Comparing and Contrasting 1st and 2nd Language Acquisition

1. Comparing and Contrasting 1st and 2nd Language Acquisition By Amanda Byrd

2. Presentation Structure: • Introduction • Similarities of 1st and 2nd LA Acquisition • Differences of 1st and 2nd LA Acquisition • What all this means to you as a Language Teacher

3. Interchange Language Larry Selinker defined Interchange Language in his book Interlanguage Theory published in 1969 as “the interim grammars constructed by second language learners on their way to the target language.”

4. Interchange Language is… “systematic, dynamic and constantly evolving.”

5. First, Some Similarities

6. Pattern of Development • Silent Period • Formulaic Speech • Structural and Semantic Simplification

7. Silent Period • This is the time in which there is no production of Language. • There is some disagreement of the role of the silent period in second language acquisition. • Krashen-builds competence via listening.(1982) • Gibbons-stage of incomprehension(1985)

8. Formulaic Speech • This is when language learners memorize whole chunks of speech and can use them in different situations.

9. Joshua Examples: Mommy, quiero hold you. Este es _____________. Where are you? _________ se fue. Quiero have some please.

10. Nicolas • May I go to the bathroom? • Can I borrow your ruler? • Can I go?

11. Structural and Semantic Simplifications • Structural= learner omits grammatical factors i.e. articles and auxiliary verbs • Semantic= learner omits content words i.e. nouns and verbs • Question: Does the overuse of articles also count as a structural simplification?

12. Structural Simplification Joshua • 1. Mommy, what doing ? Or What are doing mommy? • 2. No, Joshua help you. Nicolas • Its homework folder.

13. Semantic Simplification • Daddyschool, mommy school, Joshua school too! • Joshua´s class no, mommy´s class si. • Bebe no sleeping.

14. Order of Acquisition Krashen (1982) McLaughlin (1987) The data from his research shows that the 1st language of the learner does have a notable influence on the order in which the learner acquires the 2nd language. • Natural Order Hypothesis = there is an expectable order in which we acquire the rules within a language.

15. Linguistic Universals and Markedness Unmarked Marked Those aspects of grammar that are distinct for a particular language that have come about through history of the language or by accident. • Those aspects of grammar that are universal, transferable and easier to learn

16. Input • According to Richards et. al. 1989 input is described as “language which a learner hears or receives and from which he or she can learn.” • Krashen (1982) INPUT HYPOTHESIS- a learner must have input that is understandable in order to learn language. This input should be slightly above the level of the language learner.

17. Interaction • Interactionist Approach • Interaction is more important than simple input • Chomsky argues that children are not able to distinguish what is grammatical and not from input therefore they must have the interactions with the language to build their knowledge base. • When learning a second language the learner depends on their knowledge of the L1 to build up their knowledge of the L2.

18. Behaviorist View • Learning by conditioning and formation • Correct behavior is highly praised and likely to be repeated • Williams and Burden 1997 – “In other words, children imitate a piece of language they hear and if they receive positive reinforcement they continue to imitate and practice that piece of language which then turns in to a ´habit´.” • PROBLEM-This view does not explain the creative use of language of both L1 and L2.

19. Zone of Proximal Development • L. S. Vygotsky- “The difference between the level of solved asks that can be performed with adult guidance and help and the level of independently solved tasks is the zone f proximal development.” • To stimulate this development students needs to work collaboratively with others and teachers must provide these types of opportunities for interaction. • What students are able to do today with some help can be used as a guideline as to what they will be able to do independently tomorrow.

20. Now, let´s take a look at some differences !

21. The Acquisition-Learning Hypothesis • Adult Acquisition can also happen naturally, similar to the acquisition of the first language. • Conscious Learning- explicit and formal instruction. • Note- Not all learning turns into acquisition.

22. Critical Period Hypothesis • Based on ideas by psychologist Eric Lenneberg • Specific period of time for optimal language learning (2-12 years) • Determined by other biological factors in the brain • Lateralization- Thomas Scoval

23. Other Considerations • Psychomotor- Speech Muscle Maturation • Affective • A. Inhibition- Alexander Guiora: Language- Ego • B. Attitudes-Towards races, cultures, ethnic groups, and languages • C. Affective Filter Hypothesis

24. Fossilization • Why? • Age • Lack of desire to articulate • Communicative pressure • Lack of learning opportunity • Nature of feedback

25. Social Factors Natural Context Educational Context Segregation Mother Tongue Maintenance Submersion Language Classroom • Ethnic minority in native country • L2 is official language • International

26. Acculturation Theory • Schuman (1986)- process of adapting to a new culture. • + contact with L2 speakers and culture = more acquisition • Beebe (1985) – Language Variety

27. So what does all this mean to you?

28. Learning a language is a very complex process. The studies that have been conducted are valuable tools to the language teacher because they provide some insight into this process. • However, a language teacher cannot simply choose one theory and teach by it because the theories alone are not sufficient in their explanation of language acquisition. In turn the teacher must use them as a guide, and see how they interact in order to create meaningful activities for the classroom.

29. Understanding the stages of language development can also aid the teacher in the design and sequence of the syllabus. • Theoretical knowledge should be considered along with the context in which the teacher is teaching the L2 in order to create life-long learning experiences.