Eng 103 Principles and Theories of Language Acq L 1

PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND LEARNING 1
COURSE GUIDE
To the University of Rizal System Student:
Welcome to Eng 103 (Principles and Theories of Language Acquisition and

Learning). This course examines principles, factors, and contexts of language
acquisition and learning based on theories and research findings. This subject will give
the students idea on how different learners acquire and learn language from the lens of
various theoretical perspectives. It will prepare them on various strategies use in
teaching language, specifically English with emphasis on grammar teaching.
The Authors
Norberto M. Natano, the course coordinator of the development of module in

Eng 103 (Principles and Theories of Language Acquisition and Language Learning), is
a graduate of AB Mass Communication major in Journalism at the University of Rizal
System Angono Campus, Master in Communication specializing Communication
Research at the Polytechnic University of the Philippines, and a candidate for Doctor of
Communication at the University of the Philippines-Open University. He also earned
units in education and a licensed professional teacher. He handles English, Literature,
and other communication related subjects in URS Antipolo Campus.
URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

The members of the course team are as follows:
Verna A. Gaston, an Asst. Professor IV, is a graduate of AB Communication

Arts from Lyceum of the Philippines and Master of Arts in Teaching major in English
from URSM. She serves as the Publication Adviser of Dampol Publication of URS Pililla.
She is a faculty of College of Education at URSP.
Reina R. Miranda, an Asst. Professor IV, has been teaching for 24 years now.
She finished her bachelor's degree, Bachelor of Elementary Education, cum laude, from
the Philippine Normal University. From the same university, she obtained her Master of
Arts in Teaching the English Language Arts. At present, she is pursuing her doctorate
degree, Doctor of Philosophy Major in Educational Management at the University of
Rizal System.
Irene O. Feliciano, an Instructor III, is a graduate of Bachelor of Elementary

Education at Philippine Normal University. She took up her Master in Educational major
in Educational Management at the University of Rizal System Antipolo Campus-
Graduate. She is currently the campus head of the Extension Unit of URS Antipolo
Campus.
Ma. Heidee P. Marquez, an Associate Professor V from URS Tanay, is a

graduate of Doctor of Philosophy (Major-Educational Managmenet) at the University of
Rizal System, Pililla, Master of Arts in English at URSP, and AB English with 18 units in
Education at Tomas Claudio Memorial College.

Course Code : Eng 103

Course Title : Principles and Theories of Language Acquisition
and Learning
Credit Units : 3 units
Time Allotment : 54 hours
Department : College of Education
Course Pre-requisite : Language, Culture and Society
Course Description:
Examines principles, factors, and contexts of language acquisition and learning based on
theories and research findings
Course Objectives:
General Objective
Apply the theories and principles of language acquisition and learning in the teaching of
language.
Specific Objectives
At the end of the course, the student should be able to:
1. Define the following

1.1. Language
1.2. Language learning
1.3. Language acquisition
2. Explain the functions of language
3. Differentiate language learning and language acquisition
4. Explain the theories of language acquisition and language learning

4.1. Theories of child development
4.2. Theories of second language acquisition
5. Relate the theories of child development on language acquisition and

language learning
6. Explain the factors affecting learner’s language acquisition
7. Define the different approaches to language teaching

7.1. Audio-lingualism
7.2. Cognitive-code
7.3. The direct method

7.4. The natural approach

7.5. Total physical response
7.6. Suggestopedia
8. Realize techniques on how to deliver the lessons using the approaches to
language teaching
9. Create a lesson plan using the different approaches to language teaching
Course Structure
The course Eng 103 (Principles and Theories of Language Acquisition and Learning)
consists of five (5) units divided into thirteen (13) modules namely:
CONTENTS WRITERS
Unit 1 - Introduction to Language, Language Learning
and Language Acquisition
Irene Feliciano
 Module 1 – Meaning and Functions of Language Norberto M. Natano
 Module 2 – Language Learning and
Language Acquisition
Unit 2 - Theories of Language Acquisition and Language
Learning
 Module 3 - Theories of Child Development and its Verna Gaston

implications to language teaching and learning Norberto M. Natano
 Module 4 - Krashen’s Hypotheses on
Second Language Acquisition
Unit 3 - Factors Affecting the Learners Acquisition of

Language
 Module 5 - Factors Affecting the learners acquisition of Verna Gaston

language
Unit 4 - Approaches to Language Teaching

 Module 6 – Grammar-translation Method Norberto M. Natano
 Module 7 – Audio-lingualism Irene O. Feliciano
 Module 8 – Cognitive-code Heidee Marquez
 Module 9 – The direct method
 Module 10 – The natural approach
 Module 11 – Total physical response

 Module 11 – Suggestopedia
Unit 5 - Current Communicative Approaches in the

Teaching of Language Reina Miranda
 Module 13 - Communicative Approaches in the
Teaching of Language
Course Schedule
CONTENTS SCHEDULE/WEEK
PRELIMINARY PERIOD
Unit 1 - Introduction to Language, Language Learning
and Language Acquisition
 Module 1 – Meaning and Functions of Language Week 1-2

 Module 2 – Language Learning and Language
Acquisition
Unit 2 - Theories of Language Acquisition and Language
Learning
 Module 3 - Theories of Child Development and its Week 3-6

implications to language teaching and learning
 Module 4 - Krashen’s Hypotheses on
MIDTERM PERIOD
Unit 3 - Factors Affecting the Learners Acquisition of

Language
 Module 5 - Factors Affecting the learners acquisition of Week 7

language

 Module 6 – Grammar-translation Method Week 8-12
 Module 7 – Audio-lingualism
 Module 8 – Cognitive-code
 Module 9 – The direct method

FINAL PERIOD
 Module 10 – The natural approach

 Module 11 – Total physical response Week 13-17
 Module 11 – Suggestopedia
Unit 5 - Current Communicative Approaches in the

 Module 13 - Communicative Approaches in the Week 18

CONTENTS
Unit 1 - Introduction to Language, Language Learning and Language Acquisition
Module 1 – Meaning and Functions of Language
Module 2 – Language Learning and Language Acquisition
Unit 2 - Theories of Language Acquisition and Language Learning

Module 3 - Theories of Child Development and its implications to language
teaching and learning
Module 4 - Krashen’s Hypotheses on Second Language Acquisition
Unit 3 - Factors Affecting the Learners Acquisition of Language

Module 5 - Factors Affecting the learners acquisition of language

Module 6 – Grammar-translation Method
Module 7 – Audio-lingualism
Module 8 – Cognitive-code
Module 9 – The direct method
Module 10 – The natural approach
Module 11 – Total physical response
Module 11 – Suggestopedia
Unit 5 - Current Communicative Approaches in the Teaching of Language

Module 13 - Communicative Approaches in the Teaching of Language


MODULE 1
Meaning, Characteristics, and Functions of Language
Learning Objectives:
At the end of the lesson, the student shall be able to:
1. Define the meaning of language

2. Explain the characteristics and functions of
language
The Meaning of Language
 Language is a purely human and non-instinctive method of communicating ideas,

emotions and desires by means of voluntarily produced symbols (Sapir, 1921).
 Language, a system of conventional spoken, manual (signed), or written symbols
by means of which human beings, as members of a social group and participants
in its culture, express themselves (Encyclopedia Britannica)
 Language is used as medium of communication. It has but one purpose: to serve
as the code transmission of messages between and among people (Diaz, 2005).
Characteristics of Language
Language has the following properties and characteristics (Diaz, 2005; Brown,
2007):
1. Language is systematic. Language is a highly organized system in which each

unit plays an important part, which is related to other parts, and which when put
together constitute as a whole. All languages have phonological and grammatical
systems, and within a system there are several sub-systems.
2. Language is a set of arbitrary symbols. There is no inherent relation between

the words of a language and their meanings or the ideas conveyed by them. The
relationship between meaning and the symbols employed is a matter of
convention. Those symbols are primarily vocal, but may also be visual.
3. Language is rule-governed. The arrangement of the symbols in relation to one

another in an utterance is not arbitrary. This feature of language demonstrates
that there are underlying rules or patterns that occur frequently. These rules that
govern the use of a language are embodied in what is called the grammar of
language.
4. Language is used for communication. Language cannot be considered

without communication because it is the very reason for its existence. It is a
shared code

that enable its users to transmit feelings, ideas, and desires to one another
because they want to communicate.
5. Language operates in a speech community or culture. As mentioned,

language is used for communication. A community use specific language in order
for them to understand one another. It is natural for a community that the people
living there are using the same language. Although there are some who are using
other language, they do not actually compose the majority of the speakers. The
ability of the individuals in a community to understand and produce any number
of sentences/utterances in the native tongue is because of the recursion or by
relativisation.
6. Language is essentially human, although possibly not limited to humans.

While human being grows, it is natural to them to acquire the ability to speak
specific language. The environment where they are exposed affect the kind of
language they will use as they mature. Language is acquired by all people in
much the same way; language and language learning both have universal
characteristics.
Functions of Language
What utterances make up our daily verbal communication? Some of our words
convey meaning, some convey emotions, and some actually produce actions.
Language also provides endless opportunities for fun because of its limitless,
sometimes nonsensical, and always changing nature. The following are the different
functions of language according to the following linguists:
1. Roman Jakobson’s (1960)

2. Geoffery Leech( 1974 )
3. Halliday’s (1975)
4. Finch (1997)
Roman Jakobson’s (1960) Functions of Language
1. Referential Function
It is denotative, cognitive function which is oriented toward the ‘context’.
To show things or facts, the referential function is the most obvious function of
language: for example: “The earth is round.”, “Water boils at 100 degrees.”
2. Emotive Function
It is also known as “expressive function”. This function focuses on the
‘addresser’. This function comes out when we want to express our emotions
although we don’t speak to give an information. In this function, we communicate
for ourselves more than other people who hear us or not. For example: the

interjections, which are words or phrases used to express sudden surprise,

pleasure or annoyance such as: “Bah!” , “Oh!” , “Yuck!” “Ouch!”, and etc. They
are not components but the equivalent of sentences. Moreover, as Roman
Jakobson’s example in “Linguistics and Poetics”, only from the changes in the
sound shape of the same two words ( like “this evening” ), we can make a list of
forty or more emotional situations by diversifying its expressive tint.
3. Conative Function
The conative function is an orientation toward ‘addressee’. This function
finds its purest grammatical expression in evocative and imperative sentences,
and it helps us to make people do something and it includes orders and prayers.
For example: “Drink!” or “Go Away”.
4. Phatic Function
The phatic function which sets for ‘contact’ establishes, prolongs or
discontinues the communication. We use this function to know whether the
channel works or whether the contact is still there. Our purpose in this function is
first to maintain contact with the person we are talking to. For example: “Hello!”
“Are you listening?” “Do you hear me?”.
It is also the first verbal function which is acquired by infants before they
are able to send or receive informative communication.
5. Metalingual Function
‘Code’ performs the “ metalingual function” which is used whenever the
addresser and the addressee need to check whether they use the same code
and when the language is used to speak about language. For example: “What do
you mean by ‘krill’?”, “ What is plucked?”. In the process of language learning,
the acquisition of mother tongue includes wide use of metalingual actions; for
example, aphasia may be described as a loss of capability for metalingual
actions.
6. Poetic Function
The poetic function which is orientation toward “message” and “the focus
on the message for its own sake”. This function includes more than poetry;
linguistics cannot limit itself just to the field of poetry. When we say “John and
Margery” instead of “Margery and John” or when we say “horrible Harry” instead
of “ terrible Harry , dreadful Harry” which have same meaning, we use the poetic
function of language.
Geoffery Leech ( 1974 ) Functions of Language
1. Informative Function
The informative function of language involves information of giving and
receiving. The general assumption is that the content is believable and valuable.
For example, language is used to offer opinions, give advice, make

announcements, lecture, admonish, or news report, solicit input or ask questions.

