In linguistic studies, a person’s first language the mother tongue is known as the L1 language. Consequently, the second language, acquired in addition to this first language is referred to as the L2 language. To understand their significance and difference it is necessary to identify the methods and terminology used in the acquisition of one’s first language.
This study of language acquisition is an important aspect in ESL. Since not only is there a relationship between the two, but the first language can define the learning process of a second language known as L2. (Cook, The relationship between First and Second Language Learning Revisited, 2010).
According to studies, L1 it is characterized by various aspects. As a first language, it
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This is because it involves children being taught their first language, L1. As such they cannot merely be viewed as mere ‘mini adults’. According to a study carried out by Brown in 1973 and an earlier study carried out by McNeil in 1966, a child’s language differs somewhat from the adults.
In L1, teaching, in the traditional sense of instruction, doesn’t ordinarily occur. Instead, ‘instruction’ is more intuitive, relying on more unconscious techniques. Children develop the ability to intuitively acquire concepts on correctness in L1.
Some scholars often view child language as a defective version of language, possibly as their language skills are still under an early developmental stage, certainly in the in the case of very young learners.
However another opinion in linguistics suggests that child language is not merely a fragment of an adult language system, but a language system of its own right (Cook, First and second language acquisition, 2008).
This also draws a parallel to studies into L1 language acquisition have shown that adults alter their language, when talking to children, which could be a factor in further aiding in L1 language
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It is important to understand this difference and interlanguage interference can produce variables in the learning process. Understanding interlanguage interference allows the teacher to amend or adjust one’s teaching according to the specific needs of the students being taught.
Although there are differences, there is also a relationship between L1 and L2, and while it can create interference, it can also facilitate the learning of other languages such as the awareness of grammar. There has been research attempting to emulate L1 language acquisition in some form in L2 language learning to improve its effectiveness.
However, it is not always an effective means of language learning. We can however attribute more contemporary teaching methods to this concept. If we look back at the contrast between language learning, viewing a more traditional approach (such as the Grammatical Translation method), to the more contemporary language acquisition method (being practiced in the Direct Method or Communicative approach), discussed in question 1B of this module.
By understanding the distinction we can gauge an improved understanding of language acquirement and overcoming the challenge of interlanguage interference in the
“Aria: Memoir of a Bilingual Childhood” by Richard Rodriguez highlights the differences between public and private language use. Within paragraph five of his essay, Rodriguez claims, “[i]t is not possible for a child–any child–ever to use his family’s language in school. Not to understand this is to misunderstand the public uses of schooling and trivialize the nature of intimate life–a family’s ‘language.’” Rodriguez builds his claim through the use of amplification throughout. With attention to this, it can be shown that this is essential to his piece, with respect to this particular claim he is making.
Language Awareness. By Paul A. Eschholz, Alfred F. Rosa, and Virginia P. Clark. 11th ed. New York: St. Martin's, 1974. 342-45.
It is the duty of all the early years practitioners and the teachers in the UK to ensure that the children in their care are learning and developing according to the Early Years Foundation Stage curriculum for the children from 0-5 and for the children who are from four years upward the National Curriculum. Pritchard (2008) defines learning as a way of acquiring knowledge or getting the knowledge of how things are done. Communication and Language is the one of the prime areas of development of the children in EYFS curriculum (2012), whereby children are supposed to be observed, assessed and supported in their understanding, listening and speaking. Walker (2012) states that children should be given opportunities to access a rich language environment in order to be confident and be able to express themselves as well as be able to listen in various situation. According to EYFS (2012) children between
The sequences and rates of each aspect of development from birth to 19 years are part of a Holistic process within the education system. This means that everything and anything has a fundamental part to play on a whole. For example, the holistic point of a mobile phone has many functions and is intended to be used in a variation of ways. Without its charger, UVB charger or the motherboard components, the phone would not operate. The same applies to children and young people.
Foreign language learning in pre- and elementary schools has seen a rapid development in Europe. “This movement’s impact can be recognized in Europe’s aim of fostering a plurilingual, multicultural society throughout the continent” (Jaekel 632-2). Across Europe, foreign language education in elementary schools has become the rule rather than the exception. As a result, research into early foreign language education has been growing steadily. “Primary aims are the promotion of multilingualism and multicultural understanding as well as a response to the growing demand of fluent second language (L2) speakers for the job market” (Jaekel 632-2).
There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet.
Language/literacy development "is often defined as a system of symbols, spoken, written, and gestural that enables us to communicate with one another" (Martoz pg. 40). There are two types of language used, receptive and expressive language. Receptive language is defined as "understanding words that are heard" (Martoz pg. 40). Although young children often understand concepts, relationships of actions and words, and words themselves doesn 't mean that the young child has the words and vocabulary to communicate those concepts and words. Expressive language is defined as "words used to verbalize thoughts and feelings" (Martoz pg. 40).
1. What are the two parts of Gleitman’s argument for how children do and do not learn verb meanings? P377 Glietman’s first argument is that verbs are unable to be learned by simply observing the situations where they are used. This is because a lot of verbs refer to coinciding situations, and parents don’t always use a verb when its perceptual links are present. The second argument is that there is enough evidence in a verb’s subcategorization frames to guess it’s meaning fairly closely.
One of the earliest explanations of language acquisition was proven by Skinner. He proved that for language to develop it needed an environmental influence. Skinner argued that children learn language based on “behaviourist reinforcement principles by associating words with meanings”. The child realises the communicative value of words and phrases when correct utterances are rewarded. In an ECCE setting the preschool teacher helps shape the child’s language by rewarding them when they imitate speech, sounds and
Language development is a critical part of a child’s overall development. Language encourages and supports a child’s ability to communicate. Through language, a child is able to understand and define his or her’s feelings and emotions. It also introduces the steps to thinking critically as well as problem-solving, building and maintaining relationships. Learning a language from a social perspective is important because it gives the child the opportunity to interact with others and the environment.
2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way
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
Not only are the parents of the bilingual children, but also some educators worried and concerned about when a child starts to speak different languages in a sentence. Are these children really confused and not able to distinguish the languages that are being used? The confusion may come from the fact that many people are confused between code switching and language interference, therefore mixing up languages is thought to be part of linguistic deficits and bilingualism is the reason to blame. Especially to the monolinguals, mixing two or more languages in a conversation is a sign of language deficit and it shows disrespect to the culture, as well as the language. As a matter of fact, language interference is linguistic interference that comes from the native language and affects phonology, grammar, lexis and orthography in second language output, while code switching simply means that when a speaker uses or mixes two or more languages in a sentence or conversation to another bilingual person (Skiba,
Crain and Lillo-Martin state that “language is not a concrete set of things out in the world that we can point out to or measure rather; it is something inside our brains and minds”. The LAD in a child’s mind will eventually help the child to make sense of the language that develops through social interactions and experience. The LAD within the child’s brain makes it easy for them to understand the language. This claim is in coherence with Bruner (1957) who claims that, “Children are not little grammarians, motivated to decode the syntax of the language around them through the operation of their LAD, but social beings who acquire language in the service of their needs to communicate with others”. I second this statement because I believe that the acquisition of language is innate but the development of the language is parallel with what the child’ experiences and social interaction with their family, school, society.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity.