L1 acquistion

8/9/2019 L1 acquistion

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D e n i t

i o n s o

f L 1 &

L 2 Defnition o rst language ( L1 ):o The language(s) that an individual learns

frst.o Other terms or frst language-

o Native language or mother tongue

Defnition o second language ( L2 ):o n! language other than the frst language

learned (in a "roader sense).o language learned a ter the frst language

in a conte#t $here the language is used$idel! in the s%eech communit! (in anarro$er sense).e.g.& 'or man! %eo%le in Tai$an& their is

Tai$anese and * is +andarin.

Is English a second language for


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o Language acquisition -stud! o the %rocessesthrough $hich humans

ac,uire language.o ! itsel & language

ac,uisition re ers to rst

language acquisition &$hich studies in antsac,uisition o their native

languageo second language

acquisition deals $ithac,uisition o additional

languages in "othchildren and adults.rs

t L a n g u a g e

a c q u

i s i t i o


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o !r"ing# Involuntar! cr!ing ($hen the! eelhungr! or uncom orta"le)

o

!ooing# /#ercising the articulator! a%%aratus.imitation and the "eginning o turn-ta0ing.o $a%%ling : %roducie s!lla"le li0e sounds.

No meaning attached to the "a""le.1!lla"les are o ten ound in re%etitivese,uences ("a"a"a"a).vocalisation to the sounds o the locallanguage./ven dea children "a""le

a""ling as %art o the "iologicall!determined maturation o language a"ilities.

a""ling dri t: round 2- 3 months in antsrestrict their "a""ling to native languagesounds.

r e ' ( e r % a l

) $ e f o r e

i r s t

W o r d s


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i r s

t * o r

d s

o 'irst $ords: et$een *- 4 monthso usuall! %roduced in isolationo 5ords are used holo+hrasticall"# $ord

stands or an entire sentence.o 6hildren s frst $ords are similar all over the

%lanet.o or o"7ects: food (juice, cookie), body parts

(eye, nose), clothing (nappy, sock), vehicles(car, boat), toys (doll, block), householditems (bottle, light), animals (doggie, kitty),and people (mama, dada, baby).

o There are $ords or actions& motions& androutines& li0e ( up, o , open, peekaboo, eat,

and go, and modi ers, like hot, all gone,more, dirty, and cold.


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o ! *3 months the! have ane#%ressive voca"ular! o "et$een89 to 99 $ords.

o /#%erience matters or voca"ular!gro$th.o ;rivileged children hear a"out

*& 99 $ords


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t h e a g e o

f 4 :

+ost children are a"le toas0 ,uestions& givecommands& re%ort realevents& and create storiesa"out imaginar! ones $ithcorrect $ord order andgrammatical mar0ers mosto the time.

The! have mastered the"asic structures o thelanguage or languages

s%o0en to them in theseearl! !ears. The! "egin to develo%a"ilit! to use language in a$idening socialenvironment.


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D e v e

l o + . e n

t o f

( o c a % u

l a r "

o One o the most im%ressive languagedevelo%ments in the earl! school !ears is theastonishing gro*th of voca%ular"/o >oca"ular! gro$s at a rate "et$een severalhundred and more than a thousand $ords a!ear& de+ending .ainl" on ho* .uch andho* *idel" children read/o

>oca"ular! gro$th re,uired or school successis li0el! to come rom %oth reading forassign.ents and reading for +leasure/ ?eading a variet" of te0t t"+es is an essential%art o voca"ular! gro$th.o ?eading rein orces the understanding thatlanguage has for. as *ell as .eaning anda $ord is se%arate rom the thing itre%resents.o nother im%ortant develo%ment in the schoolears is the ac uisition o di erent lan ua e


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L 1 c q u

i s i t i o n 3

t a g e s

Stage TypicalAge

Description

Babbling 6-8months

Repetitive CV patterns

One-word stage orholophrastic stage

9-18months

Single open-class wordsor word stems

Two-word stage 18- !months

"mini-sentences" withsimple semantic relations

Telegraphic stageor earl# m$ltiwordstage

!-%&months

"Telegraphic" sentencestr$ct$res o' le(ical ratherthan '$nctional orgrammatical morphemes

)ater m$ltiwordstage

%&*months

+rammatical or '$nctionalstr$ct$res emerge


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M o t h e r t o n g u e

i n s t r u c

t i o n

o +other tongue instructiongenerall! re ers to theuse o the learners@mother tongue ( ) as themedium o instruction.

o It is considered to "e anim%ortant com%onent o,ualit! education&%articularl! in the earl!!ears.

o The e#%ert vie$ is that

mother tongue instructionshould cover "oth theteaching o and theteaching through thislanguage.


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M o t

h e r

t o n g u e

i n s t r u c

t i o n

o ?esearch suggests that children "eneft rom atleast some %eriods o ormal instruction in a

language& during $hich their attention isdirected to ormal eatures o the languageitsel (e.g.& %honological a$areness& voca"ular!&s!nta#)& as o%%osed to sim%l! "eing immersedin the language..


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I .

+ l i c a t i o n s

o lthough all normal childrenac,uire language& there are

large individual diAerencesin the rate at $hich childrenac,uire language andthere ore in the languages0ills children %ossess $henthe! enter school

o s%eech that uses a richvoca"ular! and long&

in ormation-containingutterances has "een oundto %romote languagedevelo%ment


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I .

+ l i c a t i o n s

3 5E 1o %ook reading $ith an

adult is a %ositive activit!that %rovides children $itha great deal o languagein+ut/

o 1tudies sho$ that mothers

%roduce more s%eechduring "oo0 reading timethan during to! %la! time&and this s%eech is richerthan that %roduced during%la! time.

o 6%7ect la%eling is alsore,uent during "oo0

reading& $hich ma!

acilitate $ord develo%ment


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o s%ending someinstructional time in a

language other than does not discouragechildren@s academicachievement& "ut the

additional languageshould "e introduced asa su"7ect o stud! in thecurriculum& rather thanas the medium oinstruction or othercurriculum su"7ects.

o

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+ l i c a t i o n s

L1 acquistion

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