First And Second Language Acquistion

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The Critical Period Hypothesis

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states that the first few years of life constitute the time during which language develops readily and after which (sometime between age 5 and puberty) language acquisition is much more difficult and ultimately less successful

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Eric Lenneberg

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Linguist. Proposed critical theory hypothesis in 1967.

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Supporting Evidence
Critical Period Hypothesis

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Evidence supporting this hypothesis comes from feral children who failed to develop language after being deprived of early linguistic input. The most famous cases are Genie and Victor of Aveyron. However, it is also possible that these children were retarded from infancy and abandoned because of this, or that inability to develop language came from the bizarre and inhuman treatment they suffered.

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neuropsychology where it is known that adults, well beyond the critical period, are more likely to suffer permanent language impairment from brain damage than are children, believed to be due to youthful capabilities of neural reorganization.

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Critical Period 2nd Language

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Evidence is controversial the Second Language Acquisition involves a critical period, nevertheless, it is generally agreed that Younger people learning a second language typically achieve fluency more often than older learners. Older learners may be able to speak the language but will lack the native fluidity of younger learners. The Second Language Acquisition Critical Period coincides approximately with the Formal Operational Stage of Jean Piaget's theory of cognitive Development (Age 11+).

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Developmental Stages

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Researchers have found a very consistent order in the acquisition of first language structures by children. Considerable effort has been devoted to testing the "identity hypothesis", which asserts that first-language and second-language acquisition conform to the same patterns.

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Indicates there is a psycholinguistic aspect to language acquisition.

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Developmental Orders

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Certain aspects of first and second language acquistion occur in an order.

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Lends further credence to teh shared psycholinguistic aspects of first and second language acquistion.

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Hypothesis Testing

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First and second language learners test out their current level of language acquistion against reality.

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Silent Period

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Interval that occurs before English language lerners start producing language. Learner may only produce memeorized chuncks of language--or no language at all--for months as tehya djust to a new language and a new environment.

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Notion is tha tlearners do no start prodcuing language until they feel comfortable enough to do so.

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Transfer of Phenomenon

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Adolescent and adult language learners bring their first language with them when learning the second language.

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Can hinder and help. Defaults to 1st language and applies those rules to 2nd language.

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Interlanguage

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Coined by Larry Selinker in 1972 and refers to the distance between the first and second languages.

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Errors reveal progress.
Transfer errors = less progress b/c relying on 1st.
Developmental errors = more progress

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Negative Transfer

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First language interferes with learning or producing the second.

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Spanish learner says house white instead of white house.

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Positive Transfer

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Occurs when the first language helps the second language. Cognates are formed across languages.

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Months of the year.

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Fossilization

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Refers to 2nd language learners who get stuck at a particular level in English and cannot progress to a particular level.

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Most obvious in accents. Seems to be tied to puberty and age at arrival.

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Constraints on Language
Age

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Critical period has impact on 2nd language. Older learn basic faster b/c access to deeper analytic functions. Children better in long run. Older tend to fossilize.

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Children acquire more slowly, but more completely in long run.

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Constraints on Language
Motivation

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Intrinsic/internal - wants to learn in order to be able to participate in spoken language.
Intrinsic/instrumental - learn to get something (grades, job, etc.).

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Constraints on Language
Learning Style

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Not an absolute indicator. Those who cannot handle ambiguity may have a more difficult time.

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Brain Lateralization

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Certain functions are assigned to particular sides of the brain. Language acquistion is one. May be responsible for fossilization.

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Cognitive Academic Language Learning Approach (CALLA)

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Teach academic content as students learn English. Known as sheltered English intruction. Focus on learning content rather than communication skills.

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CALLA
Preview/Review

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Preteaches (previews) vocabulary and academic concepts in a lesson before actually undertaking instruction.

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CALLA
Study Skills

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Note taking is helpful*

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CALLA Assessments

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Differs from traditional assessment. Must find a way to reveal what student knows about subject without testing language skills.

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CALLA Ocean Life Lesson
Preview

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Introduce the academic content using lots of visuals and charts that are not language dependent. Difference between mammals, crustaceans, and cephalopods, use pictures, objects, and other hands-on materials to convey the differences among these different elements of sea life.

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CALLA Ocean Life Lesson
Teach Vocabulary

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Teach vocab to associate with objects and concepts using speech, print, and modeling. Students use labels to identify pics or draw items before attempting to read content.

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CALLA Ocean Life Lesson
Guided Practice

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Provide student with scaffold for reading. Should offer support to the text as they read and look for information. Visual outline of paragraph, fill in blank, labeling activity.

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CALLA Ocean Life Lesson
Review

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Review outline, blank, labeling activity. Reteach vocab. Assess in ame way lesson was delivered.

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ESL Methods
Audio Lingual Method and Grammar Translation

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Pattern drills and memorized dialogues. Memorized chunks practiced through repetition.

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ESL Methods
Language Experience Approach (LEA)

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Teach to associate spoken and written English.

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What is discussed is written, and what is written is read.

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ESL Methods
Total Physical Response (TPR)

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Relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement.

