psycholinguistics by mariana de luca [email protected]
TRANSCRIPT
First Language Acquisition
Theories
Behaviorism
Imitation Reinforcement Analogy
Skinner
The Innateness Hypothesis
Universal GrammarGrammar Construction
Chomsky
Do Children Learn through Imitation?
Do Children Learn through Correction and Reinforcement?
Stages in Language Aquisition Pre-linguistic stage (birth to six months): The baby cries, coos,
laughs, and makes other sounds. Babbling (six to 12 months): The baby makes nonspecific sounds
from all human languages. One-word (holophrastic) stage (1 year): The child speaks single
words in isolation, in his or her first language. Two-word stage (24 months): The child forms two-word phrases or
strings that reflect the language being acquired. The vocabulary increases; the child begins to learn words at the rate of one word every two waking hours.
Telegraphic speech (30 months): Children begin to utter short phrases like telegraph messages, without formal grammatical structure.
Fluent speech (three years +): The child learns grammar and syntax (patterns of sentence formation) with surprising rapidity and accuracy; sentences increase in length and complexity.
Pre-linguistic Stage
Babbling Brrrr, brrrr, bbbb, dadada, lala…
Holophrastic or Word Stage
Up!
Down!
Cheerios!
Two Word Stage
Hi Mommy!
Bye bye boat
More wet
Telegraphic Stage
Cat stand up tableWhat that?Andrew want that.No sit there.Ride truckShow mommy that
Language ExplosionLook mommy,
how I climbI know what
to do
I like to play with something
else
The Acquisition of Pragmatics
Theories of Second Language Learning
-Tabula rasa-Stimuli
-Conditioning- Reinforcement
-Innate predispositions-Systematic, rule governed
acquisition-Creative construction
-Whole person-Social interaction
-Cognition and context-Discovery Learning-Learn how to learn
Empowerment
Behaviorist Cognitive Constructivist
Bilingualism vs. Second Language Acquisition
Bilingualism SLA
Simultaneous acquisition of two languages
Acquisition of L1 Acquisition of L2
•Unitary system hypothesis•Separate systems hypothesis
Fundamental difference hypothesis
Same stages of LA as monolingual children
L2ers construct interlanguage grammars
Unconscious process Conscious process
Codeswitching L1 Interference
An Innatist Model: Krashen’s Input Hypothesis
1. Acquisition – Learning Hypothesis2. Monitor Hypothesis3. Natural Order Hypothesis4. Input Hypothesis5. Affective Filter Hypothesis
Instructional ImplicationsBehaviorist
Language from dialogues, and drills from teachers
Structured by grammatical complexity
Similar proficiency levels
Structured repetitions and drills
Students repeat immediately
Errors corrected immediately
Cognitive Natural language from
the teacher, classmates or books
Unstructured but made comprehensible by teacher
Similar proficiency levels
Language production is expected to occur naturally
Silent period Errors not corrected
Constructivist Natural language from
the teacher, classmates or books
Unstructured but focused on communication
ELL and native speakers
Speaking occurs naturally
No pressure to speak
Meaning negotiated
Key terms
From “Principles of Language Learning and Teaching”
Transfer, Interference, overgeneralization (pp.102,103)
Zone of Proximal Development (p.13)Fossilization (p.270)Codeswitching (p.139)Interlanguage (p.256)