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Language Learning Processes in Childhood: First and Second Languages -…
Language Learning Processes in Childhood: First and Second Languages
Each approach offers a different point of view and a different emphasis to explain language acquisition
First language acquisition in childhood
Preschool years
Vocabulary
⇒ minimal words
Word learning is fast and pronunciation improves steadily
Strategies
Fast-mapping
Lexical contrast
syntactic bootstrapping
Factors influencing word learning
children's cognitive foundations
rate of their neurological maturation
personal styles
the quality and quantity of adult-child communication
invdividual differences
cultural differences
coining words is common
Grammar
⇒ first sentences around 1.5 years of age
telegraphic speech
Children over-extend grammatical rules
developmental errors ⇒ shows an attempt to apply rules
Negatives and questions also take a cyclical developmental path
speech of young children is more grammatical and simpler than adult speech
Parent talk is an important source of continuous language development
Communication ⇒ related to their everyday experiences
Primary school years
The ability to understand and give definitions improves
adding new words to the vocabulary
individual differences
children who read regularly will accelerate their learning of words
reflect on their own thoughts and language use
analyse unknown words
make inferences
Carol Chomsky's (1969) work
mastering of complex constructions, like passive voice
pronoun reference system
conditional structures
syntactic development is slow and continues into young adulthood
Grammatical development
two or more functions can be represented by the same linguistic form
School ⇒ first unfamiliar context where a different type of communication is required
children experience and practice language in different contexts
Mercer (1995) ⇒ Peer-talk
disputational talk
cumulative talk
exploratory talk
Learning and using two languages simultaneously
writing ⇒ helps to develop many aspects of children's language
improve into adulthood
Post- primary school years
Further structural refinements take place + addition of lexis
important changes ⇒ acquiring new and more sophisticated forms of literacy
Vocabulary increases
marked forms
greater lenght
less frequent
semantically more specialised or formal
synonymy and polysemy
sensitivity to different registers
Grammar
affixation, compounding
complex grammatical structures are often used
complex noun phrases and sophisticated sentence connectors
use of infinitives, gerunds and participles + non-finite subordination
passives and modals
Speaking
fluency is acquired parallel to learning sophisticated literacy skills
Second language acquisition in childhood
Critical Period Hypothesis
in L1
language deprivation
trying to learn L1 after puberty is a difficult achievement
poor outcomes
cannot be described as 'native-like' competence
affects cognitive development
the ability to learn language ⇒ early brain development and language experience
when language is not experiences during early life
in L2
Lenneberg (1967)
the critical period is associated with a 'hightened plasticity' in the brain
Age ranges for child/ adult SLA
differences between the L2 acquisition processes of adults and children of different ages
Dulay & Burt (1974) ⇒ children pass through some 'universal' developmental stages
Children's first and second language acquisition processes are not identical
specially in the order of acquisition of different of grammar
assimilate input patterns in a different way
adult learners ⇒ transfer L1 into L2
analyse the input more carefully
taken from biology
a limited developmental period during which is possible to acquire a language to normal native-like levels
Rate of development
in favour of older learners
Snow and Hofnagel Hôhle study
Adults and adolescents showed an advantage in all areas of competence
younger learners
advantage ⇒ rule acquisition
they progress faster and do better on measurement tests
Turnbull et al. (1998) ⇒ those who started earlier outperformed those who started at a later age
There exists an age-related difference in the rate of foreign language learning
Differences in cognitive development play an important role ⇒ older learners are faster and more efficient than younger learners
younger learners are favoured by implicit learning
implicit learning improves with practice but occurs slowly and requires massive amounts of exposure
Ultimate attainment
Children are believed to be more successful second language learners than adults
important
factors
in the process of learning
supportive contexts
opportunities to practise
motivation
quality of formal instruction