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Comparing Rates of English Acquisition A qualitative study by:

Comparing Rates of English Acquisition A qualitative study by:. Miguel Lara, Eva Martin, Hayley Piper and Ya-Hui Tsai Indiana University, Bloomington Indiana. Literature Review. There is extensive research in the field of Second Language Acquisition (SLA).

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Comparing Rates of English Acquisition A qualitative study by:

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  1. Comparing Rates of English AcquisitionA qualitative study by: Miguel Lara, Eva Martin, Hayley Piper and Ya-Hui Tsai Indiana University, Bloomington Indiana

  2. Literature Review • There is extensive research in the field of Second Language Acquisition (SLA). • Research explores a wide range of components: lexicon, phonology, semantics, morphology, pedagogy and syntax. • Most recently the field has welcomed contributions from sociolinguistics, for example Gee (2007) and psycholinguists, for example Camps, (2003).

  3. Early Perspectives in SLA • Language is acquired mostly by means of imitation and learning from rewards and consequences. (Skinner, 1957). • The idea that language is acquired by means of imitation gave rise to the audio-lingual instructional methods for teaching language. • http://www.youtube.com/watch?v=uvpikUEIaLI

  4. A Shift In Perspectives • Linguists were unable to account for common errors. For example, many children say “I ated,” and Professor Bean’s grandaughter says, “I amn’t.” • Corder (1967) recognized a valuing analyzing learner’s errors and mapping their patterns to understand acquisition. • Chomsky (1968) developed the black box theory. This means each person is equipped with an innate system for learning languages. (Universal Grammar)

  5. The Most Current Theory • Continues to support Chomsky’s black box theory and analyzes learner’s errors (Corder, 1967). • There is controversy around the role of the first language (L1) and how it impacts acquisition of the second language (L2) • Dulay & Burt (1992) found empirical evidence that learners acquire language in the same sequence, regardless of their first language.

  6. Our Study • Does not disprove Dulay & Burt’s study (1992), only clarifies it. • Our study is longitudinal rather than a snapshot of language learning. • Is significant because it contributes knowledge to the field’s effort to understand the relationship between the L1 and L2.

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