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Principal > Principal > Temario de Educación Primaria – Inglés > Inglés > Temario 3 – Educación primaria Inglés
Topic 6 – Contributions of lingui Topic l inguistics stics to the teaching of foreign languages langu ages.. The process process of linguistic learning: Similarities and differences between the acquisition of the first schooll language and foreign language. schoo l anguage. Etiquetas: tema 6 inglés primaria Leave a reply 1-INTRODUCTION. 2-SHORT REVIEW OF THE CONTRIBUTION OF LINGUISTICS TO THE TEACHING OF FOREIGN LANGUAGES. 2.1.TRADITIONAL APPROACH A) GRAMMAR-TRANSLATION. B) DIRECT METHOD. C) STRUCTURAL STR UCTURAL APPROACH. D) FUNCTIONAL-NOTIONAL APPROACH APPROACH.. 3.THE PROCESS OF LANGUAGE ACQUISITION. 3.1.DEFINITION OF LANGUAGE ACQUISITION DEVICE. 3.2. STAGES IN THE DEVELOPMENT OF LANGUAGE ACQUISITION IN CHILDREN A) EARLY STAGES B) TELEGRAPH TO INFINITY 3.3. THEORIES ON THE ORDER OF ACQUISITION 3.4. THE CRITICAL PERIOD 3.5 MAIN THEORIES OF CHILD LANGUAGE ADQUISITION. A) IMITATION
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B) POSITIVE REINFORCEMENT C) CREATIVE CONSTRUCTION 4-SECOND LANGUAGE ACQUISITION THEORIES 4.1. IDENTITY HYPOTHESIS 4.2.CONSTRASTIVE HYPOTHESIS 4.3. THE MONITOR MODEL A) THE ACQUISITION-LEARNING HYPOTHESIS B) THE NATURAL ORDER HYPOTH HYPOTHESIS ESIS C) THE MONITOR HYPOTHESIS D) THE INPUT HYPOTHESIS E) THE AFFECTIVE FILTER HYPOTH HYPOTHESIS ESIS 5-ASPECTS OF LANGUAGE ACQUISITION IN L1 AND L2 5.1. DIMENSIONS OF LANGUAGE ACQUISITION A) PROPENSITY B) LANGUAGE FACULTY C) ACCESS 1-INTRODUCTION. In this topic we are going to deal with three different parts. In the rst one , we are going to talk about the dierent contributions of the linguistic to the teaching process , named the traditional approach as Grammar. Translation , Direct method and Structural method. From the current method we are going to talk about the Functional -Notional Approach. Following, Fo llowing, the dene of Language Acquisition Device , and the stages in the development of of language acq uisition in chi ldren , d ividing the process into Early stages and Telegraph to innity. To complete this part , we propose , the dierent theories on the order acquisition. Finally, we will see the similitaries and dierences in the acquisition of L1 and L2, where Krashen and Klein are the authors more relevant. Then we will see what the current trends posit about the second language acquisition. 2-SHORT REVIEW OF THE CONTRIBUTION OF LINGUISTICS TO THE TEACHING OF FOREIGN LANGUAGES. 2.1.TRADITIONAL APPROACH The emphasis lies on the teaching process. A) GRAMMAR-TRANSLATION. Inherited Inhe rited fro from m the the teach teachin in of Lat Latin in it was was based based on on lin uistic anal sis. Gramm Grammar ar struct structures ures and voc vocabular abular were learne learned d b heart
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and practised through translation. B) DIRECT METHOD. It became popular throughout the early years of the twentieth century and emphasized aural-oral skills and rejected the use of the student’s mother mother tongue. Of reading and writing. C) STRUCTURAL STR UCTURAL APPROACH. In the 40s, Skinner ideas began to be used as a way of explaining what happens when we teach and learn languages. Bloomeld and Fries started to apply the ideas of structural ling uistics to language teaching. According to this, language learning was viewed as habit formation, formation, through repetition. The contrast between the structures of the mother tongue and those of the target language were supposed to cause interference. D) THE AUDIO-LINGUAL METHOD. MET HOD. It emerged between about 1950 and 1965.It used long dialogues, usually centred on one or more carefully graded structures. There was a lot of repetition in order to get perfect pronunciation. There was either communication or interaction E) FUNCTIONAL-NOTIONAL APPROACH APPROACH.. It is the first metho method, d, which aims to use real l anguage to communicate communicate and interact with others in the target language. It is based on the studies carried out by the Council of Europe in the 1960s and the 1970s.It states that language should be best classied in term of what people want to do with the language, that is the functions, and of what meanings people want to convey, that is to say, which notions, they want to express. 3.THE PROCESS OF LANGUAGE ACQUISITION. Current research in foreign language instruction claims many resemblances in the process of both, rst and second language acquisition. For this reason, we consider relevant here to carry out a study of the child’s acquisition of his rst language, in order to be able to understand the process of second language acquisition. 3.1.DEFINITION OF LANGUAGE ACQUISITION DEVICE.
In 1967 Lenneberg Lenneberg already emphasized the b iological prerequisites of language only homo sapiens was capable of learning language. It is clear that the child is equipped from birth with the necessary neutral conditions for language and language use. This is what Chomsky Chom sky called the l anguage acquisition device, which has three characteristic according to him: -It distinguishes man from primates primates -It is specific for language learning as opposed to other forms of behaviour or knowledge. -Many structural properties of grammar are i nnate. Also, according to Chomsky, the language acquisition device enables the child to acquire linguistic competence; that is to say, he is born with the ability to acquire the complex rules of his l anguage. But, in addition to acquiring linguistic competence, the child must also learn to use the complex social rules in the appropriate moment, for example, the greetings which are to be used, the taboo words, the polite forms of address, the various styles which are appropriate to different situations and so on. This what we call comm communicative unicative competence. competence.
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. . Psycholinguists Psy cholinguists divide the child ’s acquisition of a language into prelinguistic and lingui stic stages. A) EARLY STAGES. The babbling can be considered the L1 uttered by the child. It usually happens around the six month. Auditory input is necessary for the child to develop in language. The holophrastic stage happens sometime after one year. Then, children begin to use the same word to mean the same thing.
The two words words stage happ ens around the time of their second bi rthday. Children b egin to produce two words utterances, without without any syntactic or morphological markers: ‘dirty sock’. B) TELEGRAPH TO INFINITY. Children start stringing two, three or more words together. These utterances are not strung at random. From a very early stage, children’s utterances reveal their grasp of the pr inciples of sentence formation. formation. However, However, the small function words are missing. Only the content words words occur. This i s why children sound as if the were readi ng telegrams. 3.3. THEORIES ON THE ORDER OF ACQUISITION There seems to be a natural order of L1 acquisition, language is acquired in a rather xed order. So, when children more closely approximate the adult grammar, they not only begin to use function words but they also acquire the inectional and derivational morphemes of the language. For example, the sux -ing and the plural are acquired relatively early. The third person singular –s on verbs in the present tense or the possessive’s marker, on the contrary, are acquired late. 3.4. THE CRITICAL PERIOD This theory is related to the controversy on the issue of the neurology of language acquisition. Lenneberg has posited that between the age of two and puberty, the human brain shows a plasticity which allows a child to acquire his L1: this would be the critical p eriod, that is, the the ideal mom moment ent for acquiring second languages as well as the first. At the end of the critical p eriod cerebral dominance would be completed. This is to say; it is thought that language acquisition is related to the development of of the cerebral dominance, which which means that each side of the brain performs different functions, in the adult. Bogen has even speculated that the two sides of the brain utilize two dierent cognitive modes: one analytic and digital the other, synthetic synthet ic and analogic. The left hemisphere is responsible for most linguistic performance in adults, not so in children until the end of the development of cerebral d om ominance. inance. Lenneberg hypothesized hypothesized that the end of cerebral dominance happens in puberty and it concludes with the close of the critical peri od for language acquisition, and that foreign accents are not overcome easily after puberty. 3.5 MAIN THEORIES OF CHILD LANGUAGE ADQUISITION.
A) IMITATION Some psycholinguistic who follow behaviourist psychologist think that children learn that children learn their rst language by mere imitation.
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B) POSITIVE REINFORCEMENT This is also a behaviourist theory theory and it posits that children learn to produce correct correct sentences because they are positively reinforced when they say something right. However, corrections made by mothers and caretakers are base more on the contents of the message than on its form. Besides, empirical research shows that all attempts to correct a child’s language are doomed to failure until a time comes when he has internalised the rules.
C) CREATIVE CONSTRUCTION. This theory follows Chomsky´s mentalist views and posits that dierent rules govern the construction of the sentences during the different moments moments of the period in which the grammar is learnt. Because the imperfect sentences children use are perfectly regular, they reect their grammar at certain stage of development. The child seems to form the simplest and most general rule he can from the input he receives and then he uses the rules whenever he can. 4-SECOND LANGUAGE ACQUISITION THEORIES 4.1. IDENTITY HYPOTHESIS Klein asserts that rst and second language acquisition is basically one and the same process, governed by the same laws. But there are both similarities and differences: -The first language is an i ntrinsic component of of the child ’s overall overall cognitive and social d evelopm evelopment. ent. -L1 is usually acquir ed with perfect pronunciation. -There are substantial variations with respect to the acquisition order of structures in L1 and L2. 4.2.CONSTRASTIVE HYPOTHESIS It was rst posited by Lado and gave rise to contrastive analysis. It asserts that the acquisition of a L2 is largely determined by the structure of L1. L1 can have a positive inuence, when the structures of both languages are similar. This is called positive transfer and facilitates the easy assimilation of the structures of the target language. On the other hand, contrasting structures cause interference or negative transfer and hamper the acquisition. However current research claims that, although the learner’s knowledge of his rst language inuences how he approaches the second, this does no necessarily conditions the actual production and com comprehension. prehension. 4.3. THE MONITOR MODEL Posited by Krashen, it comprises five hypothesis. It highlights the importance of communication in L2 instruction. A) THE ACQUISITION-LEARNING HYPOTHESIS Acquisition occurs subconsciously, subconsciously, as a resul t of participating in natural comm communication, unication, where the focus is on meaning. Learning occurs as a result of conscious study of the formal properties of the language.
