Theme 2 Introduction To Language Acquisition
Theme 2 Introduction To Language Acquisition
Theme 2 Introduction To Language Acquisition
Language Acquisition
Topic n.2°
Introduction to Language Acquisition
Vicerrectorado de Docencia
Unidad de Apoyo a la Formación Académica
Index
Page.
2.1. Linguistic Competence and Linguistic Performance. 3
Complementary resources
References
Self-evaluation
On the other hand, (Denham, Kristin & Lobeck, Anne, 2011) point out in
their book Linguistics for everyone that in Noam Chomsky’s theory, our
linguistic competence is our unconscious knowledge of languages similar in
some ways to Saussure's concept of langue, and linguistic performance is
what we actually produce as utterances, similar to Saussure’s parole.
Linguistic competence concerns the tacit knowledge of grammar, while
linguistic performance, the realization of this knowledge in actual performance.
Figure 5
Source. Taken from Stephen Krashen’s biographical data. ING 265 Day 4 (jara,
2012)
Figure 6
Figure 7
This is the most widely known and fundamental of the five hypotheses.
According to Krashen (1982), “adults have two distinct and independent ways of
developing competence in a second language.' They are the acquired system'
and 'the learned system'. The first one is similar to the way a child learn the
language. It is unconscious and needs only a meaningful communicative
environment. It is informal and natural. The people surrounding the learner do
not need to teach grammar rules. The second one (the learned system) refers
to a conscious knowledge of the language. It is a formal knowledge of the
language.
(i) Time. In order to think about and use conscious rules effectively, a
second language performer needs to have sufficient time.
(ii) Focus on form. To use the Monitor effectively, time is not enough.
(iii) Know the rule. This is a very formidable requirement. Linguistics has
taught us that the structure of language is extremely complex. Students
are exposed only to a small part of the total grammar of the language.
(Krashen, 1982, p. 16)
Those whose attitudes are not optimal for second language acquisition
will not only tend to seek less input, but they will also have a high or
strong Affective Filter--even if they understand the message, the input
will not reach the part of the brain responsible for language acquisition, or
the language acquisition device. (Krashen, 1982. p.31)
Complementary resources
L2/FL Acquisition. 7.
Denham, Kristin, V., & Lobeck, Anne. (2011). Linguistics for everyone: An
https://doi.org/10.2307/23011855
https://www.idra.org/resource-center/bilingual-word-power/
GRIN - The role of First Language (L1) and Second Language (L2) in the literacy
https://www.grin.com/document/935179
Hill, J. & Björk, C. L. (2008). Classroom Instruction That Works with English
https://www.bridgeportedu.net/site/handlers/filedownload.ashx?modulein
stanceid=14055&dataid=12988&FileName=Stages%20of%20Second%2
0Language%20Acquisition%20-%205%20Stages.pdf
23).
_the_Second_Language_Acquisition
https://www.slideserve.com/jara/pragmatics-language-in-context
https://www.youtube.com/watch?v=NiTsduRreug
Morausky. (2020, May 26). What are L1 and L2 in Language Learning? – Speak
in-language-learning/
https://www.thoughtco.com/what-is-linguistic-performance-1691127
Press. https://doi.org/10.1017/CBO9780511808838.002
Acquisition. https://www.sk.com.br/sk-krash-english.html
https://www.scottsdalepbs.com/blog/should-i-worry-if-my-child-is-
delayed-in-speech-and-language-development
https://www.academia.edu/29865431/Theories_In_Second_Language_A
cquisition_facebook_com_LinguaLIB
Stephen_D_Krashen
Ute’s International Lounge. (2017, June 7). Language Acquisition and Language
https://www.youtube.com/watch?v=V--eu2d10Cg
LEARNING. 8.
Topic 2
3. In language learning……..
A. activities and methods are designed.
B. the teacher does not control de pace in an intentional process
C. teaching is not presupposed
4. In L1, ………..
A. verbal and non-verbal communication is given and children repeat what
they hear.
B. students interact with other students in a language class.
C. the child is forced to repeat what parents teach him/her.
10. The input hypothesis goes opposite to our usual pedagogical procedures
when teaching a language. It means that….
A. the person learns structures first and then he/she practice them in
communication.
B. the person practices meaning first and then he/she learns the structures.
C. the person practices structures and meaning at the same time.
Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.
Alternative Proxies: