age and acquisition
If you can't read please download the document
TRANSCRIPT
Presentacin de PowerPoint
AGE AND ACQUISITION
INTRODUCTION
First language acquisition starts in early childhood, but second language acquisition can happen in childhood, early or late, as well as in adulthood.
The critical hypothesis
the critical period hypothesis states that there is a biological calendar for acquiring a language. Initially the notion of critical period was connected only to the first language acquisition.
the crucial stage of the second language acquisition occurs around puberty , beyond which people seem to be relatively incapable of acquiring a second language.
RIGHT-HEMISPHERIC PARTICIPATION
in second language learning, there is significant right hemisphere participation. This participation is particularly active during the early stages of learning the second language.
At post pubescent, a study from Obler concluded that there is also left-hemisphere participation during the early stages of second language acquisition
THE SIGNIFICANCE OF ACCENT
foreign accent is important in age and acquisition. A tremendous degree of muscular control is required to achieve the fluency of a native speaker of a language.
THE SIGNIFICANCE OF ACCENT
At birth the speech muscles are developed only to the extent that the larynx can control sustained cries. These speech muscles gradually develop, and control some complex sounds. Complete phonemic control is present in virtually all children before puberty.
Rote and meaningful learning
people of all ages have little need for rote learning . It is a myth to contend that children are good learners using rote learning. This is meaningless repetition and mimicking.
INHIBITION
In preadolescence children develop an acute consciousness of themselves as separate and identifiable entities. But they might have insecurity and need protection.
At puberty these inhibitions are heightened in the trauma of undergoing critical physical, cognitive, and emotional changes.
Their egos are affected not only in how they understand themselves, also how they reach out beyond themselves, how they relate to others socially, and how they use the communicative process to bring on effective equilibrium.
LANGUAGE EGO
For any monolingual person, the language ego involves the interaction of the native language and ego development.
The language ego may account for the difficulties that adults have in learning a second language.
The childs ego is dynamic and growing and flexible through the age of puberty.
The simultaneous physical, emotional, and cognitive changes of puberty give rise to a defensive mechanism in which the language ego become protective and defensive.
INTERFERENCE BETWEEN FIRST AND SECOND LANGUAGE
A good deal of the research on non-simultaneous second language acquisition, in both children and adults, has focused on the interfering effects of the first and second languages. Similar strategies and linguistic features are present in both first and second language learning in children.
Interference in adults
adults have developed even greater concentration and so have greater ability for rote learning , but they usually use rote learning only for short-term purposes.
Therefore, the foreign language classroom should not become of excessive rote activity: rote drills, pattern practice without context , rule recitation , other activities that are not in the context of meaningful communication.
Interference in adults
Adults, more cognitively secure, appear to operate from the solid foundation of the first language and thus manifest more interference.
In this case, the first language can be a facilitating factor, and not just and interfering factor.
bibliography
Wikipedia.org/wiki/Language_acquisition
http://www.education-blog.net/teaching-methods/language-ego/
http://www.bing.com/search?q=right+hemisphere+participation&src=IE-TopResult&FORM=IE10TR
http://www.bing.com/search?q=critical+hypothesis&src=IE-SearchBox&FORM=IE10SR
www.helium.com
www.asha.org
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de subttulo del patrn
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
01/04/2014
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Haga clic para modificar el estilo de texto del patrn
01/04/2014
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para modificar el estilo de ttulo del patrn
01/04/2014
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
01/04/2014
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
Haga clic para modificar el estilo de texto del patrn
Haga clic en el icono para agregar una imagen
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
01/04/2014
Haga clic para modificar el estilo de ttulo del patrn
Haga clic para modificar el estilo de texto del patrn
Segundo nivel
Tercer nivel
Cuarto nivel
Quinto nivel
01/04/2014