Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … native language is learnt successfully and naturally by children, without any difficulty (Rui, Van and Jin, 2014). Children of all cultures acquire native languages at some point in life, in a suitable linguistic environment having adequate language output and input. However, many children learning second languages reveal that they face difficulties with second language that didn't occur while learning first languages. They are perplexed regarding their inability to understand or accurately and fluently use second languages, despite striving for years to learn them. It is often speculated whether second or target language learners can duplicate how they learnt their first language. Thus, a contrastive study of second and first language learning is of great significance to those who teach, and learn, second languages (Rui, Van and Jin, 2014).
Contrastive analysis
The main idea of contrastive analysis was construction of structural 'images' of two languages, followed by direct comparison between them (Ermira, 2013). Via 'mapping' a particular system on another, differences and similarities can be identified. Ascertaining the differences can facilitate a clearer understanding of problems faced by second language learners. Interference may arise from structurally- dissimilar areas of both languages. The above term denotes any native language influence that may impact second language acquisition. The word transfer...
The former occurs if there is any dissonance between first and second language, with second language acquisition becoming more challenging and taking longer due to 'newness' of second language's structure, while the latter occurs in case of concordance of first language with second language, with the acquisition process being much easier (Ermira, 2013).
The above concepts were crucial in contrastive analysis, reflecting a fundamentally behaviorist language learning model, which described language acquisition in habit formation terms. Language acquisition (most certainly first language acquisition) was explained identical to Skinner's 1957 interpretation of lab tests on rats, wherein negative and positive stimuli prompted specific 'learned' behaviors. The widespread acceptance of these views in the 1950s- 60s inspired the Audio-lingual teaching method, involving extensive drilling to inculcate the necessary 'habits'. Errors represented undesirable digressions from the standard and a flawed output of a flawless input. Chomsky (1959) challenged Skinner's behaviorist learning, proposing a more cognitive language learning approach incorporating a language acquisition device, which was reserved solely for producing and processing language, and not connected to other cognitive activity. Furthermore, Chomsky postulated that 'language universals' accessible…
1. The Greenbergian approach
The first employs the universal grammar concept that could describe classes of every language. Universal properties were asserted as innate, meaning, for instance, that children are capable of quickly constructing grammars. The second, Greenbergian approach (1966), seeks regularities in language differences and in principles and constraints underlying these differences (Hawkins, 1983: 6; Ermira, 2013; Powell, 1998).
Transfer
Learning Model "Morris goes to School" by B. Wiseman. Heading: Your name, whole group, 5th grade, all, 09/03/2012. Objectives for Lesson The students will engage in reading and writing activities with reflection and understanding. The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences The students will be encouraged to generate situations and to apply to new circumstances using the story as their base The students will be encouraged to imagine
Peregoy and Boyle (2013) show, both native English speakers and ELLs undergo the same reading/writing processes when developing these skills, as both come to a gradual understanding and ability to read and write. Social interactions are a major key in assisting the development of these skills, so any classroom organization should be based on the idea of promoting social interaction among the students, whether young or old. Thus, desks
Second Language Learning To What Extent May L1 Affect Second Language Learning Linguistic and Metalinguistic Knowledge This category includes variables that are effective in both reading and listening comprehension and that involve knowledge about the structure of language, such as its syntax and morphology. Two questions guide the discussion here: How does linguistic knowledge in L2 develop, and how does linguistic knowledge in L1 affect L2 linguistic knowledge, indicating cross-language transfer? Syntactic Knowledge.
The acculturation model developed by Schumann (1978) consists of a taxonomy of variables that were developed based on the concept that both social (group) and affective (individual) variables are the primary causative variables as shown in Table __ below. In this regard, the term "acculturation" is used to refer to the learner's positive identification with, and hence social and psychological integration with, the target language group. For instance, Schumann
Language Policy and Planning Language planning refers to the efforts that are deliberately undertaken to influence how languages functions, are structured or acquired or the variety of languages in a given country. It is often a government responsibility by non-governmental organizations have also come to be involved in this. Grass-roots organizations and also individuals have been involved in this. The goal of language planning differs depending on the country. However, it
Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters. In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students