l1 acquistion
TRANSCRIPT
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D e n i t
i o n s o
f L 1 &
L 2 Defnition o rst language ( L1 ):o The language(s) that an individual learns
frst.o Other terms or frst language-
o Native language or mother tongue
Defnition o second language ( L2 ):o n! language other than the frst language
learned (in a "roader sense).o language learned a ter the frst language
in a conte#t $here the language is used$idel! in the s%eech communit! (in anarro$er sense).e.g.& 'or man! %eo%le in Tai$an& their is
Tai$anese and * is +andarin.
Is English a second language for
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o Language acquisition -stud! o the %rocessesthrough $hich humans
ac,uire language.o ! itsel & language
ac,uisition re ers to rst
language acquisition &$hich studies in antsac,uisition o their native
languageo second language
acquisition deals $ithac,uisition o additional
languages in "othchildren and adults.rs
t L a n g u a g e
a c q u
i s i t i o
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o !r"ing# Involuntar! cr!ing ($hen the! eelhungr! or uncom orta"le)
o
!ooing# /#ercising the articulator! a%%aratus.imitation and the "eginning o turn-ta0ing.o $a%%ling : %roducie s!lla"le li0e sounds.
No meaning attached to the "a""le.1!lla"les are o ten ound in re%etitivese,uences ("a"a"a"a).vocalisation to the sounds o the locallanguage./ven dea children "a""le
a""ling as %art o the "iologicall!determined maturation o language a"ilities.
a""ling dri t: round 2- 3 months in antsrestrict their "a""ling to native languagesounds.
r e ' ( e r % a l
) $ e f o r e
i r s t
W o r d s
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i r s
t * o r
d s
o 'irst $ords: et$een *- 4 monthso usuall! %roduced in isolationo 5ords are used holo+hrasticall"# $ord
stands or an entire sentence.o 6hildren s frst $ords are similar all over the
%lanet.o or o"7ects: food (juice, cookie), body parts
(eye, nose), clothing (nappy, sock), vehicles(car, boat), toys (doll, block), householditems (bottle, light), animals (doggie, kitty),and people (mama, dada, baby).
o There are $ords or actions& motions& androutines& li0e ( up, o , open, peekaboo, eat,
and go, and modi ers, like hot, all gone,more, dirty, and cold.
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o ! *3 months the! have ane#%ressive voca"ular! o "et$een89 to 99 $ords.
o /#%erience matters or voca"ular!gro$th.o ;rivileged children hear a"out
*& 99 $ords
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t h e a g e o
f 4 :
+ost children are a"le toas0 ,uestions& givecommands& re%ort realevents& and create storiesa"out imaginar! ones $ithcorrect $ord order andgrammatical mar0ers mosto the time.
The! have mastered the"asic structures o thelanguage or languages
s%o0en to them in theseearl! !ears. The! "egin to develo%a"ilit! to use language in a$idening socialenvironment.
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D e v e
l o + . e n
t o f
( o c a % u
l a r "
o One o the most im%ressive languagedevelo%ments in the earl! school !ears is theastonishing gro*th of voca%ular"/o >oca"ular! gro$s at a rate "et$een severalhundred and more than a thousand $ords a!ear& de+ending .ainl" on ho* .uch andho* *idel" children read/o
>oca"ular! gro$th re,uired or school successis li0el! to come rom %oth reading forassign.ents and reading for +leasure/ ?eading a variet" of te0t t"+es is an essential%art o voca"ular! gro$th.o ?eading rein orces the understanding thatlanguage has for. as *ell as .eaning anda $ord is se%arate rom the thing itre%resents.o nother im%ortant develo%ment in the schoolears is the ac uisition o di erent lan ua e
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L 1 c q u
i s i t i o n 3
t a g e s
Stage TypicalAge
Description
Babbling 6-8months
Repetitive CV patterns
One-word stage orholophrastic stage
9-18months
Single open-class wordsor word stems
Two-word stage 18- !months
"mini-sentences" withsimple semantic relations
Telegraphic stageor earl# m$ltiwordstage
!-%&months
"Telegraphic" sentencestr$ct$res o' le(ical ratherthan '$nctional orgrammatical morphemes
)ater m$ltiwordstage
%&*months
+rammatical or '$nctionalstr$ct$res emerge
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M o t h e r t o n g u e
i n s t r u c
t i o n
o +other tongue instructiongenerall! re ers to theuse o the learners@mother tongue ( ) as themedium o instruction.
o It is considered to "e anim%ortant com%onent o,ualit! education&%articularl! in the earl!!ears.
o The e#%ert vie$ is that
mother tongue instructionshould cover "oth theteaching o and theteaching through thislanguage.
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M o t
h e r
t o n g u e
i n s t r u c
t i o n
o ?esearch suggests that children "eneft rom atleast some %eriods o ormal instruction in a
language& during $hich their attention isdirected to ormal eatures o the languageitsel (e.g.& %honological a$areness& voca"ular!&s!nta#)& as o%%osed to sim%l! "eing immersedin the language..
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I .
+ l i c a t i o n s
o lthough all normal childrenac,uire language& there are
large individual diAerencesin the rate at $hich childrenac,uire language andthere ore in the languages0ills children %ossess $henthe! enter school
o s%eech that uses a richvoca"ular! and long&
in ormation-containingutterances has "een oundto %romote languagedevelo%ment
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I .
+ l i c a t i o n s
3 5E 1o %ook reading $ith an
adult is a %ositive activit!that %rovides children $itha great deal o languagein+ut/
o 1tudies sho$ that mothers
%roduce more s%eechduring "oo0 reading timethan during to! %la! time&and this s%eech is richerthan that %roduced during%la! time.
o 6%7ect la%eling is alsore,uent during "oo0
reading& $hich ma!
acilitate $ord develo%ment
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o s%ending someinstructional time in a
language other than does not discouragechildren@s academicachievement& "ut the
additional languageshould "e introduced asa su"7ect o stud! in thecurriculum& rather thanas the medium oinstruction or othercurriculum su"7ects.
o
I .
+ l i c a t i o n s