EVALUATING AND DIFFERENT FIRST AND SECOND LANGUAGE PURCHASE Types of Comparison and Contrast
The Critical Period Hypothesis
Linguistic ConsiderationsIn the Classroom: The Audiolingual Technique
The increased speed of research on initial language acquisition in the sixties and 70s attracted the attention not only of linguists of all kinds but likewise of teachers in various language-related fields. Today the applying research findings in initial language obtain are common. In language arts education, for example , it is far from uncommon to look for teacher trainess studying 1st language acquisition, particularly acquisition after age 5, to be able to improve their comprehension of the task training language presenter to indigenous speakers. In foreign language education most standard text and curricula now include some introductory material in first vocabulary acquisition. The explanation for this will be clear: We have all observed kids acquiring their particular first language easily and well, yet the learning of second language, particularly in an education setting, generally meets with great difficulty and sometimes inability. We should therefore able to study something from a systematic analyze of that initially language learning knowledge. В The goal of this phase is to set forth explicity some of the paramters to get comparing and contrasting the 2 types of language obtain. В The critical first step to that interpretation process might be to dispel some common myths about the partnership between first and second language acquisition. В H. H. Stern(1970: 57-58) summarized some common arguments that cropped up every now and then to advise a second dialect teaching method or procedure on the basis of first language acquisition: 1 . In language teaching, we mustВ practiceВ andВ practice, again and again. Just watch a small child learning his native language. He repeats things repeatedly. During the language-learning stage he practices all the time. This is what we need to also do when we a new foreign language. installment payments on your Language learning is primarily a matter ofВ imitation. You must end up being aВ mimic. Like a small child. He copies everything. three or more. First, we practice the seperateВ sounds, thenВ words, theВ sentences. That is theВ natural orderВ and is as a result right for learning a foreign terminology. 4. Enjoy a small child'sВ speech development. First heВ listens, then simply heВ speaks. Understanding always precedes speaking. Therefore , this has to be the right order of presenting the skills within a foreign language. 5. A small childВ listensВ andВ speaksВ and no one would dream of making him browse or write. ReadingВ andВ writingВ are advanced stages of language expansion. TheВ natural orderfor first and second language learning isВ listening, В speaking, В reading, В writing. 6. You did not possess toВ translateВ when you were small. If you were in a position to learn the own dialect without translation, you should be capable to learn a language in the same way. several. A small kid simply uses language. This individual does not study aВ formal grammar. You don't simply tell him about verbs and subjective. Yet he learns vocabulary prefectly. It can be equally unneeded to use grammatical conceptualization in teaching a foreign language. The statements tend to represent the views of people who were centered by a behavioristic theory of language when the first terminology acquisition method is viewed as composed of rote practice, habit formation, shaping, overlearning, reinforcement, fitness, association, stimulation and response, and who therefore believed that the second language learning method involves precisely the same constructs. You will find flaws in each look at. Sometimes the flaw with the assumption in back of the assertion about 1st language learning and sometimes it is in the analogy or perhaps implication that is drawn; sometimes it is in the two. В Types of Comparison and ContrastAt the very least, one needs to approach...