Everyday conversations center around information sharing."Informational
function which every one tends to assume is most important" Leech( 1974:53 ).
In fact, this function concentrates on the message. It is used to give new
information. It depends on truth and value. Let us look at this example, the car is
big, the bus is crowded.
2. Expressive Function
Language expresses and evokes ideas, thoughts and feelings. Expressive
language may or may not include any real information because the purpose of
expressive use of language is to convey emotion. For example, the expression
“Yuck” connotes disgust, but the word itself isn't necessarily used to inform.
3. The Aesthetic Function

The use of language for the sake of the linguistic artifact itself, and for no
purpose. This aesthetic function can have at least as much to do with conceptual
as with affective meaning. The function is associated with the message-the
vehicle-as the poetic or aesthetic function: the sign is taken as an end in itself. All
art understood as art is taken to embody this function, and any object valued for
its beauty rather than for its ideological value or usefulness-whether a gorgeous
car, an elegant teapot, or some acreage of untouched real estate-takes on this
function.
4. Directive Function
Language is used a directive whereby we aim to influence the behavior or
attitudes of others. The most straightforward instances of the directive function
are commands and requests. This function of social control places emphasis on
the receiver's end, rather than the originator's end of the message: but it
resembles the expressive function in giving less importance, on the whole, to
conceptual meaning than to other types of meaning, particularly affective and
connotative meaning" (Leech ,1974:216).
5. Phatic Function
It is the function of keeping communication lines open, and keeping social
relationship in good repair. This language function correlates with the channel of
communication. It is used for opening, keeping or stopping communication line,
to examine whether the communication can take place, or to get the attention of
listener and to make sure whether the listener still follows the line of
communication. In fact, the purpose of this poetic function is to keep social
relationship in good repair, or of maintaining cohesion within social groups, in
which the information is only for courteous, not the real one. The example of this
function mostly can be found in greeting (opening the conversation), introducing,
farewell and routine polite questions.

Halliday’s Functions of Language
For Halliday language is always a resource for making meaning, and even the
infant who cannot talk is developing language, and thereby, learning how to mean. Just
as the infant can’t walk, but is learning how to use his body, he cannot talk either at
least not in the language of his mother tongue.
Nonetheless, the child uses protolanguage (alternately referred to as proto

conversation and protosemiosis) in order to express meaning, even before he has
words in his communicative repertoire.
His protolanguage, or child tongue, is created through interactions with native

speakers of the mother tongue (i.e., caregivers, siblings, etc.). The child is learning
through such occasions, and even though his protolanguage consists of basic
content/expression pairs (not yet words, let alone higher order systems), his language
nonetheless expresses meaning and performs concrete functions in the world.
Halliday identifies seven functions that language has for children in their early
years. Children are motivated to acquire language because it serves certain purposes
or functions for them.
1. Instrumental: This is when the child uses language to express their needs
(e.g.‟Want juice‟)
2. Regulatory: This is where language is used to tell others what to do (e.g. „Go
away‟)
3. Interactional: Here language is used to make contact with others and form
relationships (e.g. „Love you, mummy‟)
4. Personal: This is the use of language to express feelings, opinions, and
individual identity (e.g. „Me good girl‟)
5. Heuristic: This is when language is used to gain knowledge about the
environment (e.g. What the tractor doing?‟)
6. Imaginative: Here language is used to tell stories and jokes, and to create an
imaginary environment.
7. Representational: The use of language to convey facts and information.
Finch Functions of Language
1. Physiological Function
This may seem a rather trivial function but in fact a good deal of language
use has a physiological purpose. If you are a sports fan watching your favorite
sport on television you may well feel the overwhelming urge at certain exciting
moments in the match to shout instructions to the players: Go on, do not mess
about, for God's sake shoot! The instructions are perfectly useless; they serve no
communicative purpose, but they allow people to release pent-up energy which
otherwise would be quite intolerable. A great deal of what they say when angry,
in the heat of the moment, is said simply to relate the physical and nervous
energy

generated by emotional distress. It's often a mistake to take what is said in such
moments literally (Finch,1997:23).
2. Phatic Function
It is surprising how often people use language for no other reason than
simply to signal their general disposition to be sociable. The technical term for
this is phatic communion. The word 'phatic' comes from Greek and means
'utterance'; it's the same root from which people get 'emphatic'.
3. Recording Function
This is a more obviously 'serious' use of language than the previous two,
although not necessarily more significant even so. People are constantly using
language to record things they wish to remember. It might be a short-term record,
as in a shopping list or a list of things to do, or a long-term record, as in a diary or
history of some kind. It's the most official use of language; bureaucracies thrive
on exact records and modern commercial life would be impossible without up-to-
date and accurate files.
4. Identifying Function
Language not only allows people to record, but also to identify, with
consideration precision, an intense array of objects and events, without which it
would be very difficult to make sense of the world around us. Learning the names
of things allows people to refer quickly and accurately to them; it gives us power
over them. In some cultures the special name of god is sacred and not allowed to
be spoken except by sacrifices because that name is strongly powerful and could
be used for evil purposes. This is the origin of many taboo words.
5. Reasoning Function
All of individuals have a running commentary going on in our heads during
their waking hours. For most of the time they are not aware of it; like breathing,
it's automatic. Schizophrenics are acutely conscious of it and imagination it to be
coming from someone else. But the voices they hear are really parts of
themselves which they are unable to acknowledge. Running for the bus or train
they are constantly talking to ourselves in a form of continuous monologue.
Sometimes it takes the form of a dialogue with some imagined 'other', but more
often than not it is simply a form of silent thinking. As an exercise you might try
thinking about something, making a conscious effort not to use words.
6. Communicating Function
This is probably the function that most people would select first as the
principle purpose of language. And clearly it is an extremely important function.
But as one has just seen, the relationship between language and meaning can
be problematic. Communication is a two-way process. On the one hand people
need to be able to use language to express ourselves to others, and, conversely,
we need it in order to understand what they are communicating to them. There
are of course a variety of reasons which may prompt the act of communication.
People

use language for requesting, informing, ordering, promising, and reprimanding, to

mention just a few.
7. Pleasure Function
There are various kinds of pleasure which people derive from language. At
the simplest level there is the sheer enjoyment of sound itself and the melody of
certain combinations of sounds. Most poetry exploits this function. Devices such
as onomatopeia, alliteration, and assonance all draw on the pleasure we find in
euphony, as do rhythm and rhyme. This pleasure is important in language
learning. There is considerable evidence to suggest that children respond as
much to the melody of the language as to any cognitive content. Indeed, spoken
English is rhythmically organized around the syllable.

Activity 1
Direction: Discuss the following:
1. Language is a purely human and non-instinctive method of communicating ideas.
2. Language is a system.
3. Language is attached to culture.
Activity 2
Direction: Analyze the following statements and identify which characteristics of
language is being described. Justify your answer.
1. In the rules of grammar, when the subject is singular the verb to be used should
be its singular form.
2. People in the community can understand each other although they are using mix
dialects in a statement.
3. Growing up we acquire more knowledge along with this it also enriches our
vocabulary.

4. Cat is composed of set of sounds represented by the letters “c-a-t”.
5. A traffic enforcer used his hands to give a “go” signal to vehicles.
Activity 3
Direction: Identify the functions of language used in the following dialogues

based on Roman Jakobson’s (1960), Geoffery Leech( 1974 ), Halliday’s (1975),
and Finch (1997).
Dialogue 1 Jakobson Leech Halliday Finch

1. Waiter: And what would you like
for your main course?
2. Kim: I'd like a grilled cheese
sandwich.
3. Waiter: Would you like anything
to drink?
4. Kim: Yes, I'd like a glass of Coke,
please.
5. Waiter: Would Pepsi be OK? We
don't have Coke.
6. Kim: That would be fine.
7. Waiter: (After Kim has her lunch.)

Can I bring you anything else?
8. Kim: No thank you. Just the bill.
9. Waiter: Certainly.
10. Kim: I don't have my glasses.

How much is the lunch?
11. Waiter: That's $6.75.


12. Kim: Here you are. Thank you
very much.
13. Waiter: You're welcome. Have a
good day.
14. Kim: Thank you. Same to you.

1. Waitperson: Hi. How are you doing
this afternoon?
2. Customer (you): Fine, thank you.
Can I see a menu, please?
3. Waitperson: Certainly, here you
are.
4. Customer: Thank you. What's
today's special?
5. Waitperson: Grilled tuna and
cheese on rye.
6. Customer: That sounds good. I'll
have that.
7. Waitperson: Would you like
something to drink?
8. Customer: Yes, I'd like a coke.
9. Waitperson: Thank you. (returning
with the food) Here you are. Enjoy
your meal!
10. Customer: Thank you.
11. Waitperson: Can I get you
anything
else?
12. Customer: No thanks. I'd like the
check, please.
13. Waitperson: That'll be $14.95.
14. Customer: Here you are. Keep the
change!
15. Waitperson: Thank you! Have a
good day!
16. Customer: Goodbye.

References
Britannica. (n.d.). Language. Retrieved from https://www.britannica.com/topic/language

Diaz, R. H. (2005). Speech and oral communication for college students. Mandaluyong:
National Bookstore
El Comblus. (n.d.). Functions of language. Retrieved from
https://elcomblus.com/functions-of-language-by-roman-jakobson/
Flores, C. S. and Lopez, E. B. (2003). Effective speech communication. Mandaluyong:
National Bookstore.
Hasan, A. and Jabbar A. (2018). Functions of language. Retrieved from
http://qu.edu.iq/repository/wp-content/uploads/2018/06/‫راح اف‬-‫و‬-‫بار ج‬-‫ي امان‬-‫حث ب‬-
1-‫سن ح‬.pdf
Lard Bucket. (2012). Functions of language. Retrieved from
https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s03-
02-functions-of-language.html
.

MODULE 2
The Concepts of Language Learning and Language Acquisition
1. Define the meaning of language learning

and language acquisition
2. Explain the concept of language learning
and language acquisition
3. Differentiate language learning and
language acquisition
Language Learning
In understanding the concept of language learning, let us define individually the

two important terms: language and learning.
 Language is the means we use to convey ideas from one mind to another.
 Learning is getting of knowledge of a subject or a skill by study,
experience, or instruction (Brown, 2007).
 Learning is a change in an individual caused by experience (Slavin,2003).
 ALL EDUCATION IS LEARNING, BUT NOT ALL LEARNING IS EDUCATION.
Based on these definitions we can extract the following implications on language
learning.
1. Language learning involves retention of information or skill. Retention implies
storage systems, memory, cognitive organization. Example: When studying
another language, we often memorized the translation of the basic greetings
of a certain foreign language. Student often remembered that hello is bonjour
in French or kamusta ka is how are you in English if they memorized them.
2. Language learning involves active, conscious focus on and acting upon
events outside or inside the organism. Example: A student learned on how to
speak English because it was taught in school.
3. Language learning is relatively permanent but subject to forgetting. Example:
A student who is studying foreign language as part of their course subject
obtained mastery of the lesson during their classes but later forgot what
he/she learned because he/she was not using it in casual conversation.
4. Language learning involves some form of practice, perhaps reinforced
practice. Relative to the previous implications, an individual need to practice
on using the language he/she is learning in order to remember it, or else
mastery of speaking the language will not be attained.

5. Language learning is a change in behavior. Example: A student who is used

to speak his/her native language in school will adapt the use of using other
language if the medium of instruction being used in teaching them is other
language.
Language Acquisition
Language acquisition is the process by which language develops in humans.

Brown (2007) explained that language acquisition can be observed on how individuals
naturally adapted the language being used in the environment where they are exposed
to. With them knowing, individuals are not aware that they are actually learning
monosyllabic utterances to the use of complex, nuanced and context-specific structures.
For instance, children learned to produce sounds like “mama” and “papa”
because these were the words that were repeatedly uttered to them by their parents.
The child naturally remembered these words because of “recursions” or the
recurrence of hearing the sounds.
More so, language acquisition can be observed on the following:
Language Level Examples
First Language (L1) Chris learned to speak English because it is the
language use in their home.
Second Language (L2) Randy, aside from speaking Cebuano fluently,
can also converse well in English because it is
the language used in instruction in their
classes.
Foreign Language (L3) Don worked for long years in Japan. His
encounters with his fellow Japanese helped him
to be fluent in Nihonggo.
Hence, first language (L1) is usually learned at home. Second language (L2) is
usually learned in school or that is common in a particular country. On the other hand,
third language (L3) that is not common is a country. Acquiring this language depends on
the interest of the person. It is also known as Foreign Language (FL).
Krashen (1994) hypothesized that the process of learning a second language is
distinguished from acquisition, with the latter being a subconscious process of gradual
development of ability through use in natural communicative situations with other
speakers.

Activity 1
Direction: Analyze the question and support your answer.
1. Differentiate language learning from language acquisition.
2. Chris learns to speak English because it is the language use in their home.
Randy, aside from speaking Cebuano fluently, can also converse well in English
because it is the language used in instruction in their classes. What does it reveal
about language acquisition?
3. A natural born Filipino is born to speak Filipino language. Do you agree on this
as far as language learning is concern? Justify your answer.

Activity 2
Direction: This activity is both group and individual. The group activity involves
the sharing of insights while the individual task involves synthesizing the
insights. See the instructions below:
1. For this activity, form four (4) groups. Each group will have their assigned
statement to argue with. The members of the group must share their insights
about the assigned statement. The group must put their responses on the
assigned social media portal by the subject instructor.
As members of the group you are required to have at least three responses,
meaning it can be more than three responses. The first response must state your
stand about the statement assigned to your group. The second response must
your response to the other members of your group which contradicts your stand.
The third response is for the member of the group which you agree with. Again,
you can give more than three responses. However, your response should not be
purely opinionated, YOU ARE REQUIRED TO SUPPORT YOUR CLAIMS WITH
RELATED READINGS FROM RELIABLE SOURCE. CITE YOUR SOURCES.
Observe intellectual conversation and correct grammar. Avoid trash talk.
2. For individual activity, after getting the sides of your classmates in your group,
make a synthesis of the explanations shared in your group. You have a week to
perform the activity.
3. The following are the statements to argue.
o Group 1: Language was acquired based on the extent of the knowledge of

acquirers.
o Group 2: Language was acquired from the knowledge the acquirers
naturally get from their environment.
o Group 3: Language was acquired from the knowledge of other people who
taught them to learn the language.
o Group 4: Language acquirers learn a language from their own knowledge.
References
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY.:
Addison Wesley Longman.
Krashen, S. (1994). The input hypothesis and its rivals. In Ellis, N. (Ed.), Implicit and
explicit learning of languages. London: Academic Press.


MODULE 3
Theories of Child Development and Its Implications to
Language Acquisition and Learning
1. Explain the different theories of

child development
2. Relate the theories of child development on
language acquisition and language learning
Theories of Child Development

Over the last fifty years, several theories have been put forward to explain the
process by which children learn to understand and speak a language. They can be
summarized as follows:
Theory Central Idea Individual
with
theory
Behaviourist Children imitate adults. Their correct utterances are Skinner
reinforced when they get what they want or are
praised.
A child's brain contains special language-learning Chomsky
Innateness/Nativist mechanisms at birth.
Cognitive Language is just one aspect of a child's overall Piaget
intellectual development.
Input or Social This theory emphasizes the interaction between Bruner
Interactionist children and their care-givers.
We shall consider each of these in turn. Before we do, it is important to recognise

that they should not be seen simply as conflicting theories, replacing each other in a
sequence. Although Behaviourism is now seen as offering only a very limited
explanation, each theory has added to our overall understanding, placing emphasis on
different aspects of the process.
Behaviourism Theory
The behaviourist psychologists developed their theories while carrying out a
series of experiments on animals. They observed that rats or birds, for example, could
be taught to perform various tasks by encouraging habit-forming. Researchers
rewarded desirable behaviour. This was known as positive reinforcement. Undesirable
behaviour was punished or simply not rewarded - negative reinforcement.

The behaviourist B. F. Skinner then proposed this theory as an explanation for language
acquisition in humans. In Verbal Behaviour (1957), he stated:
"The basic processes and relations which give verbal behaviour its
special characteristics are now fairly well understood. Much of the
experimental work responsible for this advance has been carried out on
other species, but the results have proved to be surprisingly free of
species restrictions. Recent work has shown that the methods can be
extended to human behaviour without serious modifications." (cited in
Lowe and Graham, 1998, p68)
Skinner suggested that a child imitates the language of its parents or carers.
Successful attempts are rewarded because an adult who recognises a word spoken by
a child will praise the child and/or give it what it is asking for. Successful utterances are
therefore reinforced while unsuccessful ones are forgotten.
Limitations of Behaviourism
While there must be some truth in Skinner's explanation, there are many objections
to it:
 Language is based on a set of structures or rules, which could not be worked out
simply by imitating individual utterances. The mistakes made by children reveal
that they are not simply imitating but actively working out and applying rules. For
example, a child who says "drinked" instead of "drank" is not copying an adult but
rather over-applying a rule. The child has discovered that past tense verbs are
formed by adding a /d/ or /t/ sound to the base form. The "mistakes" occur
because there are irregular verbs which do not behave in this way. Such forms
are often referred to as intelligent mistakes or virtuous errors.
 The vast majority of children go through the same stages of language acquisition.
There appears to be a definite sequence of steps. We refer to developmental
milestones. Apart from certain extreme cases (see the case of Genie), the
sequence seems to be largely unaffected by the treatment the child receives or
the type of society in which s/he grows up.
 Children are often unable to repeat what an adult says, especially if the adult
utterance contains a structure the child has not yet started to use. The classic
demonstration comes from the American psycholinguist David McNeill.
The structure in question here involves negating verbs:

Child: Nobody don't like me
Mother: No, say, "Nobody likes me."
Child: Nobody don't like me. (Eight repetitions of this dialogue)
Mother: No, now listen carefully: say, "Nobody likes me."
Child: Oh! Nobody don't likes me. (McNeil in The Genesis of Language,
1966)

 Few children receive much explicit grammatical correction. Parents are more
interested in politeness and truthfulness. According to Brown, Cazden and
Bellugi (1969): "It seems to be truth value rather than well-formed syntax that
chiefly governs explicit verbal reinforcement by parents - which renders mildly
paradoxical the fact that the usual product of such a training schedule is an adult
whose speech is highly grammatical but not notably truthful." (cited in Lowe and
Graham, 1998)
 There is evidence for a critical period for language acquisition. Children who
have not acquired language by the age of about seven will never entirely catch
up. The most famous example is that of Genie, discovered in 1970 at the age of
13. She had been severely neglected, brought up in isolation and deprived of
normal human contact. Of course, she was disturbed and underdeveloped in
many ways. During subsequent attempts at rehabilitation, her carers tried to
teach her to speak. Despite some success, mainly in learning vocabulary, she
never became a fluent speaker, failing to acquire the grammatical competence of
the average five-year- old.
Innateness/Nativist Theory
Noam Chomsky published a criticism of the behaviourist theory in 1957. In

addition to some of the arguments listed above, he focused particularly on the
impoverished language input children receive. Adults do not typically speak in
grammatically complete sentences. In addition, what the child hears is only a small
sample of language.
Chomsky concluded that children must have an inborn faculty for language
acquisition. According to this theory, the process is biologically determined - the human
species has evolved a brain whose neural circuits contain linguistic information at birth.
The child's natural predisposition to learn language is triggered by hearing speech and
the child's brain is able to interpret what s/he hears according to the underlying
principles or structures it already contains. This natural faculty has become known as
the Language Acquisition Device (LAD). Chomsky did not suggest that an English
child is born knowing anything specific about English, of course. He stated that all
human languages share common principles. (For example, they all have words for
things and actions - nouns and verbs.) It is the child's task to establish how the specific
language s/he hears expresses these underlying principles.
For example, the LAD already contains the concept of verb tense. By listening to
such forms as "worked", "played" and "patted", the child will form the hypothesis that the
past tense of verbs is formed by adding the sound /d/, /t/ or /id/ to the base form. This, in
turn, will lead to the "virtuous errors" mentioned above. It hardly needs saying that the
process is unconscious. Chomsky does not envisage the small child lying in its cot
working out grammatical rules consciously!
Chomsky's ground-breaking theory remains at the centre of the debate about
language acquisition. However, it has been modified, both by Chomsky himself and by

others. Chomsky's original position was that the LAD contained specific knowledge
about language. Dan Isaac Slobin has proposed that it may be more like a mechanism
for working out the rules of language:
"It seems to me that the child is born not with a set of linguistic categories
but with some sort of process mechanism - a set of procedures and
inference rules, if you will - that he uses to process linguistic data. These
mechanisms are such that, applying them to the input data, the child ends
up with something which is a member of the class of human languages.
The linguistic universals, then, are the result of an innate cognitive
competence rather than the content of such a competence." (cited in
Russell, 2001)
Evidence to support the innateness theory
Work in several areas of language study has provided support for the idea of an
innate language faculty. Three types of evidence are offered here:
1. Slobin has pointed out that human anatomy is peculiarly adapted to the
production of speech. Unlike our nearest relatives, the great apes, we have
evolved a vocal tract which allows the precise articulation of a wide repertoire of
vocal sounds. Neuro-science has also identified specific areas of the brain with
distinctly linguistic functions, notably Broca's area and Wernicke's area. Stroke
victims provide valuable data: depending on the site of brain damage, they may
suffer a range of language dysfunction, from problems with finding words to an
inability to interpret syntax.
Experiments aimed at teaching chimpanzees to communicate using plastic

symbols or manual gestures have proved controversial. It seems likely that our
ape cousins, while able to learn individual "words", have little or no grammatical
competence. Pinker (1994) offers a good account of this research.
2. The formation of creole varieties of English appears to be the result of the LAD at
work. The linguist Derek Bickerton has studied the formation of Dutch-based
creoles in Surinam. Escaped slaves, living together but originally from different
language groups, were forced to communicate in their very limited Dutch. The
result was the restricted form of language known as a pidgin. The adult speakers
were past the critical age at which they could learn a new language fluently - they
had learned Dutch as a foreign language and under unfavourable conditions.
Remarkably, the children of these slaves turned the pidgin into a full language,
known by linguists as a creole. They were presumably unaware of the process
but the outcome was a language variety which follows its own consistent rules
and has a full expressive range. Creoles based on English are also found, in the
Caribbean and elsewhere.
3. Studies of the sign languages used by the deaf have shown that, far from being
crude gestures replacing spoken words, these are complex, fully grammatical

languages in their own right. A sign language may exist in several dialects.
Children learning to sign as a first language pass through similar stages to
hearing children learning spoken language. Deprived of speech, the urge to
communicate is realised through a manual system which fulfills the same
function. There is even a signing creole, again developed by children, in
Nicaragua. For an account of this, see Pinker, 1994 (pp 36-7).
(Note: some of this section is derived from the

BBC television documentary The Mind
Machine.)
Limitations of Chomsky's theory

Chomsky's work on language was theoretical. He was interested in grammar and
much of his work consists of complex explanations of grammatical rules. He did not
study real children. The theory relies on children being exposed to language but takes
no account of the interaction between children and their carers. Nor does it recognise
the reasons why a child might want to speak, the functions of language.
In 1977, Bard and Sachs published a study of a child known as Jim, the hearing
son of deaf parents. Jim's parents wanted their son to learn speech rather than the sign
language they used between themselves. He watched a lot of television and listened to
the radio, therefore receiving frequent language input. However, his progress was
limited until a speech therapist was enlisted to work with him. Simply being exposed to
language was not enough. Without the associated interaction, it meant little to him.
Subsequent theories have placed greater emphasis on the ways in which real
children develop language to fulfill their needs and interact with their environment,
including other people.
The Cognitive Theory
The Swiss psychologist Jean Piaget placed acquisition of language within the
context of a child's mental or cognitive development. He argued that a child has to
understand a concept before s/he can acquire the particular language form which
expresses that concept.
A good example of this is seriation. There will be a point in a child's intellectual
development when s/he can compare objects with respect to size. This means that if
you gave the child a number of sticks, s/he could arrange them in order of size. Piaget
suggested that a child who had not yet reached this stage would not be able to learn
and use comparative adjectives like "bigger" or "smaller".
Object permanence is another phenomenon often cited in relation to the
cognitive theory. During the first year of life, children seem unaware of the existence of
objects they cannot see. An object which moves out of sight ceases to exist. By the time
they reach the age of 18 months, children have realized that objects have an existence
independently of their perception. The cognitive theory draws attention to the large

increase in children's vocabulary at around this age, suggesting a link between object
permanence and the learning of labels for objects.
Piaget’s cognitive theory states that children’s language reflects the
development of their logical thinking and reasoning skills in stages, with each period
having a specific name and age reference.
There are four stages of Piaget’s Cognitive Development Theory, each
involving a different aspect of language acquisition:
 Sensory-Motor Period – (birth to two years) Children are born with “action
schemas” to “assimilate” information about the word such as sucking or grasping.
During the sensory-motor period, children’s language is “egocentric” and they
talk either with themselves or for the pleasure of associating anyone who
happens to be there with the activity of the moment.
 Pre-Operational Period – (2 years to 7) Children’s language make rapid
progress and the development of their “mental schema” lets them quickly
“accommodate” new words and situations. Children’s language became
“symbolic” allowing them to talk beyond the “here” and “now” and to talk about
things such as the past, future and feelings.
 Egocentrism – involves “animism” which refers to young children’s tendency to
consider everything, including inanimate objects, as being alive. Language is
considered egocentric because they see things purely from their own
perspective.
 Operational Period – (7 to 11 years old) and (11 years to adulthood) Piaget
divides this into two parts: the period of concrete operations and the period of
formal operations. Language at this stage reveals the movement of their thinking
from immature to mature and from illogical to logical. They are also able to “de-
center” or view things from a perspective rather than their own. It is at this point
that children’s language becomes “socialized” and includes things such as
questions, answers, commands and criticisms.
Limitations of the Cognitive Theory
During the first year to 18 months, connections of the type explained above are
possible to trace but, as a child continues to develop, so it becomes harder to find clear
links between language and intellect. Some studies have focused on children who have
learned to speak fluently despite abnormal mental development. Syntax in particular
does not appear to rely on general intellectual growth.
Input or Social Interactionist Theories
Vygotsky's social interaction theory incorporates nurture arguments in that
children can be influenced by their environment as well as the language input children
receive from their care-givers.
Vygotsky also developed the concepts of private speech which is when children
must speak to themselves in a self-guiding and directing way- initially out loud and later
internally and the zone of proximal development which refers to the tasks a child is
unable to complete alone but is able to complete with the assistance of an adult. The
attention

and time that a mother spends talking about topics that the child is already focused on
highly correlates with early vocabulary size.
Although the theories of Skinner, Chomsky and Piaget are all very different and
very important in their own contexts, they don't necessarily take into account the fact
that children don't encounter language in isolation. The child is a little linguist analyzing
language from randomly encountered adult utterances. The interaction theory proposes
that language exists for the purpose of communication and can only be learned in the
context of interaction with adults and older children. It stresses the importance of the
environment and culture in which the language is being learned during early childhood
development because this social interaction is what first provides the child with the
means of making sense of their own behaviour and how they think about the
surrounding world.
In contrast to the work of Chomsky, more recent theorists have stressed the
importance of the language input children receive from their care-givers. Language
exists for the purpose of communication and can only be learned in the context of
interaction with people who want to communicate with you.
Interactionists such as Jerome Bruner suggest that the language behaviour of
adults when talking to children (known by several names by most easily referred to as
child-directed speech or CDS) is specially adapted to support the acquisition process.
This support is often described to as scaffolding for the child's language learning.
Bruner also coined the term Language Acquisition Support System or LASS in response
to Chomsky's LAD.
Colwyn Trevarthen studied the interaction between parents and babies who were
too young to speak. He concluded that the turn-taking structure of conversation is
developed through games and non-verbal communication long before actual words
were uttered.
According to Williamson, children can eventually use their own internal speech to
direct their own behaviour in much the same way that their parents' speech once
directed their behaviour. Speech to infants is marked by a slower rate, exaggerated
intonation, high frequency, repetition, simple syntax and concrete vocabulary. This
tailored articulation used by care-givers to young children to maximize phonemic
contrasts and pronunciation of correct forms is known as child-directed speech (CDS).
Limitations of Input or Social Interactionist Theories

These theories serve as a useful corrective to Chomsky's early position and it
seems likely that a child will learn more quickly with frequent interaction. However, it has
already been noted that children in all cultures pass through the same stages in
acquiring language. We have also seen that there are cultures in which adults do not
adopt special ways of talking to children, so CDS may be useful but seems not to be
essential.
As stated earlier, the various theories should not be seen simply as alternatives.
Rather, each of them offers a partial explanation of the process.
Take Aways!
Language acquisition has been one of the central topics in cognitive science but
has also been one of the most controversial. Languages are complex combinations of
elegant principles and historical accidents, which is perhaps one of the reasons why
there is no monolithic explanatory theory of language. The goal of language acquisition
research is to describe how a child becomes competent to produce and understand
language, select the proper processing strategies and achieve language "milestones."
However, there are a range of theories of language acquisition that have been created
but most of these theories cannot agree on the role that both nature and nurture play in
language acquisition. The theories do have one thing in common though, and that is the
fact that they all believe that language acquisition is the key aspect that distinguishes
humans from other organisms and by understanding how different aspects of language
are acquired we can better understand the main vehicle by which we communicate.

Activity 1
Direction: Determine what is being asked in each statement below. Put your
answers on the space provided after each item.
1. He suggested that a child imitates the language of its parents or carers, wherein
successful attempts are rewarded because an adult who recognizes a word
spoken by a child will praise the child and/or give it what it is asking for, this
refers to .
2. A child's natural predisposition to learn language is triggered by hearing speech

and the child's brain is able to interpret what s/he hears according to the
underlying principles or structures it already contains. This natural faculty is
called
.
3. Cognitive Theory, which was introduced by Jean Piaget that a child has to
expresses that concept; one good example of this is .
4. This involves “animism” which refers to young children’s tendency to consider

everything, including inanimate objects, as being alive, this pertains to
.
5. During this period, children’s language is “egocentric” and they talk either with
themselves or for the pleasure of associating anyone who happens to be there
with the activity of the moment is .
6. It is the tailored articulation used by care-givers to young children to maximize

phonemic contrasts and pronunciation of correct forms, known
as .
known
7. A linguist who studied the formation of Dutch-based creoles in Surinam, better

known as .
8. Neuro-science has identified these specific areas of the brain with distinctly
linguistic functions refers to as .
9. A term introduced by Jerome Bruner, which refers to the child`s immediate adult
entourage but in the fuller sense points to the child`s culture as a whole in which
they are born, known as .
10. Vygotsky’s theory which incorporates nurtured arguments in which children can
be influenced by their environment as well as the language input children receive
from their care-givers, pertains as .

Activity 2
Direction: Choose one from following essay questions to the best of your ability,
using external sources if needed. Answer in one paragraph, consisting of five to
10 sentences only. Write your answer in the spaces provided below.
1. You are a new theorist in the field of psycholinguistics and are trying to determine
which perspective you are willing to take on how individuals acquire language. Analyze
and pick a position based on new evidence from within the field of linguistics defending
why a certain perspective or theory better explains language acquisition. Make sure to
contrast your arguments against other theories or models and clearly support why other
theorists should accept your view.

2. Recently someone you knew had a baby and with your new found psycholinguistics
knowledge you realize that you may have some advice to help with the baby's language
acquisition when the time comes. Using what you know about the theories and models
of language acquisition, what tips or guidance could you give this person to help her
baby to achieve language acquisition? Specifically describe with examples if there are
certain aspects of the theories or models of language acquisition that could support the
infant in developing language skills.

References
Khasinah, S. (2014). Factors influencing second language acquisition. Englisia Journal.

1. 10.22373/ej.v1i2.187. Retrieved from
https://www.researchgate.net/publication/322708295_FACTORS_INFLUENCING
_SECOND_LANGUAGE_ACQUISITION
Monthsaye. (n.d.). Theories of language acquisition. Retrieved from

https://www.montsaye.northants.sch.uk/assets/Uploads/English-Language-
Summer-Work-2.pdf
Tubal, M. C. (n.d.). Theories of language acquisition. Retrieved from

https://www.slideshare.net/michaeltubal/theories-of-language-acquisition-
51201158

MODULE 4
Krashen’s Hypotheses on Second Language Acquisition
1. Explain Krashen’s hypotheses on

second language acquisition based
2. Review research article about the hypotheses

on SLA
Stephen Krashen: His Brief Background
This is a brief description of Krashen's widely known and well-accepted theory of

second language acquisition, which has had a large impact in all areas of second
language research and teaching (Shutz, 2019)
 Stephen Krashen (University of Southern California) is an expert in the field of
linguistics, specializing in theories of language acquisition and development.
 Much of his recent research has involved the study of non-English and bilingual
language acquisition.
 Since 1980, he has published well over 100 books and articles and has been
invited to deliver over 300 lectures at universities throughout the United States
and Canada.
The 5 hypotheses of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:
1. the Acquisition-Learning hypothesis;
2. the Monitor hypothesis;
3. the Input hypothesis;
4. the Affective Filter hypothesis; and
5. the Natural Order hypothesis.
1. Acquisition-Learning hypothesis
According to the first hypothesis, adults have two distinct and independent ways
of developing competence in a second language:
1. language acquisition
2. language learning

1.1. Language acquisition

 According to Krashen, language acquisition is a subconscious process
o language acquirers are not usually aware of the fact that they are
acquiring language, but are only aware of the fact that they are using the
language for communication.
o acquired competence is also a subconscious process
o there is also no awareness that the rules of grammar is acquired
o people using the language have a “feel” of correctness
o Grammatical sentences "sound" right, or "feel" right, and errors feel
wrong, even if we do not consciously know what rule was violated.
 it is an implicit learning
 it is an informal learning
 it is a natural learning
 In non-technical language, acquisition is "picking-up" a language.
1.2. Language learning

 “Learning” here is defined as
o conscious knowledge of a second language
o knowing the rules
o being aware of them
o being able to talk about them
 In non-technical terms, “learning” is...
o "knowing about" a language
o known to most people as "grammar", or "rules".
o formal knowledge of a language, or explicit learning.
Language acquisition vs. Language Learning vis-à-vis Children vs. Adult
 language acquisition is an implicit knowledge while language learning is explicit
knowledge
 children acquire language while adult learns language
 adult also acquires language; the ability to "pick-up “languages does not
disappear at puberty
 This does not mean that adults will always be able to achieve native-like levels
in a second language
 adults can access the same natural "language acquisition device" that children use
 Error correction has little or no effect on subconscious acquisition (in
language acquisition), but is thought to be useful for conscious learning (in
language learning)
What other researchers say about it?
 It is not clear whether error correction has this impact in actual practice
(Fanselow, 1977; Long, 1977).
 Evidence from child language acquisition confirms that error correction does not
influence acquisition to any great extent (Brown, Cazden, and Bellugi, 1973)

 Parents attend far more to the truth value of what the child is saying rather than
to the form (Brown, Cazden, and Bellugi, 1973)
o What is truth value and form?
o For example:
 The focus on the truth value: A child said, “Her curl my hair”. The
parent did not correct the child because it is TRUE that the parent
is curling the hair of the child.
 The focus is on the form: A child said, “Walt Disney comes on
Tuesday”. The mother said, “No honey, Walt Disney comes on
Wednesday” The parent corrected the child
o In Brown, Cazden, and Bellugi (1973), Brown et al. conclude that it seems
to be "truth value” rather than syntactic well-formedness that chiefly
governs explicit verbal reinforcement by parents—which renders mildly
paradoxical the fact that the usual product of such a training schedule is
an adult whose speech is highly grammatical but not notably truthful"
2. The Monitor Hypothesis

 While the acquisition-learning distinction claims that two separate processes
coexist in the adult, it does not state how they are used in second language
performance.
 The Monitor hypothesis posits that acquisition and learning are used in very
specific ways.
 Normally, acquisition "initiates" our utterances in a second language and is
responsible for our fluency.
 Learning has only one function, and that is as a Monitor, or editor.
 Learning comes into play only to make changes in the form of our utterance, after
is has been "produced" by the acquired system.
 The Monitor hypothesis implies that formal rules, or conscious learning, play
only a limited role in second language performance.
Three conditions in monitoring:
o Time: normal conversation does not allow enough time to think about and use
rules.
o Focus on form: be involved in what we are saying that we do not attend to how
we are saying it.
o Know the rule: even the best students do not learn every rule they are exposed.
Implications of these conditions
o We see the natural order for grammatical morphemes, that is, the child's
(second language) difficulty order when we test subjects in situations that
appear to be "Monitor-free", where they are focused on communication and
not form.
o When acquirers or learners have time, are focused on form, and know the rule,
the error pattern changes, reflecting the contribution of the conscious
grammar

o Use of the conscious monitor thus has the effect of allowing performers to
supply items that are not yet acquired.
o Monitor use results in the rise in rank of items that are "late acquired” in the
natural order, items that the performer has learned but has not acquired
Types of Performers in Monitoring
A. Monitor Over-users: These are people who attempt to Monitor all the time,
performers who are constantly checking their output with their conscious
knowledge of the second language. As a result, such performers may speak
hesitantly, often self-correct in the middle of utterances, and are so concerned
with correctness that they cannot speak with any real fluency.
B. Monitor under-users : These are performers who have not learned, or if they
have learned, prefer not to use their conscious knowledge, even when conditions
allow it. Underusers are typically uninfluenced by error correction, can self-
correct only by using a "feel" for correctness (e.g. "it sounds right"), and rely
completely on the acquired system.
C. The optimal Monitor user : Our pedagogical goal is to produce optimal
users, performers who use the Monitor when it is appropriate and when it does
not interfere with communication. Optimal Monitor users can therefore use their
learned competence as a supplement to their acquired competence.
3. The Input Hypothesis
 The important question is: How do we acquire language? If the Monitor
hypothesis is correct, that acquisition is central and learning more peripheral,
then the goal of our pedagogy should be to encourage acquisition. The question
of how we acquire then becomes crucial.
 A necessary (but not sufficient) condition to move from stage “i” to stage “i + 1”
is that the acquirer understand input that contains “i + 1”, where “i” refers to
“input” and “1” refers to the level of understanding of the learners.
 Where "understand" means that the acquirer is focused on the meaning and
not the form of the message.
 This indicates that as more inputs on language were given to an individual the
more he/she acquired about the language. For example: If an individual was
more exposed to a natural speaker of a certain language the more he/she will
acquire the language.
Statement of the hypothesis
 The input hypothesis relates to acquisition, not learning
 Learners acquire by understanding language that contains structure that is
beyond their current level of competence (i + 1). This is done with the help of
context or extra-linguistic information.

 When communication is successful, when the input is understood and there is

enough of it, i + 1 will be provided automatically.
 Production ability emerges. It is not taught directly. (comprehensible input)
Evidence supporting the hypothesis
 First language acquisition in children:
o The input hypothesis is very consistent with what is known about
"caretaker speech", the modifications that parents and others make
when talking to young children.
o The most interesting and perhaps the most important characteristic of
caretaker speech for us is that it is not a deliberate attempt to teach
language.
o Rather, as Clark and Clark (1977) point out, caretaker speech is modified
in order to aid comprehension.
o Caretakers talk "simpler" in an effort to make themselves understood by
the child.
o the "here and now" principle is usually used in caretaker’s speech
o Discourse with children is far more likely to deal with what is in the room
and happening now ("See the ball?") than what is not in the room and not
current ("What will we do upstairs tomorrow?")
o While there is no direct evidence showing that caretaker speech is
indeed more effective than unmodified input, the input hypothesis
predicts that caretaker speech will be very useful for the child.
 Evidence from second language acquisition: Simple Codes

o The second language acquirer, child or adult, is also an "acquirer", just
like the child acquiring first language.
o There is a natural order of acquisition for second language as well as first
language, so we can talk about the second language acquirers' i + 1 as
well.
o second language acquirers can also receive the kind of modified input
that children get.
o Modified input that children get:
 Foreigner-talk results from the modifications native speakers make
with less than fully competent speakers of their language
 Teacher-talk is foreigner-talk in the classroom, the language of
classroom management and explanation, when it is in the second
language.
 A third simple code is interlanguage talk, the speech of other
second language acquirers.
o Similarities between caretaker speech and modifications in foreigner-
talk and teacher-talk
 both are done for the purpose of communication to help the second
language acquirer understand what is being said.

 both are roughly-tuned to the level of the acquirer, and not finely-
tuned
 more advanced second language performers tend to get more
complex input, but the correlation between proficiency and input
complexity is less than perfect
 Evidence from second language acquisition: the Silent Period and L1
influence
o "silent period“- children acquiring a second language in a natural,
informal linguistic environment may say very little for several months
following their first exposure to the second language
o Example:
Hatch (1972), for example, reported that Paul, a five-year-old Chinese
speaker acquiring English as a second language, did not really use
"creative" language for his first few months in the United States. His only
output was memorized sentences, such as: Get out of here. It's time to eat
and drink.
4. The Affective Filter hypothesis

 States how affective factors relate to the second language acquisition process.
These factors are:
o Motivation. Performers with high motivation generally do better in second
language acquisition (usually, but not always, "integrative”
o Self-confidence. Performers with self-confidence and a good self- image
tend to do better in second language acquisition.
o Anxiety. Low anxiety appears to be conducive to second language
acquisition, whether measured as personal or classroom anxiety.
 The Affective Filter hypothesis claims that the effect of affect is "outside" the
language acquisition device proper (LAD).

 It still maintains that input is the primary causative variable in second

language acquisition, affective variables acting to impede or facilitate the
delivery of input to the language acquisition device.
 The input hypothesis and the concept of the Affective Filter define the language
teacher in a new way.
 The effective language teacher is someone who can provide input and help
make it comprehensible in a low anxiety situation. Of course, many teachers
have felt this way about their task for years, at least until they were told otherwise
by the experts
5. The Natural Order Hypothesis
 Suggested that the acquisition of grammatical structures follows a 'natural order'
which is predictable.
 For a given language, some grammatical structures tend to be acquired early
while others late.
 This order seemed to be independent of the learners' age, L1 background,
conditions of exposure, and although the agreement between individual acquirers
was not always 100% in the studies, there were statistically significant similarities
that reinforced the existence of a Natural Order of language acquisition.
 Krashen, however, points out that the implication of the natural order hypothesis
is not that a language program syllabus should be based on the order found in
the studies. In fact, he rejects grammatical sequencing when the goal is
language acquisition.
 One of the most exciting discoveries in language acquisition research in recent
years has been the finding that the acquisition of grammatical structures
proceeds in a predictable order.
 English is perhaps the most studied language as far as the natural order
hypothesis is concerned/ Of all structures of English, morphology is the most
studied.
o Brown (1973) reported that children acquiring English as a first
language tended to acquire certain grammatical morphemes, or
functions words, earlier than others. According to Brown...
 the plural marker /s/ ("two dogs“) were among the first
morphemes acquired [NOUN]
o the third person singular marker /s/ (as in "He lives in New York")
[VERB] and the possessive /s/ ("John's hat") [NOUN] were typically
acquired much later, coming anywhere from six months to one year
later

The Role of Grammar in Krashen's View

 According to Krashen, the study of the structure of the language can have
general educational advantages and values that high schools and colleges may
want to include in their language programs.
 Any benefit, however, will greatly depend on the learner being already familiar
with the language. It should also be clear that analizing the language, formulating
rules, setting irregularities apart, and teaching complex facts about the target
language is not language teaching, but rather is "language appreciation" or
linguistics, which does not lead to communicative proficiency.
 The only instance in which the teaching of grammar can result in language
acquisition (and proficiency) is when the students are interested in the subject
and the target language is used as a medium of instruction.
 Very often, when this occurs, both teachers and students are convinced that the
study of formal grammar is essential for second language acquisition, and
the teacher is skillful enough to present explanations in the target language
so that the students understand.
 In other words, the teacher talk meets the requirements for comprehensible
input and perhaps, with the students' participation, the classroom becomes an
environment suitable for acquisition.
 Also, the filter is low in regard to the language of explanation, as the students'
conscious efforts are usually on the subject matter, on what is being talked
about, and not the medium.

Activity 1
Direction: Write TRUE if the statement is correct and FALSE if otherwise.
1. Based on Acquisition-Learning Hypothesis, during the

subconscious process acquirers are making efforts to capture the essence of
learning a language.
2. Error correction, in Acquisition-Learning Hypothesis, has
little or no effect on subconscious acquisition, but is thought to be useful for
conscious learning.
3. Time is one of the conditions in monitoring according to
Monitoring Hypothesis. Applying this condition, Monitors are positively correcting
the speaker when he/she commit grammar mistake at the moment it is
committed.
4. In Monitor Hypothesis is primarily anchored on the concept
of language acquisition.
5. Caretaker speech refers to the language used at home by
parents to their child while teacher talk refers to the language adapted by
learners from school.
6. Silent period is the period where the learners choose not to
respond in a given casual conversation when starting to acquire a language.
7. According to Affective Filter Hypothesis, the lower the
motivation of the learners to learn specific language, the higher will be their self-
confidence and the lower will be their anxiety.
8. Teachers play important role in providing more input to
learners to lower their anxiety.
9. According to Natural Order Hypothesis, learners underwent
stages of learning language from simple to complex word forms and sentences.
10. It is always true that the natural order for adult similar to
that seen in child’s second language acquisition.
Activity 2
Direction: Watch this video of one of the seminars

where Stephen Krashen delivered his lecture on the
theories he postulated about second language
acquisition. Then answer the questions follow. You
can watch it on this link:
https://www.youtube.com/watch?v=NiTsduRreug.
1. Krashen said, "we all acquire language the same
way". How is this so?

2. Describe briefly the development in understanding language acquisition based

on Krashen's discussion.
3. Krashen presented two strategies to teach Germanic Language as an example

on how language is acquired. What are these strategies and how do they differ?
Which do you think is more effective?
4. In one of the teaching experiences of Krashen, he had Itomi, a non-English

speaker from Japan. What is Krashen's explanation on how Itomi learned to
converse in English?
5. Is the moment you speak the language an attribution that you already acquire the
language? Argue on this. What is Krashen’s view on this?
Activity 3
Direction: Write a REFLECTION PAPER of the given article.
1. Download the article entitled “On teaching strategies in second language

acquisition” written by Yang Hong of the Department of Applied Foreign
Language of Tourism College, Hainan University, Haikou Hainan 570228, China
in China. This article can be accessed at
https://files.eric.ed.gov/fulltext/ED502535.pdf.
2. Your Reflection Paper must be at least 3 pages, single space, Arial font, 12 font
size, each paragraph should be indented, 1-inch margin in all sides, and has no
fancy layout. Cover page is not necessary. Send your paper on the suggested
channel by the subject instructor.

References
Schütz, S. E. (2019). Stephen krashen's theory of second language acquisition.
Retrieved from https://www.sk.com.br/sk-krash-english.html
Krashen, S. D. (2009). Principles and practice in second language. Retrieved from

http://www.sdkrashen.com/content/books/principles_and_practice.pdf


MODULE 5
Factors Affecting Language Acquisition and Learning
1. Explain how the factors affect the learner’s

acquisition of language

 The process by which people develop proficiency in a second or foreign language.
 Rod Ellis (1986) explains that SLA is “a complex process, involving many
interrelated factors. It is the product of many factors pertaining to the learner on
the one hand and the learning situation on the other.
 To conclude, second language acquisition (best known as SLA) is a
subconscious process which happens while we focus on communication. It can
be compared with second language learning, which describes how formal
language education helps us learn language through more conscious
processes.
Factors Affecting Second Language Acquisition

A. Age
Second language acquisition is influenced by the age of the learner.
Children, who already have solid literacy skills in their own language, seem to be
in the best position to acquire a new language efficiently. Motivated, older
learners can be very successful too, but usually struggle to achieve native-
speaker- equivalent pronunciation and intonation.
In his fundamental work, “Biological Foundations of Language”, the

biolinguist Eric Lenneberg presents, among other things, his “Critical period”
hypothesis. It consists, roughly, in the idea that a certain age is appropriate for
learning a language, so that it is impossible to achieve full competence before or
after it.
B. Motivation
Jack C. Richards, the author of numerous professional books for English
language teachers, and the author of many widely used textbooks for English
language students believes motivation is a factor that determines a person’s
desire to do something. It is obvious that learners who want to learn are likely to
achieve more than those who do not.

The role of attitudes and motivation in SLA has been investigated by

Robert Gardner and Wallace E. Lambert, who define motivation in terms of ‘ the
learner's overall goal or orientation’, and attitude as ‘the persistence shown by
the learner in striving for a goal.
They distinguish two types of motivation:
a) Integrative motivation: a learner studies a language because he is

interested in the people and culture of the target language or in order to
communicate with people of another culture who speak it.
b) Instrumental motivation: a learner’s goals for learning the second

language are functional and useful, for example they need the language to
get a better job, to pass tests, to enable him to read foreign newspaper,
etc.
C. Attitude
Rod Ellis, a world-renowned thought leader in the field of Second
Language Acquisition defines attitude as the sets of beliefs about factors as the
target language culture, their own culture and, in case of classroom learning, of
their teachers, and the learning task they are given.
Jack C. Richards said that language attitudes are the attitude which
speakers of different languages have toward other’s languages or to their own
language. Expression of positive or negative feelings toward a language may
reflect impression of linguistic difficulty or simplicity, ease or difficulty of learning,
degrees of important, social status, etc.
Gardner and Lambert have investigated a number of different attitudes,

which were classified by Stern (1983) into three types:
1) attitudes towards the community and people who speak L2,

2) attitudes towards learning and language concerned, and
3) attitudes towards languages and language learning in general.
D. Intelligence
Cambridge Dictionary defines intelligence as the ability to learn,

understand, and make judgments or have opinions that are based on reason.
Symposium on intelligence over the years repeatedly concluded that the

first hallmark of intelligence is high-level mental ability such as abstract reasoning
according to Robert Sternberg, a member of the National Academy of Education
and the American Academy of Arts and Sciences.
Howard Earl Gardner introduced a theory of Multiple Intelligences. He

described eight types of intelligence:

1. Linguistic – sensitivity to spoken and written language, the capacity to use the
language to accomplish certain goals;
2. Logical – mathematical ability to detect patterns, reason deductively and think
logically;
3. Spatial – ability to recognize and use the patterns of wide space and more
confined areas;
4. Musical – capacity to recognize and create musical pitches and rhythmic
patterns;
5. Bodily-kinesthetic – ability to use mental abilities to coordinate bodily
movements;
6. Interpersonal – capacity to understand intentions, motivations and desires of
other people;
7. Intrapersonal – ability to understand oneself, to develop a sense of self-identity;
8. Naturalistic – ability to understand the natural world.
He added that every person possesses the eight intelligences, which

evolve independently at different times and to different degrees. Learners should
be encouraged to develop all types of intelligences because they are closely
bound and the growth of one area increases the capacity of the whole.
Moreover, he claims that people are intelligent in different ways and they
also learn in different ways.
E. Aptitude
It pertains to the potential that a person has for learning languages. This
potential is often evaluated using formal aptitude tests, which predict the degree
of success the candidate will have with a new language. Aptitude tests vary but
many include evaluation of ability to manage sounds, grammatical structures,
infer rules, and memory.
Hans Richards (1985) explains that language aptitude is thought to be a

combination of various abilities, such as the ability to identify sound pattern in a
new language, the ability to recognize the different of grammatical functions of
words in sentences, etc. Students need aptitude - some specific abilities, which
are responsible for learning languages.
F. Learning styles
It is also called cognitive style. It is the particular way in which a learner
tries to learn something. In L2 or foreign language learning, different learner may
prefer different solution to learning problems.
Understanding learning styles can be an essential tool to implement new

learning procedures. The interaction of an individual difference with an external
variable, together with an examination of learners’ internal processes, could shed
a more complete diagnosis of the SLA process.

