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FROM: Brown (2000). Principles Of Language Learning & Teaching. (pp 20-29) & (pp 67-69)
Behaviouristic approaches
Embodied by Skinner
Behaviouristic approaches
ISL WEEK 1
NATIVIST APPROACH
Approaches to the study of child language asked some of those deeper questions
We are born with genetic capacity that predisposes us to a systematic perception of language around us
Ability to organize linguistic data into various classes that can later be refined
Knowledge that can only a certain kind of linguistic system is possible & that the other kind os not
The ability to engage in constant evaluation of the developing linguistic system so as to construct the simplet possible system out of the available linguistic input
ISL WEEK 1
NATIVIST APPROACH
Child linguistic development is not process of developing fewer & fewer incorrect mistakes than later stages
Child language acquisition were free to construct hypothetical grammar of child language
Parallel distributed processing (PDP)/connectio nism neurons in the brain forms multiple connections
Childs/adults linguistic performance may be consequence of many levels of simultaneous neural interconnections
Freedom from restrictions of the so called"scientific method to explore the unseen, unobservable, underlying, abstract linguistic structures being developed in child.
Systematic description of the child linguistic repertoire as either rule-governed/operating out of parallel distributed processing capacities.
ISL WEEK 1
FUNCTIONAL APPROACH
researches began to see lang. was one of manifestation of cognitive & affective ability
coordinate bilinguals
BILINGUALISM
compound bilinguals who have one meaning system from which both language operate
ISL WEEK 1
Speakers apply knowledge from their native language. It can occur in any situation when someone does not have a native level command of a language, as when translating into a second language Language Interference (Linguistic Interference, Cross-Linguistic Interference or Transfer) The grater the differences between the two languages, the more negative the effects or interference re likely to be Interference : It will inevitably occur in any situation where someone has an imperfect command of a second language
INTERFERENCE IN ADULTS
Adults approach the second language systematically ; they attempt to formulate linguistic rules with the information they have : i) from the native language ii) from the second language iii) from teachers and classmates
interference from the first language dos not imply that interference is the most important factor and adult second language acquisition
adults learning a second language manifest some of the same errors found in children learning ther first language
ISL WEEK 1
ORDER OF ACQUISITION
We tend to believe that children are better at learning foreign languages ; nevertheless,concerning literacy,vocabulary,pragmatics,schematic knowledge and syntax, adults are probed to be superior learners
ISL WEEK 1
The way in which people learn a language other than their mother tongue
The way in which people learn a languagenaturally as a result of living in a country where it is spoken/learn in classroom
-One of the the goals of SLA is the description of L2 Acquisition. Another is explanation; identifying the external and internal factors that account for why learners acquire an L2 in the way they do -One of the external factors is the social milieu in which learning take place. -Another external factor is the input that learners receive, that is, the samples of language to which a learner is exposed. -Learners possess cognitive mechanism which enable them to extract information about L2 from the input-to notice, for example, that the plularity in English. Final set of internal factors explain why learners vary in the rate they learn an L2 and how successful they ultimate are. -The goals of SLA, then, are to describe how L2 Acquisition proceeds and to explain this process and why some learners seem to better at it than others.
ISL WEEK 1
L2 learners acquire a large number of formula chunk,which they use to perform communicative functions that are important to them and which contribute to the fluency of their unplanned speech.
Whether learners acquire the language systematically.
METHODOLOGICAL ISSUES
ISL WEEK 1
Another issue concerns what it means to say that a learner has acquired a feature of the target language
There is another problem in determining whether learners have acquired a particular issues
A thied problem in trying to measure whether acquisition has taken place concern learners overuse of linguistic forms
The case studies, then, illuminate the kinds of issues that pre-occupy SLA
An explanation of L2 Acquisition must account for both item and system learning and how the two interrelate.