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Have fun

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These are two elements that are involved in a learners development in language phonology. Segmentals focuses on distinction between between sounds whilst suprasegmentals focuses on the rhythm, stress and intonation of each lexis in an utterance. In other words, segmentals focus on phonemes whilst suprasegmentals focus on lexis.

Segmentals are linked closely to the Audio-lingual method where a teacher will pronounce the sounds of a language to their students through drills to which the students will repeat and then receive feedback if they struggle to imitate correctly, this will help the students recognise and pronounce elements of a language such as minimal pairs, which under the contrastive analysis hypothesis, could prove difficult to their intelligibility.

Suprasegmentals benefit second language acquisition as they allow students to piece together sentences confidently and reach towards their goal of being communicatively competent and intelligible. This is also practiced through drills, with a greater use of chained drills, where each section of an utterance is introduced gradually to piece together a sentence with focus on each individual lexis. Through chained drilling the learners can piece together a sentence with accuracy of rhythm and intonation. Once again, the learners will receive feedback if their delivery and stress requires more practice.

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Interaction hypothesis:This hypothesis focuses on the role of interaction in second language acquisition. This hypothesis argues that conversational interaction is essential for second language acquisition. The two main concepts that are important are, modified interaction and negotiation for meaning. Modified  interaction refers to phenomenon where learners modify the output in order to reach comprehension. Modified interaction manifests different characteristics such as elaboration of their talk, slower speech rate, gestures and provision of additional contextual cues. Negotiation for meaning is a process that speakers go through to reach a mutual understanding. It is suggested that negotiation for meaning is one of the main practices that facilitate second language acquisition, this includes, comprehension checks, clarification requests, confirmation checks and self-reputation or paraphrase. In the revised version of the interaction hypothesis Michael Long added noticing of feedback and feedback itself are two of the other important factors that contribute to the development of second language acquisition.

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Interaction hypothesis:This hypothesis focuses on the role of interaction in second language acquisition. This hypothesis argues that conversational interaction is essential for second language acquisition. The two main concepts that are important are, modified interaction and negotiation for meaning. Modified  interaction refers to phenomenon where learners modify the output in order to reach comprehension. Modified interaction manifests different characteristics such as elaboration of their talk, slower speech rate, gestures and provision of additional contextual cues. Negotiation for meaning is a process that speakers go through to reach a mutual understanding. It is suggested that negotiation for meaning is one of the main practices that facilitate second language acquisition, this includes, comprehension checks, clarification requests, confirmation checks and self-reputation or paraphrase. In the revised version of the interaction hypothesis Michael Long added noticing of feedback and feedback itself are two of the other important factors that contribute to the development of second language acquisition.

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CPH is a term first proposed by Noam Chomsky and is a key element of the Innatism theory of Language Acquisition. The term suggests that a person's ability to learn language is biologically determined by age. If language development doesn't take place during this period, it may not be possible to occur thereafter. Critics of this idea refer to the cases of Victor and Genie, claiming that CPH is not as straightforward as Chomsky first proposed, or that it may not exist at all.

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From this point of view the process of learning a first language is relatively simple. We have to learn a set of new habits through imitation. Skinner argues that we imitate new things in order to form new habits. So imitation is the key of this process. But, learning a second language is more complicated because it involves replacing the habits acquired of our mother tongue by a set of new ones. So ols L1 habits interfere with this new process.

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When learning their L1, segmental features refer to the child's ability to distinguish between sounds (phonemes). Whereas suprasegmental features refer to things such as rhythm, stress and intonation.

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Child Directed Speech (CDS) is the language used by caretakers when addressing a child.
Its phonological, lexical, syntactic and morphological characteristics differ from adult speech: it can be slower, higher pitched, repetitive. The vocabulary used is restricted, and sentences are of fewer complexity.
CDS facilitates FLA, and allows children to learn simple language structures. However, CDS depends on social class and cultural factors, as children from different backgrounds will receive more or less CDS, and of varying quality.
Moreover, some suggest that CDS is irrelevant to language acquisition, as all children will eventually acquire their first language, whether exposed to CDS or not.

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The theory that there is a period of time (until around the age of puberty) in which learning a first language comes easily and naturally to a child. After this period, it would be much more difficult & conscious and persistent effort would be required for L1 acquisition.

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The Critical Period Hypothesis develops the idea of developmental phenomenon  in which there is a genetically period of growth during which the system is especially receptive to particular environmental inputs. When applied to language acquisition, this period starts at the birth of the infant and ends at the puberty and if the language development doesn’t take place during this period it may not be possible after. This hypothesis raises questions in particular about second language acquisition and whether or not it is possible to learn a second language once this period has ended

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This hypothesis focuses on the role of interaction in second language acquisition. This hypothesis argues that conversational interaction is essential for second language acquisition. The two main concepts that are important are, modified interaction and negotiation for meaning. Modified  interaction refers to phenomenon where learners modify the output in order to reach comprehension. Modified interaction manifests different characteristics such as elaboration of their talk, slower speech rate, gestures and provision of additional contextual cues. Negotiation for meaning is a process that speakers go through to reach a mutual understanding. It is suggested that negotiation for meaning is one of the main practices that facilitate second language acquisition, this includes, comprehension checks, clarification requests, confirmation checks and self-reputation or paraphrase. In the revised version of the interaction hypothesis Michael Long added noticing of feedback and feedback itself are two of the other important factors that contribute to the development of second language acquisition.