Some learners may want explanations for grammatical rules (audio

learners), some may feel writing down words and sentences help them to
remember (kinesthetic learners). And others may find they remember things
better if they are associated with picture (visual learners) (Richards: 1985)
Ellis mentions that learning style or strategy accounts for how learners
accumulate new L2 rules and how they automate existing ones.
G. Personality and its essential factors

It has been described as a set of features that characterize and individual. It has
been stated that this concept is difficult to define and measure because of its
complicated nature.
1. Self-esteem
Self-confidence plays a larger role in learning a second language than it
does in learning any other subject. Those who lack confidence can be afraid to
make mistakes, which are an important part of learning in any subject. Learning a
second language is considered more ‘personal’ than learning other subjects
because language is tied to aspects of our identity.
Over monitoring oneself or becoming frustrated with repeated mistakes

can shake the confidence of a second language learner and can prevent him
from being able to focus on anything but the mistakes he makes. By viewing the
learning as a process that will evolve over time, a learner should be willing to
make mistakes with the understanding that they will help in learning in the long
run.
2. Inhibition and risk-taking

The most common problem encountered by the learner in the language
acquisition process is learner inhibition. Speaking activities require a learner to
have all eyes on him; Exposure to an audience can often give learners stage
fright. They may also be worried about making mistakes, being criticized or losing
face in front of the rest of the class. This results in their performance where either
they make a lot of mistakes in spite of having a very good knowledge in the area
or totally keeping silent.
The concept of inhibition is closely related to the notion of self- esteem. All
people protect their ego by building sets of defenses. The higher self-esteem, the
lower the walls of inhibition and greater success in learning a foreign language
are.
3. Anxiety
According to Zhang and Zhong (2012), the main cause of anxiety stems
from “learners’ unrealistic or erroneous beliefs about language learning” .While
some learners think they lack the aptitude or gift to learn a new language, some
believe that two years or less is sufficient for them to become proficient in
another

language without estimating the difficulty of the language learning task, and
therefore, they could possibly experience conflict resulted in anxiety.
MacIntyre and Gardner (1991) distinguish anxiety into: trait anxiety, when
some people have some general predisposition to be anxious and state anxiety,
which can be experienced in a particular situation. They also identify three
components of foreign language anxiety:
a. communication apprehension;
b. fear of negative social evaluation; and
c. test anxiety
Although anxiety is regarded as a negative factor which must be avoided,

the concept of facilitative anxiety, “a little nervous tension in the process”, is a
positive factor.
4. Empathy and extroversion

Hans Heinrich Stern, Head of the Modern Language Centre at the Ontario
Institute of Studies in Education defined empathy as “the willingness and
capacity to identify with others”.
In the case of language anxiety, this state of apprehension, as studied,
has negative effects on the learners' acquisition of a language. It may hinder the
learners' progress in class or may motivate him to study harder. But such effects
vary on how one views anxiety. Different measurements have been done in the
degree of empathy in communication and language learning. It explains that in
second language learning, not only must learner-speaker correctly identify
cognitive and affective sets in the hearer, but they must do so in a language they
are trying to comprehend.
In extroversion, research found that it has no significant effect in
characterizing a good language learner. But nevertheless, it may be a factor in
the development of general oral communication competence, which requires face
to face interaction.

Activity 1
Direction: Match column A with the correct answers from Column B. Write your
answers on the space provided before each item.
Column A Column B
1. Unconscious study of a language a. facilitative anxiety
in natural way and does not depend on the
language teaching. b. Richards (1985)
2. Believes motivation as a factor that c. Eric Lenneberg

determines a person’s desire to do something.
d. acquisition
3. A type of motivation wherein learner’s
goals for learning the second language are functional e. instrumental
and useful. motivation
4. Critical period hypothesis was proposed by f. empathy

him.
5. A type of multiple intelligence which showcases g. Howard Earl
the ability to detect patterns, reason deductively and think Gardner
logically.
6. He states that every person possesses the eight h. logical

intelligences, which evolve independently at different times and
to different degrees. i. anxiety
7. A state of mind connected with “feelings of j. cognitive style

uneasiness, frustration, self-doubt and worry.”
8. Another term for learning style.
9. Its concept, “a little nervous tension in the

process”, is a positive factor of anxiety.
10. Stern defined it as the willingness and

capacity to identify with others.

Activity 2
Direction: Read comprehensively the essay below. Provide clear and concise
answers for each question with their corresponding points for a total of 20 points.
Answer for 2-3 sentences only. Write your answers in the spaces provided below.
“The Benefits of Learning a Second Language”
by Jennifer Smith
Learning a new language takes time and dedication. Once you do, being fluent
in a second language offers numerous benefits and opportunities. Learning a second
language is exciting and beneficial at all ages. It offers practical, intellectual and many
aspirational benefits
In today's world, there are over 7000 languages and learning at least one will
help you in life massively. Although it has been proven that it is easier for children to
learn a second language, it is certainly never too late to learn, and the benefits
definitely reward the effort and dedication.
Whatever your age, being bilingual certainly has its advantages, especially in
today's global society. Here are the top benefits of learning a second language:
Better job prospects

In today's business dominated society, being bilingual can only be an
advantage and gives you a competitive edge when searching for jobs, or maintaining
your current employment.
Companies who plan to expand into overseas markets are constantly looking
for bilingual staff, who are well-paid and receive excellent benefits, as they will
ultimately give the company a huge competitive advantage.
By learning a second language, you will be indispensable at your place of work
as you can easily bridge the cultural gap between the two countries, and those with
the ability to speak a second language are more likely to find a job.
Brain health
Medical studies have shown the positive effects learning a second language
has on the brain.
Studies showed that learning a second language significantly delayed the onset
of many brain related diseases such as Alzheimer and dementia, compared to those
who can only speak their native tongue.
Source: Omniglot, the Online Encyclopedia of Writing Systems and Languages

Questions:
1. The author stated that in today's world, there are over 7000 languages and
learning at least one will help you in life massively. Are you learning a certain
language? If not, what language are you willing to learn and why? (4 pts.)
2. Expound the first benefit of learning a second language, based on the author’s
view. (4 pts.)
3. Ms. Smith remarked the cultural gap across nations that could be addressed
through bilingualism. Do you agree with it? Why or why not? (4 pts.)
4. What can you infer from the result of the studies which showed that learning a
second language significantly delayed the onset of many brain related diseases
such as Alzheimer and Dementia, compared to those who can only speak their
native tongue? (4 pts.)
5. In the absence of the information from the essay, do you think there are
disadvantages of learning a second language? If so, state those disadvantages
with brief explanations. (4 pts.)

References:
BEB Blog. (n.d.) Factors influencing second language learning. Retrieved from
https://bebcblog.wordpress.com/2013/12/18/factors-influencing-and-affecting-
second-language-learning/
Berlina, A. (2004). Lenneberg's critical period hypothesis. Retrieved from
https://www.grin.com/document/34214
Cabatuan, A. (2010). Anxiety, empathy and extroversion - their role in language
learning.Retrieved from https://ezinearticles.com/?Anxiety,-Empathy-and-
Extroversion---Their-Role-in-Language-Learning&id=4209777
Cambridge Dictionary. (n.d.). Intelligence. Retrieved from
https://dictionary.cambridge.org/us/dictionary/english/intelligence
Ellis, R. (1994). Second language acquisition research and teacher development: The
case of teachers' questions. In Li, D. Mahoney, & J. Richards (Eds.), Exploring
second language teacher development. Hong Kong: City Polytechnic of Hong
Kong.
Richard, J. (n.d.). Language learning. Retrieved from
https://www.professorjackrichards.com/category/question/language-learning/
Stalis Chem. (n.d.). How intelligence contributes to successful language learning.
Retrieved from https://stalischem.wordpress.com/2010/04/25/how-intelligence-
contributes-to-successful-language-learning/
Teaching English. Org. (n.d.). Second language acquisition. Retrieved from
https://www.teachingenglish.org.uk/article/second-language-acquisition-sla

MODULE 1 – MEANING AND FUNCTIONS OF LANGUAGE
SAQ 1
Direction: Discuss the following:
4. Language is a purely human and non-instinctive method of communicating ideas.

5. Language is a system.
6. Language is attached to culture.
ASAQ 1
RUBRICS H will be used
SAQ 2
Direction: Analyze the following statements and identify which characteristics of
language is being described. Justify your answer.
6. In the rules of grammar, when the subject is singular the verb to be used should
be its singular form.
7. People in the community can understand each other although they are using mix
dialects in a statement.
8. Growing up we acquire more knowledge along with this it also enriches our
vocabulary.
9. Cat is composed of set of sounds represented by the letters “c-a-t”.

10. A traffic enforcer used his hands to give a “go” signal to vehicles.
ASAQ 2
1. Language is systematic/ Language is rule-governed
2. Language is used for communication/ Language operates in a speech community
or culture
3. Language is essentially human
4. Language is a set of arbitrary symbols
5. Language is a set of arbitrary symbols/ Language is used for communication
Note: for the explanation, additional points will be based on RUBRICS H
SAQ 3/ASAQ 3
Direction: Identify the functions of language used in the following dialogues

based on Roman Jakobson’s (1960), Geoffery Leech( 1974 ), Halliday’s (1975),
and Finch (1997).

15. Waiter: And what would you like
for your main course?
16. Kim: I'd like a grilled cheese
sandwich.
17. Waiter: Would you like anything
to drink?
18. Kim: Yes, I'd like a glass of
Coke, please.
19. Waiter: Would Pepsi be OK? We
don't have Coke.
20. Kim: That would be fine.
21. Waiter: (After Kim has her lunch.)

Can I bring you anything else?
22. Kim: No thank you. Just the bill.
23. Waiter: Certainly.
24. Kim: I don't have my glasses.

How much is the lunch?
25. Waiter: That's $6.75.
26. Kim: Here you are. Thank you

very much.
27. Waiter: You're welcome. Have a
good day.


28. Kim: Thank you. Same to you.

17. Waitperson: Hi. How are you doing
this afternoon?
18. Customer (you): Fine, thank you.
Can I see a menu, please?
19. Waitperson: Certainly, here you
are.
20. Customer: Thank you. What's
today's special?
21. Waitperson: Grilled tuna and
cheese on rye.
22. Customer: That sounds good. I'll
have that.
23. Waitperson: Would you like
something to drink?
24. Customer: Yes, I'd like a coke.
25. Waitperson: Thank you. (returning
with the food) Here you are. Enjoy
your meal!
26. Customer: Thank you.
27. Waitperson: Can I get you
anything
else?
28. Customer: No thanks. I'd like the
check, please.
29. Waitperson: That'll be $14.95.
30. Customer: Here you are. Keep the
change!
31. Waitperson: Thank you! Have a
good day!
32. Customer: Goodbye.

MODULE 2 – LANGUAGE LEARNING AND LANGUAGE ACQUISITION

SAQ 1
Direction: Analyze the question and support your answer.
4. Differentiate language learning from language acquisition.

