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FIRST LANGUAGE
  ACQUISITION
DEFINITIONS

 1) “First language” (L1):

2) “Second language” (L2):

3) “Foreign language” (FL)

4) “Target language” (TL)
CHARACTERISTICS OF
        CHILDREN S LANGUAGE

Their language development shows a high
  degree of similarity among children all
              over the world.
            • PREDICTABILITY
   • LEARNING THROUGH IMITATION
              • CREATIVITY
Before First Words -

• The earliest vocalizations
  –Involuntary crying
  –Cooing and gurgling – showing
   satisfaction or happiness
Before First Words -
“Babbling”
  –Babies use sounds to reflect the
   characteristics of the different
   language they are learning.
First Words
 Around 12 months (“one-word”
              stage):
–one or two recognizable words
 (esp. content word);
–Single-word sentences.
By the age of 2 (“two-word” stage):
  1) at least 50 different words
  2) “telegraphic” sentences (no function
    words and grammatical morphemes)
    e.g., “Mommy juice”, “baby fall down”
  3) reflecting the order of the language.
    e.g., “kiss baby”, “baby kiss”
  4) creatively combining words.
    e.g., “more outside”, “all gone cookie”
By the age of 4
– Most children are able to:
 ask questions,
give commands,
report real events,
 create stories about imaginary ones with
  correct word order and grammatical
  markers most of the time.
By the age of 4

–basic structures of the language
–less frequent and more complex
 linguistic structures.
–use of the language in a widening
 social environment.
• Development of Metalinguistic Awareness

• Development of Vocabulary
THEORETICAL APPROACHES TO L1
              ACQUISITION

1) Behaviorism: Say what I say

2) Innatism: It’s all in your mind

3) Interactionist/Developmental perspectives:

  Learning from inside and out
  Bibliography: Lightbown, Patsy. Spada, Nina. “How languages are learned” 1993
1) BEHAVIORISM: SAY WHAT I SAY


Skinner: language behaviour is the
 production of correct responses to
 stimuli through reinforcement.
Language learning is the result of:

 imitation (word-for-word repetition),
 practice (repetitive manipulation of form),
feedback on success (positive
 reinforcement)
 habit formation.
The quality and
    quantity of the
  language that the
     child hears

                         as well as the
                      consistency of the
                        reinforcement
                      offered by others in
                       the environment
would shape the
child’s language
   behaviour.
Children’s imitations are not
          random


 Their imitation is selective and
based on what they are currently
            learning.
Children’s practice of new
       language forms
– substitution drills.
– It is selective and reflects what they would like
  to learn.
– They pick out patterns/rules and then
  generalize or overgeneralize them to new
  contexts.

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First language acquisition (behaviourism)

  • 1. FIRST LANGUAGE ACQUISITION
  • 2. DEFINITIONS 1) “First language” (L1): 2) “Second language” (L2): 3) “Foreign language” (FL) 4) “Target language” (TL)
  • 3. CHARACTERISTICS OF CHILDREN S LANGUAGE Their language development shows a high degree of similarity among children all over the world. • PREDICTABILITY • LEARNING THROUGH IMITATION • CREATIVITY
  • 4. Before First Words - • The earliest vocalizations –Involuntary crying –Cooing and gurgling – showing satisfaction or happiness
  • 5. Before First Words - “Babbling” –Babies use sounds to reflect the characteristics of the different language they are learning.
  • 6. First Words Around 12 months (“one-word” stage): –one or two recognizable words (esp. content word); –Single-word sentences.
  • 7. By the age of 2 (“two-word” stage): 1) at least 50 different words 2) “telegraphic” sentences (no function words and grammatical morphemes) e.g., “Mommy juice”, “baby fall down” 3) reflecting the order of the language. e.g., “kiss baby”, “baby kiss” 4) creatively combining words. e.g., “more outside”, “all gone cookie”
  • 8. By the age of 4 – Most children are able to:  ask questions, give commands, report real events,  create stories about imaginary ones with correct word order and grammatical markers most of the time.
  • 9. By the age of 4 –basic structures of the language –less frequent and more complex linguistic structures. –use of the language in a widening social environment.
  • 10. • Development of Metalinguistic Awareness • Development of Vocabulary
  • 11. THEORETICAL APPROACHES TO L1 ACQUISITION 1) Behaviorism: Say what I say 2) Innatism: It’s all in your mind 3) Interactionist/Developmental perspectives: Learning from inside and out Bibliography: Lightbown, Patsy. Spada, Nina. “How languages are learned” 1993
  • 12. 1) BEHAVIORISM: SAY WHAT I SAY Skinner: language behaviour is the production of correct responses to stimuli through reinforcement.
  • 13. Language learning is the result of:  imitation (word-for-word repetition),  practice (repetitive manipulation of form), feedback on success (positive reinforcement)  habit formation.
  • 14. The quality and quantity of the language that the child hears as well as the consistency of the reinforcement offered by others in the environment would shape the child’s language behaviour.
  • 15. Children’s imitations are not random Their imitation is selective and based on what they are currently learning.
  • 16. Children’s practice of new language forms – substitution drills. – It is selective and reflects what they would like to learn. – They pick out patterns/rules and then generalize or overgeneralize them to new contexts.