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Developed by Noam Chomsky. He suggests that language ability is innate and an ability that all humans are born with. This ability is able to develop providing that the physical and mental development is normal. The main concept of his theory is Universal Grammar (UG). He suggests that all languages have similar structures and that humans are born with an innate ability for language and recognition of these structures. they are innate and independent of experience and distinct from all other aspects of human cognition. In FLA for language to develop children must be developing normally both mentally and physically and be living in a speaking community and interacting.
Innatism is closely linked to the critical period hypothesis and it suggests that this ability is diminished after lateralization. this is around puberty.
Innatism has implications for teaching both in FLA and SLA. If the L1 and L2 are similar then  language can be achieved by sufficient input from a native speaker. However if the second language learned is influenced by the L1 then is is important to be aware of influences and possible errors. thirdly, if the FLA and SLA are different then feedback is necessary in  order to achieve language .

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Both documents are important. The Review document is to give a comprehensive review of all content covered in the unit. The online example test tis to give you an idea of how the test is like.

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Both documents are important. The Review document is to give a comprehensive review of all content covered in the unit. The online example test tis to give you an idea of how the test is like.

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Innatism is a theory that was first developed by Noam Chomsky. He argued that humans are born with the innate ability to acquire language. From this, innatists argue that learning a second language is a similar learning process to first language acquisition as all human languages share the same fundamental principles.

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Universal grammar is the idea that there is some underlying characteristics that are true of all languages. For example, all languages have a way to make something negative or or to ask a question.

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What we call interlanguage is the language used/created by language learners. It is also a developping system mixing both L1 and the target language L2, like a systematic in-between, path for acquiring L2.

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Error Analysis is one of the two approaches to investigate learners' errors, in order to facilitate the Second Language Acquisition (along with CAH). The focus of this approach is to discover and describe usual learners' errors, understand the process of SLA, in order to classify and analyse the types of errors and help learners to be aware of them and avoid them as much as possible. Nevertheless, the focus is not to predict the learners' errors.

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This term can be defined as the distance between the actual and potential level of development.  Vygotsky states that the ZPD is a site at which learners can co-construct knowledge through an interlocutor or exclusively in private speech. There are three main sections in the circle of ZPD. The innermost circle is the learner's inner voice and the language production they can do unaided. The second middle circle is where the learner can do tasks however it will either require guidance or be at the very limit of their ability and finally, the outermost circle which is where the learner's repertoire of abilities inhibits them from doing the task at all. ZPD can also be seen as scaffolding because, as a learner is acquiring language the interaction with others will play a part in how they can produce language, and how other interlocutors can act as a support for language learners both in L1 and L2.

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do we have to use citations in the essay questions

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do we have to use citations in the essay questions

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this term, proposed by the innatist Noam Chomsky, refers to a developmental phenomenon regarding the acquisition of one or more languages (bilingual children) associated with genetically determined periods of grow. In fact, children’s exposure to language is a key aspect since more exposure means more success respecting FLA.

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I want to start doing the sample test but I don’t have a marking scheme. Is there a way you can upload the answers for us, because otherwise I won’t benefit as much

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I want to start doing the sample test but I don’t have a marking scheme. Is there a way you can upload the answers for us, because otherwise I won’t benefit as much

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Would you be able to go over the competition model?

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Would you be able to go over the competition model?

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When the exam review doc says 'output hypothesis' is that the same as the Comprehensible Output Hypothesis by merrill swain?

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sociocultural theory suggests that  there is an importance on social interaction and learning through social interaction, and this is what leads to language development. In addition to this, it suggests that speaking and thinking are intertwined, as opposed to independent processes.
Sociocultural theory draws attention to the co-construction of knowledge through the collaboration from each participant present in the interaction. these participants may be teachers or knowledgeable peers. The co-construction of knowledge allows learners to accomplish what they cannot accomplish independently. As well as this, it ensures that the learners are not discouraged or frustrated when they are faced with a challenge.

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I have a questoin but it's not related to the exam, are we gonna continue with part 2 of this unit after the exam? 

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I have a questoin but it's not related to the exam, are we gonna continue with part 2 of this unit after the exam? 

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The CAH sets out that second language acquisition is always influenced by the learner’s first language. The strong version of the CAH argues that all L2 errors are a result of L1 interference, therefore a teacher can predict the errors a learner will make depending on their L1. Therefore languages that are more similar to the learner’s L1 will be easier for them to acquire; for example it is easier for a Spanish speaker to learn Italian than for an English speaker to learn Japanese. A weak version of the CAH agrees that L1 interference can be a factor in L2 errors, but individual learners will still differ in their errors.