A number of sources have supported the relevance of the chunking theory in mastering language. For instance, Gupta and MacWhinney (2001) discuss chunking helps understand the development of fluency in the context of second language acquisition. Green (2012) further suggested that the chunking theory is also applicable to learning phonological shapes of worlds in first and second language acquisitions. Chunks are results of neuromotor routines. Learners nurture them through practice, and then process them as single units.
First language acquisition consist of children learning how to properly develop their oral skills to communicate in their native language. From birth, the child begins to acquire language by hearing adults speaking, although the child cannot fully understand the language, subconsciously the child is acquiring the language. As a child gets older they began to become knowledgeable of the grammatical rules in writing and begin to expand their vocabulary. Second language acquisition consist of child learning another language beside their native language. In some occasions a child is exposed to two languages simultaneously, causing the child to combine some aspects of the language.
Language acquirers are not usually conscious of the fact that they are acquiring language, but the aye only aware of the fact that they are using the language for communication. The stages of language acquisition is approached by two stages language acquisition that ; first language acquisition ( native language development ) and second language acquisition. 1. Stages of First Language Acquisition Babling Stage In this stage, we make speech sounds in and out of mother (native) language, moreover we also able to discriminate speech sound. - 0 – 2 months, baby accomplish crying, in this stage baby will cry to express hunger and discomfort.
Compare to the time it takes in adults’ language learning, it is widely believed that children acquire their first language at a much higher speed. There have been a lot of researches concerning this topic. For example, White (2003) discussed about the theoretical problem of first language acquisition from the perspective of universal grammar; Krashen (1982) has proposed five hypothesis concerning principles and practices on the topic of second language acquisition. In order to analyze this topic, it is appropriate to start with children’s first language acquisition. By the comparison and analysis first language acquisition process, we may discover the features of language acquisition as well as the factors that affect the process.
Parents help the children develop their first language. In addition, Krashen (1982:10) explains about language acquisition: “The first way language acquisition, a process similar, if not identical, to the way children develop ability in their first language. Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally not consciously aware of the rules of the languages we have acquired.
The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over
got out there, ran out of, as soon as, etc.). Lexical chunks approach is based on the idea that language is made up of grammatical language instead of lexicalized grammar. Many experts and educators have been doing research on lexical chunks, finding that chunks play an important role in our everyday communication, making contributions to the ease, accuracy and fluency in listening, speaking, reading and writing. What’s more, lexical chunks are an effective way to improve students’ English writing in the foreign language. (Li, 2014) Lexical chunks depend on the possibility that language is comprised of grammatical lexis rather than lexicalized grammar.
Describe the various stages of first language acquisition The first language acquisition is the process by which the child gains a language. Babies can gain language through their interaction with other people. Any child can learn any language as his/her first one. Children undergo through several stages until they get close to the adult language. The stages of language acquisition can be divided into pre-linguistic and linguistic stages.
'First of all, Krashen says that language cannot be learned, it is acquired through a natural way. In this process, language acquirers are unconscious, and after a certain time, which involves constant exposure to the target language, language acquirers start to produce language naturally.'' Serap, in your comments, you have already demonstrated well the process of language acquisition, but I have noticed that we need to give more details about the importance of this process and the things which are necessary for the language acquisition to have a better understanding in that subject. There is something of an enigma in this; first language acquisition captures attention for the speed with which it takes place. To put it another way, long before