LANGUAGE ACQUISITION
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Transcript of LANGUAGE ACQUISITION
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MERA PATRICIO.ACTIVITY OF LANGUAGE
ACQUISITIONLearning activity 2.1.
Prepare a power point presentation of 15 slides with the most important information of the book “principles of language learning
and teaching” by H. Douglas Brown.
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DIFFFRENT APROACH TO TEACH ENGLISH.
BEHAVIORISTIC APPROACH
NATIVIST APROACH
FUNCTIONAL APROACH
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BEHAVIORISTIC APROACH
THE MOST IMPORTANT THING IN THE HUMAN
BEHAVIOR INMEDIATELY PERCEIVE ASPECTS OF LINGUISTICS BEHAVIOR BETWEEN RESPONSES
AND EVENTS.
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BEHAVIOR MIGHT CONSIDER EFECTIVE
LANGUAGE BEHAVIOR CORRECT
STMULLITY CORRECT
REINFORCED
IT BECOMES HABITUALHABITUAL
OR CONDITIONED
CHILDREN PRODUCE
LINGUISTICS RESPONSES
IT MUST BE REINFORSED FOR THAT RESPONSE
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SKINNER´S THEORIESBABY ASK
MILKMOTHER
CONGRATULATED MOTIVATED
INCREASE IN STRENGTH
AND PERHAPS FREQUENCY
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BABY ASK PEPER FELL THE PUNISH
BEHAVIOUR IS
WEAKENED AND IS
EXTINGUISHED
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NATIVIST APROACH
LANGUAGE AQUISITION IS
INNATELY DETERMINED.
WE ARE BORN WITH GENETIC CAPACITY
IT IS A INTERNAL SISTEM OF LANGUAGE
INNATENESS HYPOTHESES
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INNATENESES HYPOTESES
ERIC LENNEBERG 1967
CHOMSKY 1965 MC NEILL 1966
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ERIC LENNEBERG 1967
LANGUAGE: “IT IS BELONG TO A SPECIES SPECIFIC”
IS BIOLOGICAL DETERMINED
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CHOMSKY 1965
THE EXISTENCE OF INNATE
PROPERTIES OF LANGUAGE
CHILD BE MASTERY OF A NATIVE LANGUAGE IN SUCH SHORT TIME
IS EMBOIDED IN A LILTLE BLACK BOX LANGUAGE ACQUISITION DEVISE
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MC NEILL 1966
DESCRIBE L.A.D FOUR INNATE LINGUISTICS PROPERTIES:
THE HABILITY TO
DISTINGUISH SOUNDS FROM OTHER SOUNDS
IN THE ENVITROMENT
HABILITY TO ORGANIZE
LINGUISTICS DATA INTO VARIOUS
CLASES THAT CAN LATER
BE DEFINED
KNOWLEDGE THAT ONLY
CERTAIN KINDS OF
LINGUISTIC SYSTEM IS POSIBLE
WHILE IN OTHER KINDS
ARE NOT.
THE HABILITY TO ENGAGE IN CONSTANT
EVALUATION IN LIGUISTIC SYSTEM
TO CONSTRUCT THE SISTEM INPUT
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HUMAN BEING COMES GENETICALLY EQUIPED
WITH HABILITIES THAT HELP US TO ACQUIRE LANGUAGE
ANOTHER IMPORTANT ASPECT IS THE ENVIROMENTAL STIMULITI (HEARING AND BE
ENVOLVED WITH THE LANGUAGE)
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FUNCTIONAL APROACHES
.
SEARCHERRS SEE THE LANGUAGE AS THE MANIFESTATION OF THE COGNOTIVE AND AFFECTIVE
HABILITY WITH OTHERS AND WITH SELF
LANGUAGE IS ABSTRACT ,FORMAL , EXPLICIT AND QUITE LOGICAL
FORMS AND FUNTION OF LANGUAGE CONSTRUCT FROM THE SOCIAL INTERACTION
FORMS: MORPHEMES, WORDS, SENTENCES, AND
RULES
FUNCTIONS: INTERACTIVE PORPOSES, WITH SOCIAL PRAGMATIC.
WE COMPLISH WITH THE FORMS.
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COGNITION AND LANGUAGE DEVELOPMENT
PIAGET AND INHELDER 1969: THE DEVELOPMENT OF THE LEARNING PROCES OF CHILDREN IS DUE TO THE CHILDREN
INTERACTION WITH THE ENVIROMENT
GLEITMAN AND WARNNER (1992) “ CHILDREN APEAR TO APROACH LANGUAGE LEARNING EQUIPPED WITH CONCEPTUAL INTERPRETIVE ABILITIES”
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WANNER : SAIDCHILDREN APEAR TO APROACH
LANGUAGE LEARNING EQUIPPED WITH
CONCEPTUAL INTERPRETIVE ABILITIES FOR
CATEGORIZING THE WORLD.
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Social Interacción and Language Development•HOLSMAN SAYS: A RECIUPROCAL BEHAVIORAL
SYSTEM OPERATES BETWEEN LANGUAGE – DEVELOPING INFANT CHILD AND THE COMPETENCE (ADULT) LANGUAGE IS USE TO SOCILIZING – TEACHING NOCTURING
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PERSONAL POINT OF VIEW
AS I SEE AND I AM LEARNING CHILD LEARN MORE AND MORE AS HAVE INTERACTION AND COMUNICATIONS ASKING AND ANSWERING EVERY DAY AS WELL IF NOT IT WILL BE LIKE SLOW PROCCES ISTEAD HUMAN
BEING HAVE THE HAVILYTY AND THE EQUIPMENT TO LEARN AND SPEAK, FOR THAT REASON ADULTS HAVE THE RESPONSABILITY TO TEACH IN THE
GOOD WAY. CONTRARY IF CHIDREN BY ACCIDENT WILL BE CARE FOR CHIMAPANCES OR WOLFS OR OTHER CRATURES AS WE SAW IN THE
STORY OF HUMANITY LIKE THE MOVIE WERE A SPIDER WERE CARING TWO CHILDREN
WE AS HUMAN CAN SPEAK AND COMUNICATE WITHOUT RESTRICTION.