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Age and Acquisition/ Genie Wiley, image, states that, says, and, sometimes…
Age and Acquisition/ Genie Wiley
Linguistics Considerations
Bilingualism
Using similar strategies, children will learn two languages simultaneusly.
in some cases the acquisition of both languages in bilingual children is slower than the normal schedule for first language aquisition.
Code-switching
inserting words, phrases,longer stretches of one language into the other.
"Bilinguals are not two monlinguals in the same head" Cook,1995,p.58
"Children have great mental flexibility." Lambert's 1972
Biological Timetables
Thomas Scovel
Accent
Critical period
some species of birds and mammals
Sociological period
"an accent that emerges after
puberty is the price we pay for our
default ability to be articulate apes."
Neopolitan
analogies
between birds and human language acquisition
Walsh and Diller
different aspects
of second language
are learner in
different ages
Lower order processes
macroneural circuits
early and adaptive maturation
difficult foreing accents
to overcome after childhood
Higher order
language functions
semantic relations
late maturing
neuronal circuits
college students
learn more language
and vocabulary
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Neurobiological Considerations
Study the function of the brain in the process of acquisition
And how the neurological development affect the second language
Hemispheric lateralization
Left hemispheric: Intellectual, logical, ans analytic functions.
Right hemispheric: controls functions related to emotional and social needs.
The Critical Period Hypothesis
there is a crucial time
in the first years to acquire a first language
Genie's case
for example
she did not learn to talk or even stimulate a part of her brain that would help her learn in her first years. After 13 years, she did her best to learn, but she was not able, as a part of her brain was changed and not stimulated for so long
researchers
Renneberg
made statements where a person has a certain time to develop abilities
Bickerton
The Significance of Accent
The probability of an adult developing a native accent of a language is close to zero.
Right side of the brain affected
No sensitivity
He expressed in a self-destructive manner
Lack of reasoning
Can't talk and acquire an accent
An adult's articulatory system is accustomed to the production of words in his or her native language.
Genie was held captive for 13 years and did not develop any language or accent.
That is why in Genie's case, she managed to acquire single words to communicate, however, her accent resembled her (Susiy) linguist who visited her 4 times a week.
Her father forbade any contact with her, causing various muscles such as mouth, tongue, trachea, lips, tongue not to be used.
Denying speech articulation
The articulatory system of a child is more adaptable
Cognitive Considerations
Cognitive process
Less rapidily: After 16
Rapidily: Since the birth through 16 years.
children do learn second laguages well without the benefit of formal operational thought.
Young people are not aware that they are learning a new laguage.
Sensomonitor stage: Birth - 2
Preoperational stage: 2 - 7
Operational stage 7 -16
Concrete operational stage 7-11
Formal operational stage 11-16
Lateralization Hypothesis
Left Hemisphere (Analitical and intellectual)
Right hemisphere (Emotinal)
Issues In First Language Acquisition Revisited
First and second language
acquisition requires
a mastery of human behavior.
For this reason, eight problems
in the second language will
be exposed here.
Systematicity and variability
Those are two very
important tools
in SLA process
Secon language
linguistic development
is a mirror of the first
language acquisition
(Goldschneider
&
DeKeyscr,2005)
order of acquisition
follows
identifiable determinants
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Language and thought
there is reciprocal support
between these two elements
of communication.
memory of a bilingual
person could be:
(Compound bilingualism)
or
(Coordinate bilinguialism)
the learner
goes through
a process of assimilation
and clarification
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Universals
Universal Grammar
limit the developing
second language
(Lankshmatan, 1995)
The UG could or nor predict
certain syntactic domains
Second language
"partial access" to
the UG (O'grad, 1996).
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Imitation
children are good
imitators of
deep structure(meaning)
adults can do the same
but in a superficial structure
(memory mechanisms)
the recommendation is to be
focused and have no distractions.
more concentrated and
focused
on the value of truth
and less on the superficial
when communicating.
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Nature or Nurture?
there is no correct answer
whether the LAD
disappears with time or not.
but whether it does in terms
of the nature and nurture variables.
since
physical, cognitive,
and affective factors
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Practice and frequency
most language classes
focus on memorization.
more something is practiced,
the easier it is to
consolidate knowledge.
What is important
is the meaningfulness
this way of learning
is questioned(Ellis, 2002)
contextualized, appropriate
and meaningful communication
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Comprehension and production
Learning a second language
is the same as speaking
and understanding it
that is why
that when teaching
these differences
must be clarified
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Input
In the classroom, the teacher
fulfills the role of educator.
Being a deliberate teacher would
be elemental to the process
of learning a second language.
as it happens in
your first language
and that information
encourages
communicative and
meaningful use
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Competence and performance
"Get at" in a linguistic competence
in a second language, is difficult as it is in a first
grammaticality
judgments in children
"Pop go-weasel"
effect
while
adults can choose
two alternative ways
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Discourse
these studies about discourse
in a second language
just started
and with it the ways to improve
the communicative
competences of these students.
Children can acquire
conversational rules
that will help to deepen
the teaching methods.
Affective Considerations
people are influenced by emotions
some relevant factors when learning a second language are
extroversion
inhibition
self-esteem
imitation
empathy
when children are very egocentric it can harm them
Then, when they grow up, they will have to change their identity
How they reach out beyond themselves
how they use the communicative process on affective equilibrium
how they relate to others
how they understand themselves
states that
says
and
sometimes
if not, it will affect them on
