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This text explores the process of English language acquisition and provides strategies to develop language skills. It discusses the use of Audio-Visual aids and innovative teaching methods, as well as the role of parents and teachers in facilitating language acquisition.
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Language acquisition is the study of the processes through which human acquire language.
1.To develop skills of English language acquisition. 2.To solve the difficulties in the process of language acquisition. 3.To create the interest in the acquisition of English language. 4.To make use of Audio-Visual aids in the acquisition of English language.
English language can be acquired through proper attention by parents and teachers. English language can acquired by using Audio-Visual aids. It can be achieve through using innovative teaching methods.
It is a commonly held view that language evolved as a tool for communication. 1. Human language can be seen primarily as a socially, or culturally determined tool for communication. 2. Alternatively, language can be seen primarily as a cognitive mechanism for structuring utterances and perhaps also thoughts.
Nativist theories— Noam Chomsky is the pre -eminent name here—place the distinctiveness of language in specific genetic endowment for a specifically genetically instructed language module. Under that view, there is minimal learning involved in acquiring a language. • Eempiricists like Hobbes and Locke argued that knowledge emerge ultimately from abstracted sense impressions.
The precise form of language must be acquired through exposure to a speech community. Words are definitely not inbron, but the capacity to acquire language and use it creativelyseems to be inborn. N. Chomsky calls this ability the LAD (Language Acquisition Device).
There are also co-evolutionary proposals: Language is not an instinct and thereis no genetically installed linguistic black box in our brains. Language arose slowly through cognitive and cultural inventiveness. • Language began as a cognitive adaptation and genetic assimilation. Cognitiveeffort and genetic assimilation interacted as language and brain co-evolved.
Human language is made possible by special adaptations of the human mind and body that occurred in the course of human evolution, and which are put to use by children in acquiring their mother tongue
Critical Period Hypothesis: Exposure to language beforepuberty is necessary for language acquisition. Children with delayed exposure tolanguage:“The Wild Boy of Aveyron”.Genie • Sample utterances by Genie: • Mike paint. • Applesauce buy store. • Small two cup. • I like hear music ice cream truck. • Think about Mama love Genie.
Language Stage Beginning Age • Crying! Birth • Cooing! 6 weeks • Babbling! 6 months • Intonation patterns! 8 months • One-word utterances! 1 year • Two-word utterances! 18 months • Word inflections! 2 years • Questions, negations! 2 1/4 years • Rare and complex constructions! 5 years • Mature speech! 10 years
Crying: Non-linguisticThough some language specific elements. • Cooing: Non-linguistic. Exercising the articulatory apparatus.Imitation and the beginning of turn-taking. • Babbling:here infants are clearly producing syllable like sounds. No meaning attached to the babble. Syllables are often found in repetitive sequences (babababa). Children clearly utilise their babling to tune their vocalisation to the sounds of the local language. • Babbling as part of the biologically determined maturation of language abilities. • Babbling drift: Around 9-14 months infants restricttheir babbling to native language sounds.
Shortly before their first birthday, babies begin to understand words, and around that birthday, they start to produce them. Words are usually produced in isolation; this one-word stage can last from two months to a year. • Children's first words are similar all over the planet. About half the words are for objects: food (juice, cookie), body parts (eye, nose), clothing (diaper, sock), vehicles (car, boat), toys (doll, block), household items (bottle, light), animals (doggie, kitty), and people (mama, dada, baby). • There are words for actions, motions, and routines, like (up, off, open, peekaboo, eat, and go, and modifiers, like hot, allgone, more, dirty, and cold.
Children start producing their first words around 12 months. • Words are used holophrastically: A word stands for an entire sentence. • By 24 months they have an expressive vocabulary of between 50 to 600 words. • Experience matters for vocabulary growth. • Privileged children hear about 2,100 words/hour. • Disadvantaged children hear only about 600 words/hour.
18-24 Months: Two-word utterances • 95% of utterances: Correct word order. • Telegraphic speech (few function words).
How do children fit long thoughts into two wordutterances? Children appear to use vertical constructions of utterances (Markowitz, 1991). Breaking thoughts down into two-word utterances. • • Child: Tape carder. Use it. Use it. • • Adult: Use it for what? • • Child: Talk. Carder talk. Brenda talk. Adults use horizontal constructions. - Complete word-by-word specification of thoughts.
24-48 Months: Complexity and length of utterancesincrease rapidly. > “normal” conversation. • How do children achieve this rapid increase insentence complexity and length? .
Despite the obvious impact the environment has on the choice and general direction of mother-tongue learning, children are prone to come up with all kinds of words and expressions which they have never heard in their environment. • Daughter: Somebody’s at the door. • Mother: There is nobody at the door. • Daughter: There is yesbody at the door.
most of the education in rural india is done in vernacular/local language On the other hand, most the competitive examination(Higher education and employment)require English as medium of Examination. This leads to students from the rural background being at disadvantage in the examination and thus growth
Vernaculr language is spoken and is common in use Teachers ill-equipped on teaching English The student teacher ratio is high leading to ineffectiveness. The rural atmosphere is also does not provide students the opportunities to speak and learn English-mostly first generation learners
Electricity/power supply is erratic nonexistent • Require low energy consumption equipment • Connectivity to urban centers can be a challenge • Need a system which can ensure even material available without connectivity of internet /wireless • Large number of learners • Need a system to cater even to group learning
Can help in learning from basic to advance Should have the capability of customization to local needs Also should be available in digital format as most of thew instruction is planned on computers and hand held devices
Reading • Many books providing the opportunity of reading inEnglish are available • Reading can be improved through material which can provide a local context • News and other web sites bearing local issues can be a good learning source • Good translator can help in converting vernacular in English and vice versa • available for both PC and Mobile
Listening • Shows on all India radio like English is fun can be a good starting point • British Councill Material can be addaed • Localization can be would be a challeng • Listening to a folk stories translated to English can be an added advances • Sahitya academy publications have done translation of sucn stories • Their recording can be done to improve English
Taking care of even teacher's learning and evaluation • Focus on Learning rather than Teaching • Long term Memory should the focus • Stress from simple to complex • From known to unknown • Understand student learning needs • Has practical usage
