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    First language acquisition and foreign language learning differ in several key ways: - First language acquisition is an unconscious process that occurs naturally during childhood, while foreign language learning is a conscious process that occurs both inside and outside of classrooms. - Factors like age, individual differences, and linguistic interference between the first and foreign language can impact foreign language learning more than first language acquisition. - While both involve learning processes, input, practice, and developing competence, foreign language learning principles and theories draw more from behavioral, nativist, functional, and social interaction approaches than principles of first language acquisition.

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    First language acquisition and foreign language learning differ in several key ways: - First language acquisition is an unconscious process that occurs naturally during childhood, while foreign language learning is a conscious process that occurs both inside and outside of classrooms. - Factors like age, individual differences, and linguistic interference between the first and foreign language can impact foreign language learning more than first language acquisition. - While both involve learning processes, input, practice, and developing competence, foreign language learning principles and theories draw more from behavioral, nativist, functional, and social interaction approaches than principles of first language acquisition.

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    16 views4 pages

    APPLIED LINGUISTICS Summary

    Uploaded by

    mauricio ricardo
    First language acquisition and foreign language learning differ in several key ways: - First language acquisition is an unconscious process that occurs naturally during childhood, while foreign language learning is a conscious process that occurs both inside and outside of classrooms. - Factors like age, individual differences, and linguistic interference between the first and foreign language can impact foreign language learning more than first language acquisition. - While both involve learning processes, input, practice, and developing competence, foreign language learning principles and theories draw more from behavioral, nativist, functional, and social interaction approaches than principles of first language acquisition.

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    APPLIED LINGUISTICS

    FIRST LANGUAGE ACQUISITION AND FOREIGN LANGUAGE LEARNING


    COMPARISON

    LANGUAGE FIRST LANGUAGE FOREIGN LANGUAGE


    LEARNING AND ACQUISITION LEARNING PRINCIPLES
    TEACHING PRINCIPLES & & THEORIES
    THEORIES
    Perspectives on Behavioral:
    human learning Cognitive:
    Social constructivist:
    Individual Learning Styles
    Differences Autonomy & Awareness
    Dewaele, 2009; Self-Regulation
    Dornyei, 2009) Strategies
    Learner
    Characteristics
    Linguistic Factors
    Learning
    processes
    Age : The Critical
    Period Hypothesis
    Classroom
    instructions
    Competence &
    Performance
    Comprehension
    and production
    Nature or Nurture
    Imitation
    Practice &
    Frequency
    Input
    Myths
    Neurobiological
    considerations:
    Hemispheric
    Lateralization,
    Biological
    timetables
    The significance of
    accent:
    Cognitive, Affective
    & Linguistic
    considerations
    Interference
    between First and
    Foreign languages
    Behavioral B. F Skinner Behavioral
    Approaches: ´s Verbal perspectives:
    Authors Behavior Authors
    (1957) and Structural:
    operant Freeman
    conditioning Twaddell)
    overtly
    observable
    data
    Descriptive:
    B.F Skinner
    (1957)
    Charles
    Osgood
    (1957)
    Nativist Lenneberg Noam
    Approaches (1967) Chomsky
    Spolsky (1960),
    (1989) Ferdinand de
    Ellis (2006 Saussure
    (1916)
    Functional Lois Bloom Slavin (2003)
    Approaches (1971) Vygotsky
    Cognition and (1978) The
    Language Zone of
    Development: Proximal
    Authors Development,
    Mikhail
    Bakhtin (1986,
    1990)
    (Language as
    a social and
    Cultural
    context)
    Ausubel
    (1968)
    Social interaction Holzman Carl Rogers
    and Language (1984) (1983)
    Development Berko- Paulo Freire
    Gleason (1970)
    (1988)
    Lock (1991)
    Types of Learning: Robert
    - Signal Gagné
    Learning (1965)
    - Stimulus-
    response
    Learning
    - Chaining
    - Verbal
    Association
    - Multiple
    Discrimination
    - Concept
    Learning
    - Principle
    Learning
    - Problem
    Solving
    Linguistic
    Imperialism and
    language Rights
    (Canagarajah,
    1999, Skutnabb
    Kangas, 2000.
    2009)
    Language Policy: A
    language policy is a
    body of ideas, laws,
    regulations, rules
    and practices
    intended to achieve
    the planned
    language change in
    the societies, group
    or system.
    (Kamwangamalu,
    2011; Auerbach,
    1995; Garcia, 2009,
    2010
    Communicative
    Competence: is the
    ability to achieve
    communicative goals
    in a socially
    appropriate manner.
    It is organized and
    goal-oriented, i.e. it
    includes the ability to
    select and apply
    skills that are
    appropriate and
    effective in the
    respective context. It
    includes verbal and
    non-verbal
    behaviour. (Hymes,
    1972; Savignon,
    1983; Canale and
    Swain, 1980;
    Masuda, K. 2011)
    Teaching
    Intercultural
    Competence: is the
    ability to function
    effectively across
    cultures, to think and
    act appropriately,
    and to communicate
    and work with
    people from different
    cultural backgrounds
    – at home or abroad.
    Intercultural
    competence is a
    valuable asset in an
    increasingly
    globalised world
    where we are more
    likely to interact with
    people from different
    cultures and
    countries who have
    been shaped by
    different values,
    beliefs and
    experiences
    (Littlewood, 2001;
    Kramsch, 2011;
    Byram, M. (1989))

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