https://padlet.com/AshleighDNSC/2njax65qgt9r First Language Acquisition en-us 2017-09-08 18:18:09 UTC 2024-08-05 10:55:34 UTC hello@padlet.com AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186014485 According to our textbook, the nativist approach means "Language acquisition is innately determined, that we are born with a genetic capacity that predisposes us to a systematic perception of language around us resulting in the construction of an internalized system of language" (Brown,2014, p.26). Chomsky dealt a lot with the nativist approach and he developed the idea of there being a "little black box" in our brains called the "Language acquisition device" (Brown, 2014, p.26). one of these "systems is the "pivot grammar" in young children, it is believed that most children's sentences are made up of a pivot word and an open word, an example is "Mommy sock" (Brown,2014, p. 28). In this example the pivot word is "mommy" and the open word is "sock".]]> 2017-09-08 18:58:45 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186014485 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186014681 This approach believes that language is reinforced by the response that is given. In the text, it mentions how a little girl greets her father saying "dada" and then he greets her with a loving hug. the little girl will continue doing this because it is positive and "when consequences are rewarding, a behavior is maintained and is increased in strength and perhaps frequency" (Brown, 2014, p. 24).]]> 2017-09-08 18:59:18 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186014681 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186016027 The functional approach takes a constructivist stance, it also believes that social interaction is important for the acquisition of language. "Piaget described overall development as the result of children's interaction with their environment" (Brown, 2014, p.31).

]]> 2017-09-08 19:03:34 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186016027 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186521223 In our textbook, it shows an image of a tree and on that tree, it deepens the understanding of competence and performance. It gives a visual to understand that, that competence is the things you can no see or hear when a person is completing a language task whereas production is the stuff on the surface that can be observed. (Brown, 2014, p.35)]]> 2017-09-11 18:36:01 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186521223 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186521371 Comprehension is the listening and reading within language and production is the speaking and writing within language and Children understand "more" than they actually produce"(Brown, 2014, p. 38). There is a separation of these two items but there is some "cross over" between the two (Brown, 2014, p. 38). ]]> 2017-09-11 18:36:21 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186521371 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522513 Not a lot of information has yet been found on discourse in language, but it is still being studied (Brown, 2014, p.47). Image: (Gaflores, 2016, slide 2).]]> 2017-09-11 18:38:37 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522513 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522611 When it comes to input, there have been many disagreeing ideas. The first idea says that "parental input can be a "haphazard sample" and not helpful (Brown, 2014, p.46). Others believe that "adult and peer input to the child is far more important" and that it "shapes the child's acquisition, and the interaction patterns between child and parent change according to the increasing language skill of the child" (Brown, 2014, p. 46). What the text book, is stating is that there is conflicting research as to whether outside input is important or not but in recent data they are beginning to find that outside input is extremely important. 
Image: (ALERT, 2006)]]> 2017-09-11 18:38:51 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522611 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522704 The issue is "do children actually practice their language?", the book states that adults observe children "practicing" their language regularly throughout the day (Brown, 2014, p. 44). Frequency is a number of times something is input into the child's language. ]]> 2017-09-11 18:39:04 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522704 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522778 This includes "surface-structure imitation, where a person repeats or mimics surface strings, attending to a phonological code rather than a semantic code" (Brown, 2014, P. 43). In the book it gives examples of children being "poor imitators" (Brown, 2014, p.43).

Child: Nobody don't like me.
Mother: No, say "nobody likes me."
Child: Nobody don't like me. [eight repetitions of this exchange]
Mother: No, now listen carefully; say "nobody likes me."
Child: Oh! Nobody don't likes me.]]> 2017-09-11 18:39:13 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522778 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522943 Researchers have been trying to find out the relationship between "language and cognition" (Brown,2014, p. 41). Jean Piaget believed that "language is dependent upon and springs from cognitive development" (Brown, 2014, p.41).  Vygotsky had a different view then Piaget, he believed that "social interaction through language is a prerequisite to cognitive development" (Brown, 2014, p.42).  Video: (Zamlyanskaya, 2016)]]> 2017-09-11 18:39:30 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522943 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522982 Systematicity is the "process of acquisition"  which is most current research is about, but now there are questions about the "variableity" that occurs during the process and that it is difficult to "define the stages" (Brown,2014, p. 41). ]]> 2017-09-11 18:39:35 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186522982 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186523358 There is controversy when it comes to the belief that "language is universally inquired in the same manner" in all languages (Brown, 2014, p. 39). That's where principles and parameters have come into place. Principles are the " invariable characteristics of human language that appear to apply to all languages universally"(Brown, 2014, p. 39). Parameters "vary across languages" (Brown, 2014, p. 39).  ]]> 2017-09-11 18:40:24 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186523358 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186523412 Nature means that language develops "innately" in a "predetermined biological time table" (Brown, 2014, p. 39). Nurture is the "conscious attention" and includes environmental factors (Brown, 2014, p.39).
Image: (Ginnyburges, 2016)]]> 2017-09-11 18:40:31 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186523412 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186545706 ALERT. (2006). ALERT: Acquiring Language Efficiently: Research and Teaching. Retrieved September 12, 2017, from http://doe.concordia.ca/alert/

Brown, H. D. (2014). Principles of language learning and teaching: a course in second language acquisition (6th ed.). White Plains, NY: Pearson Education.

Gaflores2. (2016, January 05). Discourse analysis for language teachers. Retrieved September 12, 2017, from https://www.slideshare.net/gaflores2/discourse-analysis-for-language-teachers

Ginnyburges. (2015, October 15). Thoughts on Nature Vs. Nurture. Retrieved September 12, 2017, from https://rhapsodyinwords.com/2015/10/15/thoughts-on-nature-vs-nurture/

[Innate Language]. (n.d.). Retrieved September 12, 2017, from https://i.pinimg.com/originals/6b/0c/6f/6b0c6f01d90bdc7fea52d38ac2ea5b55.jpg

OPERANT CONDITIONING EXAMPLE [Digital image]. (n.d.). Retrieved from https://image.slidesharecdn.com/approachesoflanguageacquisition-150718052734-lva1-app6891/95/approaches-of-language-acquisition-4-638.jpg?cb=1437197301

Zamlyanskaya, Y. (2016). Piaget vs. Vygotsky. Retrieved September 12, 2017, from https://www.youtube.com/watch?v=OlwDHma4AlI]]> 2017-09-11 19:32:36 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186545706 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186869795 This image is from our textbook and shows the main traits of each of the three theories. (Brown, 2014, p.33)]]> 2017-09-12 16:49:08 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186869795 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186918211 Francois Gouin created this method, it was seen as a "naturalistic approach" and he taught that learners directly (without translation) and conceptually (without grammatical rules and explanation) (Brown,2014, p. 48). ]]> 2017-09-12 18:19:45 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186918211 AshleighDNSC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186918287 Maximilian Berlitz believed that "learning an L2 should be like learning an L1; and this must include active oral interaction, spontaneous use of language and no pressure of grammatical rules" (Brown, 2014, p. 48). ]]> 2017-09-12 18:19:55 UTC https://padlet.com/AshleighDNSC/2njax65qgt9r/wish/186918287