is significant, "because virtually every learner undergoes

significant physical, cognitive, and emotional changes during puberty.

There are three main physical changes one undergoes in regards to language

acquisition. The first is the presence of muscular plasticity. A child's plasticity goes

away at about the age of five. After this age it is very hard for a learner to fully

master pronunciation of a second language. The second change is one's

memorization capabilities. It is fairly well known that as a person grows older their

ability to hold large amount of information reaches its peak fairly early in life, and

then begins to decrease. This is seen most dominantly with very old individuals. The

third physical change that occurs is more related to neurology.

"As a child matures into adulthood, the left hemisphere (which controls the analytical

and intellectual functions) becomes more dominant than the right side (which

controls the emotional functions)."

The one advantage adults seem to have over children is their cognitive ability. Adults

are better able to benefit from learning about structure and grammar. Unfortunately

this slight advantage in ability does not help adult second language acquisition ingeneral. In fact this ability almost hinders them in that they analyze too much.

Specifically, they cannot leave behind what they know about their first language,

which leads to a tendency to overanalyze and to second guess what they are

learning.

The final area that puberty changes is within the emotional, or affective, realm.

Motivation is much affected by emotional change. A child's motivation is simple. In

order to communicate and to be a part of family and society the child must master

the target language. This motivation is quite weighty, especially when compared to

the motivation that adults have, or rather, must find. Adult motivations usually fall intoone of two categories: "integrative motivation (which encourages a learner to acquire

the new language in order to become closer to and/or identify themselves with the

speakers of the target language) or instrumental motivation (which encourages a

learner to acquire proficiency for such practical purposes as becoming a translator,

doing further research, and aiming for promotion in their career)". Either one of these

types of motivation must be prevalent for successful acquisition to take place.

c. Egocentricity

The final change that takes place, and changes language learning has to do with

egocentricity. Children are naturally egocentric. While learning their language they


13/13

are not afraid to make mistakes, and in general, they do not feel abashed when they

are corrected. Also, their thoughts usually do not surpass their language ability.

Adults, on the other hand usually suffer form a fairly large amount of language

learning anxiety. Adults often "feel frustrated or threatened in the struggle of learning

a different language". Mistakes are seen more as failures then as opportunities for

growth. "The adult learner may also feel greatly frustrated, for being only able to

express their highly complex ideas at a discourse level of an elementary schoolpupil". These new emotions leave an adult learner in a slightly helpless position,

unable to regain the egocentricity of their childhood, which is just on more hindrance

in a line of many.

d. Experience with another language

In the process of learning a second language, a learner experiences something

different from his mother tongue. The first language has no experience with another

language, while the learner of the second language has already learnt one language

in his child hood. In the second language, he finds different vocabulary; grammar

structures and so on are totally different from his mother tongue.

e. Process of learning

Learning of the first language is a natural process. A person learns his mother

tongue in a natural way. There is the strongest social compulsion for the child, to

pick up his mother tongue. For the second language learner, the compulsion may not

be strong and the class rooms activities helping him to learn may be artificial gradedand selected items are exposed.

f. Time limit

In first language acquisition one has a choice of time that means the learner decided

his time that when to learn. Nobody can force him because it happens in society

whereas second language learner has to keep in the mind in the mind the time of

teacher. And he is forced by his teachers to learn. So, first language learner learns

by his own language learner has to keep in mind the time given by the expert.In first language acquisition, children spend several years listening to language,

babbling, and using telegraphic speech before they can form sentences. In second

language acquisition in older learners, learning is more rapid and people are able to

form sentences within a shorter period of time.

how do we learn our first language

Documents