language acquisition presentation

8/20/2019 Language Acquisition Presentation

1/29

Language

Acquisitio

nLara Grace A. Abaleta


2/29

What is the

diferencebetween

LanguageAcquisition and

Language

Learning?


3/29

LANGUAGE ACQUISITIN LANGUAGE LEA!NING

Focuses on learning

through communication

Learning through form

(such grammatical

structures)Subconscious, informal,

natural

Conscious, formal,

unnaturalGrammar structures are

learned later on

Grammar rules are

prioritized to learn how tocommunicate

oes not re!uire tedious

drills

"e!uires drills for practice

and e#aluation that

learners ma$ %nd boringand tiresome

Spea&ing and

communicating would be

easier because it is in the

s$stem of the learner

Learners will struggle to

communicate or spea&

and write e'ecti#el$


4/29

Stages o"

Language

Acquisition


5/29

"*+"-C/0

• Also called the 1silent2 period

• he student ta&es in the new language

but does not spea& it3 the$ canrespond non+#erball$

• he teacher should not force thelearner to tal&3 the$ can as& the them

to point, draw, act out, label

• Lasts si wee&s or longer, dependingon the indi#idual


6/29

*A"L4 "-C/0

• Can understand more than canproduce

• he indi#idual begins to spea& usingshort words, phrases

• *mphasis is still on listening and

absorbing new language• *rrors will be committed man$ times


7/29

S**C5 *6*"G*0C*

• Speech becomes more fre!uent3 words andsentences are longer

• Still relies hea#il$ on contet clues andfamiliar topics

• /nterlanguage occurs (a miture of#ocabular$ and structures from both

languages)• 7ocabular$ continues to increase

• *rrors begin to decrease, especiall$ incommon or repeated interactions


8/29

8*G/00/0G FL-*0C4

• Speech is fairl$ 9uent in socialsituations with minimal errors

• 0ew contets and academiclanguage are challenging

• he indi#idual will struggle to epress

themsel#es due to gaps in#ocabular$ and appropriate phrases.


9/29

/0*"6*/A* FL-*0C4

• Communicating in the second language is9uent, especiall$ in social language situations

• he indi#idual is able to spea& almost 9uentl$

in new situations or in academic areas, butthere will be gaps in #ocabular$ &nowledgeand some un&nown epressions.

• here are #er$ few errors, and the indi#idual

is able to demonstrate higher order thin&ings&ills in the second language such as o'ering

an opinion or anal$zing a problem.


10/29

A7A0C* FL-*0C4

• he indi#idual communicates 9uentl$ inall contets and can maneu#ersuccessfull$ in new contets and when

eposed to new academic information.• At this stage, the indi#idual ma$ still ha#e

an accent and use idiomatic epressions

incorrectl$ at times, but the indi#idual isessentiall$ 9uent and comfortablecommunicating in the second language.


11/29

heories on LanguageAc!uisition


12/29

#eha$ioris%• de#eloped b$ 8.F. S&inner in :;s en#ironment pro#ide the stimuliand rewards (Cooter ? "eutzel, @B).

• /t also argues that e#er$thing we &now we ha#e learnedthrough interactions with our en#ironment. he$ sa$that, rather than being biologicall$ predisposed to learn

language, we learn language through reinforcement ++b$ gi#ing praises and encouragement + and shaping ++letting them tr$ to impro#e.


13/29

#eha$ioris%

• Focuses on immediatel$ perceptibleaspects of linguistic beha#iorthe publicl$obser#ableand the relationships or

associations between those responses ande#ents in the world surrounding them.

• his theor$ was an etension of hisgeneral theor$ of learning b$ perant

Conditioning D the conditioning in whichthe organism emits a response or operantwithout necessaril$ obser#able stimuli.


14/29

Tabu&a !asa• S&inner belie#ed that all children are

born with a blan& slate called 1abula

"asa2, and so a &e$ in9uence intolearning language is through theinteraction ideall$ b$ the

parentsEguardians.


15/29

E%'iricis%

• 5olds that children are geneticall$e!uipped to learn

•

he indi#idual is not born with the&nowledge he or she gains o#erthe life span

• 8elie#es that a child>s language isnot innate but de#elops as aresult of eperiences


16/29

Nati$is%

• he term nativist is deri#ed from thefundamental assertion that languageac!uisition is innatel$ determined.

•*ssentiall$ sa$s that we ha#e an innatepredisposition to learn language.

• /t states that we are born with a built+inde#ice of some &ind that predisposes us to

language ac!uisition, resulting in theconstruction of an internalized s$stem oflanguage.


17/29

(indings)• ean 8er&o (:;


18/29

•

/n :;Is, the earl$ grammars of childlanguage is referred to as pi#otgrammar.

Sentence J i#ot word K pen word

*amplesH

6$ to$ 0o mil&

hat chair 8ab$ shoes


19/29

*enta&is%

• 5olds that 1&nowledge primaril$deri#es from inborn mentalprocesses2

• Language is go#erned b$ rules

• Child is born with a mental capacit$

for wor&ing+out the underl$ings$stems

• 0ature #s. 0urture


20/29

Language Acquisition +e$iceb, Noa% Cho%s-,

• Choms&$ belie#ed in the eistence of amindEbrain, and within it, a specializedlanguage facult$ + which he named theLanguage Ac!uisition e#ice.

• LA controls the de#elopment oflanguage

• Claims that children ac!uire languages&ills more rapidl$ than other abilities


21/29

.&ato/s .rob&e%

• From this LA concept, Choms&$created the idea latoMs roblemwhich is a concept that !uestions if

we are born with blan& slates or1abula "asa2, where nothing ma&essense without structure, how do we

ma&e sense of the %rst things weeperienceN herefore concludingthat we must be born with an innate

abilit$ to do so.


22/29

(unctiona& A''roach

• Language was something $ou couldhardl$ etract and detach from $our

cogniti#e and a'ecti#e framewor&and consider separatel$.

• Linguistic rules written asmathematical e!uations failed tocapture that e#er+elusi#e facetlanguageH meaning.

• /t focuses on the functions oflan ua e.


23/29

Functional Approach•

he relationships in which wordsoccur in telegraphic utterances areonl$ super%ciall$ similar.

For eampleH 18ab$ shoes2 hree possible underl$ing relationsH

+ Agent+action

+ Agent+obOect+ ossessor+possessed


24/29

Constructi$is%

• posits that the learner is ultimatel$ incharge of his or her learning, that it

results from both a cogniti#eprocessing and organizing ofinformation within an indi#idual orsocial aspect, where the learnerinteracts and dialogues with theproblem, the contet and the pla$ersto disco#er meaning and #alue.


25/29


26/29


27/29


28/29


29/29

language acquisition presentation

Documents