Age and Acquisition/ Genie Wiley
Linguistics Considerations
Biological Timetables
Neurobiological Considerations
The Critical Period Hypothesis
The Significance of Accent
Cognitive Considerations
Issues In First Language Acquisition Revisited
Affective Considerations
Thomas Scovel
Accent
Critical period
some species of birds and mammals
Sociological period
Neopolitan
"an accent that emerges after
puberty is the price we pay for our
default ability to be articulate apes."
Walsh and Diller
analogies
between birds and human language acquisition
different aspects
of second language
are learner in
different ages
Lower order processes
macroneural circuits
Higher order
language functions
early and adaptive maturation
difficult foreing accents
to overcome after childhood
semantic relations
late maturing
neuronal circuits
college students
learn more language
and vocabulary
than elementary school
students in a period of time.
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.
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
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
Language and thought
Universals
Imitation
Nature or Nurture?
Practice and frequency
Comprehension and production
Input
Competence and performance
Discourse
"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
although
are not able to grammatical
awareness in native language
that's why
the teachers
should be attentive
to discrepancies
between the first and
second language.
Learning a second language
is the same as speaking
and understanding it
that is why
that when teaching
these differences
must be clarified
because if the concerns
are not resolved, then the
there will be gaps in
one of the two factors.
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
give the certainty
that a second language
can be learned at any age.
but the upbringing factor is more
influential if the task is not achieved.
Universal Grammar
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
limit the developing
second language
(Lankshmatan, 1995)
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.
Can't talk and acquire an accent
The UG could or nor predict
certain syntactic domains
The articulatory system of a child is more adaptable
Second language
Her father forbade any contact with her, causing various muscles such as mouth, tongue, trachea, lips, tongue not to be used.
Denying speech articulation
"partial access" to
the UG (O'grad, 1996).
Adults acquire the
second language system
without any reference to the UG.
"No access"
(Vroman,1988)
(Cook,1993)
failure in the second language?
the description of the UG
is to blame and not the learner.
teachers and inquisitive
power as researchers.
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
Gass and selinker(2001),
Preston(1996),
Ellis(1989),and Tarone(1988)
The variability of
a second language
exacerbated by cognitive,
affective, cultural
and contextual variables.
generally do not apply
to the first language.
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
of the similarities and
differences of the
two languages
the teacher
must be culturally and
linguistically aware of the process.
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.
meaningful contexts
are needed
to learn languages
learners should not worry
about losing focus
about losing focus
on the language.
most language classes
focus on memorization.
these studies about discourse
in a second language
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
in a second language,
it is the best practice
to obtain good results.
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
use of language in
appropriate contexts.
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.
click to edit
states that
there is a crucial time
researchers
in the first years to acquire a first language
click to edit
Renneberg
Bickerton
made statements where a person has a certain time to develop abilities
people are influenced by emotions
says
some relevant factors when learning a second language are
and
extroversion
inhibition
self-esteem
imitation
empathy
when children are very egocentric it can harm them
sometimes
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
if not, it will affect them on
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
Cognitive process
Less rapidily: After 16
Rapidily: Since the birth through 16 years.
Sensomonitor stage: Birth - 2
Preoperational stage: 2 - 7
Operational stage 7 -16
Concrete operational stage 7-11
Formal operational stage 11-16
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.
Lateralization Hypothesis
Left Hemisphere (Analitical and intellectual)
Right hemisphere (Emotinal)