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processing. Learnt knowledge is metalinguistic in nature, so it is stored in the left hemisphere but not in the language areas and it is only available for controlled processing. In performance, acquired knowledge serves as the major source for initiating the comprehension and production of utterances. Learnt knowledge is available only for use by the Monitor. B) THE NATURAL ORDER HYPOTH HYPOTHESIS ESIS
It affirms that learners may follow follow a more or less i nvariable order in the acquisition of formal grammatical features. -We do not know the order of acquisition of every structure in every language. -The existence of a natural order of L1 acquisition does not imply we should teach second languages along the same order. C) THE MONITOR HYPOTHESIS It speaks about the manner manner in whi ch language acqui sition can be influenced by conscious awareness. awareness. The Monitor is the device learners use to edit or revise their language performance. It utilizes learnt knowledge to modify utterances generated from acquired knowledge. So it is based on the previous distinction between subconscious acquisition and conscious learning. According to Krashen, learning is always effected through a Monitor, which which can be effect in com communication munication only if: -There is enough time -If the speaker is concerned with the correctness of his production -If he knows the correct rule. The Monitor, while fostering accuracy, is likely to hamper fluency. D) THE INPUT HYPOTHESIS In order to acquire language, the learners needs input. Acqui sition takes takes place as a result of the learner having understood input that is a l ittle beyond the current level of his competence (I + 1) In order to make the input more accessible, it is convenient to provide the suitable context and as much extra-linguistic information as possible. Devices such as si mplified sp eech, visual clues, key words, words, gestures or familiar topics can be used for this purpose Input should be interesting and comprehensible for students. Themes should be chosen according to the student’s needs and interest. Early speech is typicall y not accurate. accurate. Direct error correction correction should be avo avoided ided as useless, as self-correction self-correction will arrive in d ue time. Speaking fluency emerges on its own time. We cannot teach it directly. E) THE AFFECTIVE FILTER HYPOTH HYPOTHESIS ESIS Dulay and Burt rst proposed this notion. The factor which constitute the aective Filter are anxiety, motivation and self-condent, which are affective variants and have an effect on L2 acquisition. If the Aective Filter is raised it produces a mental block which prevents input to enter. If it is lowered, lots of input are obtained and let in.
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5-ASPECTS OF LANGUAGE ACQUISITION IN L1 AND L2 Current research is trying to nd out the dierences and similarities existing between the acquisition of the mother tongue and the learning of L2.That are why term acquisition is being increasingly used in the li terature related to this topic topic Klein, think that second language acquisition is a process of enormous complexity, in which a variety of factors are at work and which cannot fully described or explained as yet. However, as Klein points out, there are some important considerations to be kept in mind with regard to a later comparison of L1 and L2 acquisition: -L1 acquisition occurs when the learner has been without a language. -L1 acquisition is intimately bound up with the Childs cognitive and social development. development. 5.1. DIMENSIONS OF LANGUAGE ACQUISITION Klein consider that has three components: A) PROPENSITY It is the inner force or need that urges , the learner to learn the language. It is necessary for the acquisition to take place. It is different from motivation , which are external.
The factors that constitute this propensity are: -Social integration, little significant i n L2 learning at intuitional levels. -The communicative communicative needs , which vary very much according to different learners and influence the vocabulary acquired. -Attitude which is considered to be an important factor factor to favour second language acquisition. -Educational which may be eective in foreign language instruction in schools if combined with other propensity factors , such a social advancement , represented by good marks and passed exams , avoidance of punishment. B) LANGUAGE FACULTY
Human Huma n beings are endowed with a natural capacity for processing language, both as speaker and listener , the language capacity. Klein posits that this faculty , which enables human beings to acquire their first language , can be also used to acquired a L2 C) ACCESS It is the possibili ty of obtaining obtaining inp ut, without without which the language processo processorr can not operate because it is i ts raw material. The problem of access has two aspects: -The amount of input available. -The range of opportunities to use the input for communication
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understanding the ove overall rall meaning in oral interaction: From From audition to active and selective l istening. Taking word of imitative
– means of communication communication between people and peoples. Interest in linguistic diversity through knowledge knowledge of a new language and
reproduction to autonomous production.
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