2nd language acquisition course( 1st exam of 1st language adquisition), Resúmenes de Idioma Inglés

¡Descarga 2nd language acquisition course( 1st exam of 1st language adquisition) y más Resúmenes en PDF de Idioma Inglés solo en Docsity! RESEARCH IN SECOND LANGUAGE ACQUISITION There are two e %5s of research: Quantitative and Qualitative 1. “Quantitative: The data can be quantified and is the Research focused on numbers to see how students improve. For example, testing the effects of instruction on groups after and before the instruction. 2. Qualitative: Research by interpretations not by numbers. They analyze the data asking for interpretations instead of statistics. Qualitative data describes qualities or characteristics. lt is collected using questionnaires, interviews, or observation, and frequently appears in narrative form. POPULATION STUDIES (Cross-sectional and Longitudinal) 1. Cross-sectional: A cross-sectional study involves looking at data from a population at one specific point in time. For example, we need to see how past tense is developed over the years BUT we're given only 1 year. => Testing a group of 3rd graders and a group of 6th graders. The bad thing is that they are not the same group of people but we can test larger samples of data in a short time. 2. Longitudinal: we would test the same learners over the time (from 3rd to Gth grade) but we would need 4 years to see the development. H OBJECTIVES AND RESEARCH QUESTIONS wine y, here, yuno ¡ata we need to know the goalroftherstudy!having into account . “what, where, who” Once we know the main objective we ca create the research question UNIT 1 Stages of Development Developmental Sequences 1. Pre-language stage 0 » Communication through crying » They hear differences btw language sounds 2. Holophrasic stage / » End of first year: understanding of frequently repeated words and production of 1 or 2 words 3. Telegraphic stage » Age 2: around 50 words produced combined into simple sentences 2 »Noarticles, prepositions or auxiliary verbs produced 4. Morphemic and transformational stage 3 » Age 3: from simple sentences to adultlike language produced CHILD-DIRECTED SPEECH Definition: Child-directed speech is the language addressed to children like baby talk, motherese, caretaker speech, mother's language, maternal speech... Properties: 1. Phonological features(entonation) 2. Lexical features( emphasis on Ns and Adj) 3. Complexity features( simple sentences) 4. Redundancy features( repetition ) 5. Content features( physical entity bc it is easier for them > (not things like love) NnuY os Yias t entiies V EModifo, por Charcino, Ye ? Hol... e Stage 2-— The negative element don't is used but not marked for person, number or tense and is even used before modals. Examples: She don't like me. | don't can drive. e Stage 3 - The negative element is positioned after auxiliary verbs (are, is, etc.) and modals (can, etc.) However, the negative element don't is used and continues to be unmarked for person, number or tense. Examples: You cannot see it. She was not happy. He don't understand. e Stage 4-— The negative element don't is marked for person, number and tense. However, the auxiliary and the verb may both be marked for person, number and tense. Examples: She doesn't understand. We didn't go to the zoo. They didn't ate there. He doesn't seems to understand. Questions The challenge of learning complex language systems ¡is also illustrated in the developmental stages through which children learn to ask questions. There is a remarkable consistency in the way children learn to form questions in English. For one thing, there is a predictable order in which the 'wh- words' emerge . -What' is generally the first wh- question word to be used. It is often learned as part of a chunk. ('Whassat?") and it is some time before the child learns that there are variations of the form, such as "What is that?' and "What are these?". -Where' and 'who' emerge very soon. Identifying and locating people and objects are within the child's understanding of the world. Furthermore, adults tend to ask children just these types of questions in the early days of language learning, for example, 'Where's Mommy”' or "Who's that?" -"Why" emerges around the end of the second year and becomes a favourite for the next year or two. Children seem to ask an endless number of questions beginning with 'why', having discovered how effectively this little word gets adults to engage in conversation, for example, 'Why that lady has blue hair?" -Finally, when the child has a better understanding of manner and time, 'how' and 'when' emerge. In contrast to 'what', 'where', and 'who' questions, children sometimes ask the more cognitively difficult 'why', 'when', and 'how questions without understanding the answers they get » Ask questions and give commands - Report real events and.create,imaginary.stories, Correctword order and grammatical markers » Basic structure of language acquired - Useslanguagesin aariety,of situations BILINGUALISM «Simultaneous bilinguals —> More than one language from childhood »Seguential bilinguals — One of the languages was learnt later «Substractive bilingualism — the loss of one language when learning another sAdditive bilingualism —> Mantainance of the home language when learning E, another one "They can learn more than one language when they are kids »High proficiency levels in more than one language vlf there are problems, they are usually related to the circumstances in which they learn the language F lventy in languo.ae. X BICS > refers to conversationalfluency in a language while CALP >. refers to. students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to. success in school. L Studeny's oloi lib, ve gardino, gral and Wire, SkiMs Yo surcerd ; 1nN sebosl 4. Ma FLA Theories (1) po Pepentinz BEHAVIOURISM (Skimmer): Humans learn a language through repeating the same form and text until it becomes a habit. Children imitate the sounds and patterns which they hear around. . y . t; C TT Tenviren men 1S essentia IMITATION + PRACTICE = HABITS OF CORRECT LANGUAGE USE Environment is also essential for language learning Examples mitation 0 A: Shall we play with the dolls? <) C: Play with dolls. Y Practice <) C: He eat carrots. The other one eat carrots. They both eat carrots. Imitating new things Pp Reyes" lion =p behaviotisn, <) C” Kawo? Kawo?. Kawo? (ac ice Y) A: What are the rabbits eating? Ka <) C: They are eating... kando? Thro 3h ra de wd . <) A: No that's a carrot. fnac A C: Gamet: (pointing to each carrot on the page) The other carrot. The other carrot. 2 invarism —+Chorns The innatist theory states that learning is-natural for human beings. hey believe that babies enter the world»with a biological propensity, an inborn device, to learn language Children lose prepared ho acquire the language. 2 The Critical Period Hypothesis (CPH) TP lanqua qe input dash otor fer Mis Hime, lhe indi CEUCION Porte individu vil po pablo E Main argument: if children are not given access to language they won't acquire language — specific time in life - State £hak the Eics+ des Alife ase «Yo ocqule he achitve a Full commara of. language. ME : A : ¡ Y pepe 3 Losimply interack sua eo From|cognitive ind developmental psychologists and pyscholinguists — Interacting with people who has different levels <) Main argument: 9 INTERPLAY BETWEEN INNATE LEARNING ABILITY + ENVIRONMENT 0) Piaget ¡prmehaphori place ¡nue legrners is capable To develo abigler kual < Vygotsky (Zone of proximal development — ZPD) learn o languge == Mhreva creatina prental SUhemes Vue learn Lhe languase Fra] hee DP Shake Ehak sue a do interacy with people 0 1 diferen y levels of lanayo-ne-