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Language, First language acquisition theories, First language acquisition…

- - - - Vocal
      - Visual
      - Those symbols have conventionalized meanings to which they refer
  - - - Why learning English?
        
        For a specific purpose or for an academic purpose
  - - - Usually, it is used when learners travel or get in touch with other English speakers
    - - Because of the internet and globalization EFL learners are living in a target-language community so they are also ESL
    - - Usually, the learners are living in the target-language community
    - - One-to-one classes: More personalized
      - Large classes: More people to teach
      - In schools: You must follow a curriculum
      - In companies: Usually companies take teachers to factories
  - - - They learn of everything what is going on around and respond well to activities that focus on their lives and experiences
    - - They have developed the ability of abstract thought and have a creative potential
    - - They are more disciplined than adolescents and understand why they are learning
    - - Auditory, visual and kinesthesic
  - - - Beginners: Do not know anything of English
      - False beginners: Pretend not to know anything, but they do and have a fast learning
      - Elementary: Can be able to communicate and create simple sentences
      - Pre-intermediate: More knowledge
      - Intermediate: Better understanding
      - Upper intermediate: Extend knowledge and understand more
      - Advanced: Can read, communicate fluently
  - - - Experimentation
    - - Memorization
- - - - Organize information
        
        Add, bubstract and reorganize information
  - - - Sel-centered speech
        
        It is used to express thoughts
      - Social speech
        
        It is developed when children want to express their ideas and communicate
  - - - Attention
      - Memory
      - Reproduction
      - Motivation
- - - - Personality
        
        SS don't want to see just the professional side but the person as well
        
        Interesting and effective
      - Adaptability
        
        The way teachers react to an event in the classroom
        
        Teachers need to be able to absorb the unexpected and use it to advance
    - - Prompter
      - Assessor
      - Feedback provider
      - Tutor
      - Controller
      - Resource
  - - - Recognising students
        
        Remember their names
      - Listening students
        
        Teachers must show that they are interested in what students say
        
        Listen to their feelings and thoughts
      - Respecting students
        
        Respectful professionalism
      - Being even-handed
        
        Teachers like students more than others
        
        Take into account all of the students
- - - - General response to a signal
      - General response to a language
    - - Precise response to a discriminated stumulus
      - Acquisition of the sound system of a foreign language
    - - Two or more stimulus-response connections
      - Acquistion of phonological sequences and syntactic patterns
    - - Learning of chains that are verbal
      - Is not separate type of language learning
    - - Different identifying response to many different stimuli
      - For example, a word has to take on several meanings
    - - Common response to a class of stimuli, that identifies an entire class of objects or events
      - Notion that language and cognition are inextricably interrelated
    - - A principle is a chain in two or more concepts. It functions to organize behavior and experience
      - Rules are not isolated in rote memory, but conjoined and subsumed in a total system
    - - Requires the internal events usually referred to as "thinking"
      - Involves the creative interaction of all eight types of learning
  - - - A previous iten is correctly applied
    - - A previous item is incorrectly associated with an item to be larned
- - - - Human brain is pre-wired with some basic rules of language
        
        A baby needs to be prepares to pick up any language
      - Generative grammar
        
        Competence
        
        The ideal users' knowledge of the use of their language
        
        Performance
        
        The use, expression and manifestation of knowledge
      - Universal grammar
        
        Innatist capacity and language
        
        Everyone can develop the competence in mother tongue
        
        Except for those who have mental disabilities that cause speech problems
        
        Every children passes through the same stages in development
        
        No matter the language they are learning
        
        Children pick up words at the same aproximate rate
        
        Children learn quickly
        
        Children make sentences from assimilation of language
        
        People are born with a set of knowledge about how languages can work
        
        There are two sets of things universal grammar stucks people with from birth
        
        Principles
        
        Rules that everyone shares
        
        Universal properties that are true in every natural language in the world
        
        Parameters
        
        Explain or describe differences between languages
        
        Switches
        
        They are part of the mental framework
        
        Make a choice between one thing and another
      - Evolutionary mistakes
        
        Mistakes commited refering to words pronounciation or conjugation
      - Children know basic grammar unconciously
  - - - What the individual speaks
    - - What is shared by the community
- - - - Reaction to external stimuli mind perceive and whiche give a response to
  - - - Speaker behavior
        
        Mand
        
        The speaker communicates his/her needs
        
        Tact
        
        The speaker touches what he/she wants to express
        
        Intraverbal
        
        One speaker answers to other
        
        Echoic
        
        Speaker repeats
      - Listener behavior
        
        Listener responding
        
        Motor imitation
        
        Visual perception
- - - - Learning from social interactions
        
        The tutor
        
        Tutor models behaviors and provides verbal instructions to the child
        
        The child
        
        The child seeks to understand the actions provided by the tutor
    - - The way a children communicates
        with others after they are born
        
        Zone of proximal development
        
        The student's potential development
        
        The role of interaction with others
        
        Strategies of communication
        
        Scaffolding
        
        What I can do with help
        
        Zone of proximal development
        
        What I can't do
        
        What I can do
        
        Zone of achieved development
        
        Assessment
        
        Evaluations are given to each student based on their zone of proximal development
        
        Teachers create methods according to students' needs
        
        Instruction
        
        Students can achieve their learning potential with guided instruction from their teacher
        
        Teacher tries to make students understand by giving new tasks to them
        
        Stages of acquisition of the ML
        
        0-12 months
        
        Children experiment with sounds and produce some sounds
        
        Environmental stimuli
        
        Babbling - reduplication of syllables (pa and ma)
        
        12-18 months Holophrastic stage
        
        The first isolated words the child emits would be equivalent to phrases
        
        18-24 months Telegraphic speech
        
        The child is able to coordinate two words to name objects and people
        
        The child is learning to communicate his/her thoughts and feelings
        
        Learning from sentences
        
        This is the first step to learn a more advanced linguistic
        
        2-4 years
        
        Semiotic function of the language
        
        The ability to create representations
        
        Morphemes
        
        Part of the word joined to the lexeme in order to add grammatical meanings
        
        4-7 years
        
        Sounds
        
        Words
        
        Letters and vowels
        
        Schooling occurs and the child learns to write and read
        
        7-12 years
        
        Development of strategies of communication
        
        Autonomy
        
        Autonomy of the child respect to the family
        
        More complex structures
        
        Teen to adults
        
        Registers are mastered and their statements are adjusted to pragmatic needs of the language
        
        Because of vocabulary's almost unlimited nature, it will be ssceptible to extend.
  - - - The capacity of organizing data from the environment within its own schemes
      - The capacity of accomodating the schemes available to new data
        
        In order to create other schemes or mostly existing ones
    - - Cognitive schemas
      - The rationality of the learning subject
      - Inteligence
      - The cognitive potentiality
    - - Learning is an active process in which mistakes can be made
    - - Accomodation
      - Assimilation
    - - First stage
        
        We develop senses
        
        Listen to sounds
        
        First habits
      - Third stage
        
        Thinking is more logical
        
        People get to know themselves better
      - Second stage
        
        Curiosity
        
        Different view of the world
      - Fourth stage
        
        Understand abstract concepts like love and hate
        
        Logical generalization
        
        Assumptions