Unit 2_ENG212

• First language acquisition

  The development and "appearance" of a home or first language in the developing child is an almost "magical" process
• First language acquisition

  • Language acquisition does not take place in isolation
  • Children who are developing their language acquisition do so continually
  • They have the innate ability to understand sentences they have never heard before
  • They can understand much more than they can say
  • The brain stores words in a jumbled fashion but has the ability to string them into coherent sentences
  • Language and thought are intertwined
  • Within the social group, children learn the social customs of language appropriateness
  • Children do not learn language through rules but rather through acquisition
  • The ability to speak one language provides a foundation for learning additional languages, although the manner differs from the first to the second language
  • Language acquisition needs to occur in a critical period of development

  
• The "magical process" of language acquisition is an example of the depth and wealth to be found in God's creation, specifically in the creation of man as the pinnacle of this creation
• There is a particular order in which children acquire a second language.
• Language is divided into categories, such as phonetics, morphology, syntax, semantics and pragmatics. These categories indicate the presence of order and its importance in language
• The acquisition of a second language reflects man as created in the image of God. Language is almost the primary medium of meaningful communication in that it carries meaning
• Noam Chomsky's theory on language acquisition and Universal Grammar

  • Chomsky rejected the presupposition that every child is born with a clean mind filled with experience as the child develops
  • Chomsky argues that the mind consists of components, one of which is language function, which Chomsky called "universal grammar"
  • Children do not just copy rules from learning a language but also rather deduce grammar rules to form new sentences
  • Chomsky suggests that each child is born with a set of language-learning tools, which he calls the "language acquisition device"
• Stephen Krashen's theory of second language acquisition


  • A second language could only be learnt if meaningful interaction in the second language takes place in the form of natural communication, not with technical correctness
  • Students should receive comprehensible input in low-anxiety conditions, and they should be able to identify with the chosen topics

  
• Krashen's theory of second language acquisition


  1. Acquisition-learning hypothesis

  2. Monitor hypothesis

  3. Natural order hypothesis

  4. Input hypothesis

  5. Affective filter hypothesis

  
• Acquisition-learning hypothesis

  • Krashen identifies two independent systems of second language performance: the "acquired system" and the "learned system"
  • Krashen regards the "acquired" system as superior to the "learned" system

  
• Monitor hypothesis

  The "monitor" acts in a planning, editing and correcting function when three specific conditions are met: i.) the second language learner has sufficient time at his/her disposal, ii.) he/she focuses on form or thinks about correctness, and iii.) he/she knows the rule
• Natural order hypothesis

  There is a particular order to the acquisition of grammar, which does not depend on the learner's age, first language background, or exposure conditions

  
• Input hypothesis

  The learner improves and progresses along the "natural order" when he/she receives second language "input", which is one step beyond his/her current stage of linguistic competence

  
• Affective filter hypothesis

  • "Affective variables" are facilitators for second language acquisition, including motivation, self-confidence and anxiety
  • Learners with high motivation, self-confidence, a good self-image and a low level of anxiety are better equipped for success in second language acquisition

  
• Comprehensible input

  Input belonging to level "i + 1" that is beyond the learner's current stage of linguistic competence
• Low motivation, low self-esteem, and debilitating anxiety can raise the affective filter and prevent comprehensible input from being used for acquisition
• Language appreciation


  Language structure can have general educational advantages and may be included in secondary and tertiary syllabi, but should not be used for language acquisition at the primary level
• Language acquisition can occur when the target language is used as a medium of instruction, but progress comes from the medium, not the message
• Socio-cultural theory


  A person's socio-cultural background plays a vital role in the development of language and language acquisition
• Scaffolding


  Teachers in language learning use scaffolding to guide and support language acquisition
• Zone of proximal development


  The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers

  
• BICS


  Basic interpersonal communicative skills - the development of conversational fluency in the second language
• CALP


  Cognitive academic language proficiency - the use of language in decontextualized academic situations
• It takes about two years for students from different linguistic backgrounds to comprehend context-embedded social language (BICS) readily
• It takes five to seven years for English language learners to become proficient in the language of the classroom (CALP)
• Interdependence or Iceberg Hypothesis


  Considers the link between first language and second language acquisition, pointing out similarities between the two

  
• Common Underlying Proficiency


  Proficiencies involving more cognitively demanding tasks (literacy, content learning, abstract thinking, problem-solving) are general across all languages
• Threshold Hypothesis


  Highly proficient individuals in both languages have more linguistic and cognitive flexibility in language use situations and better language acquisition ability than those with low proficiency levels in both languages
• Additive bilingualism


  Developing fluency and proficiency in a second language while continuing proficiency in the first language
• Subtractive bilingualism


  Replacing the first language with the second language
• Why is it important, especially in South Africa, to develop and master more than one language and explain why you say so?


  Multilingualism. It promotes inclusivity, understanding, and communication in diverse societies like South Africa.
• What is the various major theorists and give theories with regard to additional language learning?


  Krashen - Input Hypothesis Swain - Output Hypothesis Long - Interaction Hypothesis
• Chomsky's theory


  Children are born with an innate capacity for language acquisition
• In South Africa, educators recognize the importance of acknowledging students' linguistic backgrounds and innate language-learning abilities
• This theory underscores the need for inclusive language teaching strategies that accommodate learners from various linguistic backgrounds
• Krashen's Theory of Second Language Acquisition


  Emphasis on meaningful interaction and comprehensible input
• Krashen's theory is particularly relevant in South Africa's multilingual classrooms
• Educators strive to create language-rich environments where students can engage in authentic communication experiences
• Krashen's concept of the affective filter hypothesis


  Underscores the importance of addressing learners' motivation, self-confidence, and anxiety levels
• Krashen's concept of the affective filter hypothesis is essential in a context where learners may face challenges related to language identity and self-esteem