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Useful for teaching more complicated commands and nouns.

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Language Development
Infant

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From shortly after birth to around one year, the baby starts to make speech sounds. At around two months, the baby will engage in cooing, which mostly consists of vowel sounds. At around four months, cooing turns into babbling which is the repetitive consonant-vowel combinations. Babies understand more than they are able to say.

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Language Development
Toddler

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From 1–2 years, babies can recognize the correct pronunciation of familiar words. Babies will also use phonological strategies to simplify word pronunciation. Some strategies include repeating the first consonant-vowel in a multisyllable word ('TV'--> 'didi') or deleting unstressed syllables in a multisyllable word ('banana'-->'nana').

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Language Development
18-24 mos

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first sentences (2 words) spoken. understand grammatical relationships but cant yet express. use articles (the, a) prepositions (on, in), conjunctions (and, but), and verb to be(am, are, is). word errors include underextending

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Language Development
Early Childhood

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3-4
learns 8-9words each day. average vocab of 1000 words. talk about things not present. uses plural and possessive forms of nouns. adds ing to verbs. knows that more than one adj can apply to smae noun. starts private speech.

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Language Development
5-7

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many why ? can understand metaphors. use 4-5 word declarative sentences ( i am not sleepy), interrogative (why cant i go), imperative ( turn off the tv). understands syntax. uses conjuntions, prepositions, and articles regularly. errors in overregularizations transitive or intransitive verbs (she singed a song). 6yrs avg vocab is 2500 but speaks about 8000 to 14000. speech is more adult like.

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Overgeneralizations

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Over application of grammatical rules. -Ed, -s

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Hypercorrection

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Occurs when a real or imagined grammatical or phonetical rule is applied in a mistaken or non-standard context, so that a desire to be "correct" leads to an incorrect result.

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Uptake/Self-Correction

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3rd stage of hypothesis testing

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Holophrases

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12-18 months. Young children pass through a holophrastic stage early in life, during which they are able to communicate complex ideas using only single words and simple fixed expressions. As an example, the word "food" might be used to mean "Give me food" and the word "up" could convey "Pick me up".

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Two-word Stage

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Follows holophrastic state. Puts 2 words together. Grammar emerges.

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Telegraphic Stage

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Strings words together with a discernable grammar. Subject and verb.

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Compound Subjects and Adverbial Modifiers

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In place about kindergarten.

Mike and Chris run and jumped far.

Must establish spatial concepts first.

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Question and Negation Forms

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Emerge around age 2.

do + question, wh- + question, negation

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Semantic Aquisition

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Meaning of certain words and phrases are acquired in an order. Initially overextend and underextend. Subordinate clauses and passive voice sentences are last.

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Pragmatic Acquisition

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Sociolect acquisiton occurs in an order. Family language first.

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Second Language Acquistion
Phonology

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negative transfers with letter sounds. negative transfers most apparent at this level.

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Second Language Acquistion
Morphology

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Adults move through level more quickly. Some overextension with -ed.

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Second Language Acquistion
Syntax

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Transfer and developmental errors are common. Place adj after noun.

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Second Language Acquistion
Semantics

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Transfer may occur. English, German, French, and Spanish based many roots on Greek and Latin. Morphemes often similar for same reason.

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Second Language Acquistion
Pragmatics

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Must also learn appropriate registers and genres. Level of formality required.

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Theories of 2d Lang Acquistion
Behavioral Theories

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B.F. Skinner (1957) proposed languages are learned just like any other behavior: through rewards and reinforcement.

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Theories of 2d Lang Acquistion
Natural Order

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Stephen Krashen theorizes languages can be acquired in natural ways b/c there's natural orders in acquisition. Learning and acquistion are not the same thing.

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Monitor Theory

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1/5 theories developed by the linguist Stephen Krashen to explain SLA. Asserts that a learner's learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken.

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Input Hypothesis

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1/5 theories developed by the linguist Stephen Krashen to explain SLA. Acquire language only when we receive comprehensible input (CI). This hypothesis claims that we move from i to i+1 by understanding input that contains i+1. In this equation, i represents previously acquired linguistic competence and extra-linguistic knowledge. Extra-linguistic knowledge includes our knowledge of the world and of the situation- that is, the context. The +1 represents new knowledge or language structures that we should be ready to acquire.

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Affective Filler Hypothesis

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1/5 theories developed by the linguist Stephen Krashen to explain SLA. Impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment.

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First Language Literacy

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Krashen (1983) posits taht children need to be literate in first language to make the process of acquiring the second language easier. Theorizes first language skills will transfer to second language positively.

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Sociolinguistic Theories

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BICS
CALP

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Basic Interpersonal Communication Skills (BICS)

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Language skills needed to interact in social situations, for example, when speaking to a friend on the telephone. BICS refers primarily to context-bound, face-to-face communication, like the language first learned by toddlers and preschoolers, which is used in everyday social interaction.

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Cognitive Academic Language Proficiency (CALP)

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Refers to formal academic learning, as opposed to BICS.