First Language Vs. Second Language Acquisition

Behaviorist psychology had a significant effect on the teaching and learning principles of audio-lingual method. In Audiolingualism, the underlying theory of learning is behaviorist. Stimulus, response, and reinforcement are the main components of Behaviorism. When we adjust it to language learning; the stimulus is the information about foreign language, the response is student’s reaction on the presented material, and the reinforcement is natural “self-satisfaction of target language use (Richards & Rodgers, 1987). At the same time, foreign language learning from this perspective is a matter of automatic habit formation.

He described four stages, Sensorimotor Stage, Pre-operational Stage, Concrete Operational Stage and Formal Operational Stage, beginning in infancy and ending in adulthood. According to Piaget, we use the cognitive abilities we have at each stage to construct meaning drawn from our own environment (Ornstein and Scarpaci, 2012). He believed that there are two ways to approach constructivist theory: the developmental and the environment. The developmental theory of cognition describes the structures of knowledge as pre-logical, concrete and abstract operations (Ornstein and Scarpaci, 2012). According to Piaget, children learn concepts through different stages of cognitive development, this occurs before learning occurs and concepts are internalised (Ornstein and Scarpaci, 2012).

Unfortunately, infants are praised and or rewarded for errors as well because parents and caregivers are unaware that the child may use the same word to refer to multiple

Constructivism is first of all a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity. Learners are considered to be active organisms seeking meaning. Constructivism is founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world consciously we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

How people process and store data is essential during the time spent learning. Blueprint - An inner learning structure. New data is contrasted with existing psychological structures. Construction might be consolidated, stretched out or adjusted to suit new data. The information frameworks of psychological structures are effectively developed by learners in view of previous subjective structures on account of learning dynamic digestion and convenience of new data to existing intellectual structures however in the event of inspiring learners to set their own particular objectives and propel themselves to learn.

After that combine the sounds and pronounce the word. Later he/she will think the meaning of the word. Top down Opposite to the bottom up process, top down process will decode meaning by, drawing on the listener 's own prior knowledge and expectations. This emphasizes on when we use knowledge of grammatical, syntactic and lexical rules to make meaning of what we want say.

Introduction Early Years Foundation Stage (EYFS) set up the preschool standards in the United Kingdom (UK). Currently some examples of the technologies made available in preschools are:- laptops, tablets, ICT-smart toys, digital cameras, Pixie Robots(aids in numeracy and spatial awareness), Digital Blue Computer Microscopes (Mircea and Reusch 2005, cited by Dahl 2008). A study state that children will be at an advantaged if they were being introduced to reading or simple mathematics before entering preschool (Claessens et al. 2013). According to a study, integrating technology in the form of Information and Communication Technology (ICTs) into UK’s learning Grid aids in upgrading the quality of education (Lankshear & Knobel 2002). However,

Students should to pay attention to whose language is worth knowing, since every discipline is taught through language discourse. Secondly, we need to reframe the concept of language by admitting that language should be diverse and dynamic instead that it is static and disciplined, and by admitting that all the languages have the same status instead that some languages are more logical, academic, and scientific. Then we may ask how macro Ideology can be applied into the curriculum study through micro language ideologies. That model is conization, fractal recursivity, and erasure (Irvine & Gal, 2000) for the understanding of how micro-discourse processes display

John, 1998). Nevertheless, knowing learners’ needs is not a simple task due to the multi-interpretations of the needs. (As discussed in section 2.2.2) Competency-based learning by comparison focuses on the outcomes or outputs of learning in the development of language program. It addresses what the learners are expected to do with the language; however they learned to do it. “The focus on outputs rather than on inputs to learning is central to the competencies perspective.”

How Child Learn Language through Child Directed Speech (CDS) Acquiring the language requires fundamental elements in order to use language for communication in at least daily life effectively. In other words, vocabulary is the prerequisite component before using language in more complicated level. Krashen (1989) stated that comprehensible input can facilitate learners acquire L2. Since comprehensible input is important to learn language initially, baby learning the first language is assumed that they needs input from parents or from caregiver in order to be familiar with the L1 and can gradually use the language later.