First and second language acquisition Introduction • At the end of the chapter, you should be able to 1. describe the key features of first language acquisition 2. define second language acquisition 3. discuss the effect of chronololgical age on second language acquisition 4. define the critical period hypothesis, and say what the hypothesis attempts to explain 5. Define bilingualism First language acquisition • Children have largely mastered their first language by the age of about four; • They have acquired the bulk of grammatical system; • Speakers of English have acquired over 10,000 words; acquisition of over 10 new words a day; • Theories have been proposed to explain first language acquisition: 1. Behaviorsim: Skinner (1959)-Verbal behavior 2. Universal Grammar: Noam Chomsky First language acquisition Theory Briefing Behaviorsm • Languages are acquired through imitation and habit formation • Children learn the first language through imitating their caretakers' utterances/language • Practices and reinforcement are essential. Universal Grammar • Children acquired their first language quickly and easily because they were born with an innated ability to learn language • Language Acquisition Device (LAD); language learning happens exclusively in the brain. Problems with the two theories Theory Problems Behaviorsm • The vast majority of utterances are produced only once and then disappear • Children generate unique utterances from an early age. • Children produce language they couldn't possibly learn throug imitation; things that no adult is likely to have said. • e.g., over-regularized past tense with tense forms by adding –e,g, Goed, runnedd, seed Problems with the two theories Theory Universal Grammar Problems • First language acquisition is not as automatic, easy, and unproblematic as the Chomskites assert. Children do struggle when learning their L1. • The input to babies is much less likely "junky" than was first thought. • Parents usually provide grammatically correct utterances and say them more slowly and carefully; they also pay attention to aspects of language Problems with two theories Theory Problems Universal • First language acquisition is very much a social process Grammar​ • Why we learn to talk? 1. to get our needs meet. 2. to show our membership in the human race. Key points to consider • Language acquisition and use are as much social processes as psychological processes. • No single theory provides a comprehensive explanation of language acquisition • Although we are born with predispoition and capacities to acquire language, some type of habit formaiton through intensive exposure and repetition is not involved in the process of acquisition. • Children's first language acquisition follows a developmental trjactory that can not be explained by behaviorism. Questions for discussion • Summarize the language learning theories that you have learned so far? • Discuss with your classmates regarding the theory that you consider to support your beliefs in language learning and explan the reasons. • In your opinion, what contributes to children's first language acquisition? • What are the similarities and the differences between the first and the second language acquisition, in your opinion? Second language acquisition (SLA) • Second language acquisition is an umbrella term for the acquisition of second and subsequent languages, as well as the acquisition of foreign languages by children and adults • Reflection 1. Do you think that learning a second language is basically the same as or different from L1 acquisition? Give your reasons for your choice. Activity • Watch the video • https://www.youtube.com/watch?v=Cej hQC9hUO8 • Discuss with your classmates the meanings behind those babies’ talks. • What did those babies do when talking to their caregivers? • What did these caregivers do to teach their babies to talk. • What implications do you obtain after watching the video. Second language acquisition • Research in SLA concners with acquisition in naturalistic environment, in formal instructional settings, or in the mixed envrionments. • Researchers wanted to know whether the processes between the first and the second language acquistion are the same. • They conlcuded that learning a first language changes the way the mind processes languages. It affects the acquisition of second language in fundamental ways. Age and Second language acquisition •Reflection: 1. List the ways that you think chronological age might have an affect on second language acquisition. 2. In your opinion, what factors do you think affect learning outcomes? Age? Length of exposure? Individual differences? Age and Second language acquisition • The belief "the younger the better" is linked to the fact in the case of most skills such as piano playing and snow skiing. • The important question: -Are yougner learners better at learning a foreign language than older learners? • If so, what is the optimal or best age to start learning a second language? Age and Second language acquisition Second language situations very different from foreign language situations. • Ellis (1984): to distinguish the effect of age on the route of acquisition, the rate (how rapidly the learners acquire the language), and ultimate attainment • Age and Second language acquisition • Ellis' conclusion: Age does not alter the route of acquisition but rate and ultimate attainment • Teenagers/adolescents were by far the most successful learners, neither children nor adults. Five stages of second language acquisition Stage Briefing 1. • Last from several hours to several months Silent/receptive • Learners spend time learning vocabulary and practice pronouncing new words 2. Early • last about six months, during which language learners typically production acquire an understanding of up to 1,000 words. 3. Speech • learners typically acquire a vocabulary of up to 3,000 words, emergence learn to communicate by putting the words in short phrases, sentences, and questions. • May not be grammatically correct • Gain greater comprehension and begin reading and writing in an L2 Five stages of second language acquisition Stage 4. Intermediate fluency Briefing • last for a year or more after speech emergence • learners typically have a vocabulary of as many as 6,000 words. • acquire the ability to communicate in writing and speech using more complex sentences. 5. Continued language development/advanced fluency • It takes most learners at least two years to reach this stage, and then up to 10 years to achieve full mastery of the second language in all its complexities and nuances. The Critical Period Hypothesis (CPH) •Originally developed to explain the fact: children who have not exposure to their first language during their first ten years never succesful acquire the language. •A limited period of time in the development of an ogranism during which a particular behavior can be acquired. The Critical Period Hypothesis •Biological changes in the brain at puberty result in the two hemispheres of the brain functioning independently. •Ellis (1997) defines CPH as a period during which target-language competence in an L2 can only be achieved if learning commences before a certain age is reached. (e.g. the onset of puberty) The Critical Period Hypothesis •Though age does not affect the route of language acquisition, it is premature to conclude that learning a foreign language before the age of ten is a waste of time. •Question: Do you think CPH justifies the success of learning a second/foreign language? Why or why not? Activity • Interview one of your classmates and ask him/ her the following questions. Jot down the responses and then attempt to explain your classmate’s language learning with the features of these language acquisition theories: 1. At what age did you start learning English? 2. How long have you learn English? 3. How much time do you spend studying/practicing/using English every day? 4. Have you passed any language proficiency test? If so, at what level? 5. Do you consider yourself to be a good language learner? Why or why not? Summary • Starting age does not affect the route of SLA. • The difference in the acquisitional order is not related to age. • Starting age affects the rate of learing -Vocabulary and grammar: adolecent learners better than either children or adults (length of expsoure consistent) Summary • Both number of years of exposure and starting age affect level of success. -number of years of exposure affect oveall communicative fluency. -Starting age determines the level of accuracy. Blingualism • Do children acquiring two languages simutaneously go through similar processes as a child learning his/her second language as a foreign language in a school setting? • Bilingualism is a complex concept. -The definitions are numerous. -different types of bilingualism • Definition: the use of two languages by an individual or a speech community. (Ellis, 1994, p. 694) Additive A speaker adds a second bilingualism language without losing competence in L1 Lead to balanced Types of bilingualism bilingualism Blingualism Substractive The addition of a second bingualism language leads to graduate erosion of competence in L1 Blingualism • A bilingual can be someone who can speak two or more languages; multi-linguals • At least half of the world's population either bi-or multi-lingual • Plurilingualism: Someone who can use a variety of languages for a range of different purposes -Someone who lives, works, and travels in Europe. Do you think that you are a bilingual? If so, reflect on the process of becoming bilingual. Reflection Homeowrk assignment: write a mini language learning autobiography based on the following question: Q: What were some of the factors that faciliated the development of bilingualism? What are some of the factors that impacted the process? Conclusion The process of first and second language acquisition are fundamentally different.