5. Chris learns to speak English because it is the language use in their home.
Randy, aside from speaking Cebuano fluently, can also converse well in English
because it is the language used in instruction in their classes. What does it reveal
about language acquisition?
6. A natural born Filipino is born to speak Filipino language. Do you agree on this
as far as language learning is concern? Justify your answer.
ASAQ 1: Use Rubrics H
SAQ 2
Direction: This activity is both group and individual. The group activity involves
the sharing of insights while the individual task involves synthesizing the
insights. See the instructions below:
4. For this activity, form four (4) groups. Each group will have their assigned
statement to argue with. The members of the group must share their insights
about the assigned statement. The group must put their responses on the
assigned social media portal by the subject instructor.
As members of the group you are required to have at least three responses,
meaning it can be more than three responses. The first response must state your
stand about the statement assigned to your group. The second response must
your response to the other members of your group which contradicts your stand.
The third response is for the member of the group which you agree with. Again,
you can give more than three responses. However, your response should not be
purely opinionated, YOU ARE REQUIRED TO SUPPORT YOUR CLAIMS WITH
RELATED READINGS FROM RELIABLE SOURCE. CITE YOUR SOURCES.
Observe intellectual conversation and correct grammar. Avoid trash talk.
5. For individual activity, after getting the sides of your classmates in your group,
make a synthesis of the explanations shared in your group. You have a week to
perform the activity.
6. The following are the statements to argue.

o Group 1: Language was acquired based on the extent of the knowledge of

acquirers.
o Group 2: Language was acquired from the knowledge the acquirers
naturally get from their environment.
o Group 3: Language was acquired from the knowledge of other people who
taught them to learn the language.
o Group 4: Language acquirers learn a language from their own knowledge.
ASAQ 2:
- Use Rubrics H for the interactions in the online portal
- Use Rubrics B for the synthesis

MODULE 3 - THEORIES OF CHILD DEVELOPMENT AND ITS

IMPLICATIONS TO LANGUAGE TEACHING AND LEARNING
SAQ 1
Direction: Determine what is being asked in each statement below. Put your
answers on the space provided after each item.
11. He suggested that a child imitates the language of its parents or carers, wherein
successful attempts are rewarded because an adult who recognizes a word
spoken by a child will praise the child and/or give it what it is asking for, this
refers to .
12. A child's natural predisposition to learn language is triggered by hearing speech

and the child's brain is able to interpret what s/he hears according to the
underlying principles or structures it already contains. This natural faculty is
called
.
13. Cognitive Theory, which was introduced by Jean Piaget that a child has to
expresses that concept; one good example of this is .
14. This involves “animism” which refers to young children’s tendency to consider
everything, including inanimate objects, as being alive, this pertains to
.
15. During this period, children’s language is “egocentric” and they talk either with
themselves or for the pleasure of associating anyone who happens to be there
with the activity of the moment is .
16. It is the tailored articulation used by care-givers to young children to maximize

phonemic contrasts and pronunciation of correct forms, known
as .
known
17. A linguist who studied the formation of Dutch-based creoles in Surinam, better
known as .
18. Neuro-science has identified these specific areas of the brain with
distinctly linguistic functions refers to as .
19. A term introduced by Jerome Bruner, which refers to the child`s immediate adult
entourage but in the fuller sense points to the child`s culture as a whole in which
they are born, known as .

20. Vygotsky’s theory which incorporates nurtured arguments in which children can
be influenced by their environment as well as the language input children
receive from their care-givers, pertains as .
ASAQ 1
1. B.F. Skinner
2. Language Acquisition Device (LAD)
3. Seriation
4. Egocentrism
5. Sensory-motor Period
6. Child-directed Speech (CDS)
7. Derek Bickerton
8. Broca’s Area and Wernicke’s Area
9. Language Acquisition Support System (LASS)
10. Social Interaction Theory
SAQ 2
Direction: Choose one from following essay questions to the best of your ability,
using external sources if needed. Answer in one paragraph, consisting of five to
10 sentences only. Write your answer in the spaces provided below.
3. You are a new theorist in the field of psycholinguistics and are trying to determine
which perspective you are willing to take on how individuals acquire language.
Analyze and pick a position based on new evidence from within the field of
linguistics defending why a certain perspective or theory better explains language
acquisition. Make sure to contrast your arguments against other theories or
models and clearly support why other theorists should accept your view.
4. Recently someone you knew had a baby and with your new found
psycholinguistics knowledge you realize that you may have some advice to help
with the baby's language acquisition when the time comes. Using what you know
about the theories and models of language acquisition, what tips or guidance
could you give this person to help her baby to achieve language acquisition?
Specifically describe with examples if there are certain aspects of the theories or
models of language acquisition that could support the infant in developing
language skills.
ASAQ 2: Use Rubrics E

MODULE 4 - KRASHEN’S HYPOTHESES ON SECOND

LANGUAGE ACQUISITION
SAQ 1 / ASAQ 1
Direction: Write TRUE if the statement is correct and FALSE if otherwise.
11. Based on Acquisition-Learning Hypothesis, during the

subconscious process acquirers are making efforts to capture the essence of
learning a language. (FALSE because acquirers are unaware that the
frequency of their exposure to specific environment leads them to adapting
specific language)
12. Error correction, in Acquisition-Learning Hypothesis, has
little or no effect on subconscious acquisition, but is thought to be useful for
conscious learning. (TRUE because error correction is applicable for
conscious learning since the learners are aware that the process of
correction is for the improvement of using the language)
13. Time is one of the conditions in monitoring according to
Monitoring Hypothesis. Applying this condition, Monitors are positively correcting
the speaker when he/she commit grammar mistake at the moment it is
committed. (FALSE because Monitors disregard some grammar flaws
because the communicator is considerate that the conversation is
impromptu where grammar is sometimes not avoided)
14. In Monitor Hypothesis is primarily anchored on the concept
of language acquisition. (FALSE because monitoring posits that acquisition
and learning are used in very specific ways)
15. Caretaker speech refers to the language used at home by
parents to their child while teacher talk refers to the language adapted by
learners from school. (TRUE because caretaker speech is the modifications
that parents and others make when talking to young children while teacher-
talk is foreigner-talk in the classroom)
16. Silent period is the period where the learners choose not to
respond in a given casual conversation when starting to acquire a language.
(FALSE because it is the period where the learners in an informal linguistic
environment may say very little for several months after acquiring the
language.)
17. According to Affective Filter Hypothesis, the lower the
motivation of the learners to learn specific language, the higher will be their self-
confidence and the lower will be their anxiety. (FALSE because it should be the
higher Motivation the learners)
18. Teachers play important role in providing more input to
learners to lower their anxiety. (TRUE because it is the task of the teachers)

19. According to Natural Order Hypothesis, learners underwent

stages of learning language from simple to complex word forms and sentences.
(TRUE)
20. It is always true that the natural order for adult similar to
that seen in child’s second language acquisition. (FALSE because according to
Natural Order Hypothes, this order seemed to be independent of the
learners' age)
SAQ 2
Direction: Write a REFLECTION PAPER of the given article.
3. Download the article entitled “On teaching strategies in second language

acquisition” written by Yang Hong of the Department of Applied Foreign
Language of Tourism College, Hainan University, Haikou Hainan 570228, China
in China. This article can be accessed at
https://files.eric.ed.gov/fulltext/ED502535.pdf.
4. Your Reflection Paper must be at least 3 pages, single space, Arial font, 12 font
size, each paragraph should be indented, 1-inch margin in all sides, and has no
fancy layout. Cover page is not necessary. Send your paper on the suggested
channel by the subject instructor.
ASAQ 2: Use Rubrics B

MODULE 5 - FACTORS AFFECTING THE LEARNERS

ACQUISITION OF LANGUAGE
SAQ 1
Direction: Match column A with the correct answers from Column B. Write your
answers on the space provided before each item.
Column A Column B
1. Unconscious study of a language a. facilitative anxiety
in natural way and does not depend on the
language teaching.
2. Believes motivation as a factor that b. Richards (1985)
determines a person’s desire to do something.
3. A type of motivation wherein learner’s c. Eric Lenneberg
goals for learning the second language are functional
and useful.
4. Critical period hypothesis was proposed by d. acquisition
him.
5. A type of multiple intelligence which showcases e. instrumental
the ability to detect patterns, reason deductively and think motivation
logically.
6. He states that every person possesses the eight f. empathy
intelligences, which evolve independently at different times and
to different degrees.
7. A state of mind connected with “feelings of g. Howard Earl
uneasiness, frustration, self-doubt and worry.” Gardner
8. Another term for learning style. h. logical
9. Its concept, “a little nervous tension in the i. anxiety
process”, is a positive factor of anxiety.
10. Stern defined it as the willingness and j. cognitive style
capacity to identify with others.
ASAQ 2
1. D. acquisition
2. B. Richards (1985)
3. E. instrumental motivation
4. C. Lenneberg
5. H. logical
6. G. Gardner (1983)
7. I. anxiety
8. J. cognitive style
9. A. facilitative anxiety
10. F. empathy

11. 2
SAQ
Direction: Read comprehensively the essay below. Provide clear and concise
answers for each question with their corresponding points for a total of 20 points.
Answer for 2-3 sentences only. Write your answers in the spaces provided below.
“The Benefits of Learning a Second Language”
by Jennifer Smith
Learning a new language takes time and dedication. Once you do, being fluent
in a second language offers numerous benefits and opportunities. Learning a second
language is exciting and beneficial at all ages. It offers practical, intellectual and many
aspirational benefits
In today's world, there are over 7000 languages and learning at least one will
help you in life massively. Although it has been proven that it is easier for children to
learn a second language, it is certainly never too late to learn, and the benefits
definitely reward the effort and dedication.
Whatever your age, being bilingual certainly has its advantages, especially in
today's global society. Here are the top benefits of learning a second language:
Better job prospects

In today's business dominated society, being bilingual can only be an advantage and
gives you a competitive edge when searching for jobs, or maintaining your current
employment.
Companies who plan to expand into overseas markets are constantly looking for
bilingual staff, who are well-paid and receive excellent benefits, as they will ultimately
give the company a huge competitive advantage.
By learning a second language, you will be indispensable at your place of work as you
can easily bridge the cultural gap between the two countries, and those with the ability
to speak a second language are more likely to find a job.
Brain health
Medical studies have shown the positive effects learning a second language has on
the brain.
Studies showed that learning a second language significantly delayed the onset of
many brain related diseases such as Alzheimer and dementia, compared to those who
can only speak their native tongue.
Source: Omniglot, the Online Encyclopedia of Writing Systems and Languages
Questions:

6. The author stated that in today's world, there are over 7000 languages and
learning at least one will help you in life massively. Are you learning a certain
language? If not, what language are you willing to learn and why?
7. Expound the first benefit of learning a second language, based on the author’s
view.
8. Ms. Smith remarked the cultural gap across nations that could be addressed
through bilingualism. Do you agree with it? Why or why not?
9. What can you infer from the result of the studies which showed that learning a
second language significantly delayed the onset of many brain related diseases
such as Alzheimer and Dementia, compared to those who can only speak their
native tongue?
10. In the absence of the information from the essay, do you think there are
disadvantages of learning a second language? If so, state those disadvantages
with brief explanations.
ASAQ : Use Rubrics H

List of Rubrics
A. Writing Activities
B. Reflection Paper/Summary/Synthesis
C. Role Playing / Dramatization
D. Powerpoint Presentation
E. Short Essay Questions
F. Video Presentation
G. Visual Ars (Photography/Painting)
H. Open-ended Questions/Explanation

A. Writing Activities
Poor Fair Good
5 pts 15 pts 25 pts
Content & Poor Fair Good

Development
- Content is incomplete. - Content is not - Content is comprehensive,
- Major points are not clear comprehensive and /or accurate, and persuasive.
and /or persuasive. persuasive. - Major points are stated
- Major points are clearly and are well supported.
addressed, but not well - Content and purpose of the
supported. writing are clear.
- Content is inconsistent
with regard to purpose
and clarity of thought.
Organization Poor Fair Good

& Structure
- Organization and structure - Structure of the paper is - Structure of the paper is
detract from the message not easy to follow. clear and easy to follow.
of the writer. - Paragraph transitions - Paragraph transitions are
- Paragraphs are disjointed need improvement. present and logical and
and lack transition of maintain the flow of thought
thoughts. throughout the paper.
Format Poor Fair Good

- Paper lacks many - Paper follows most - Paper follows
elements of correct guidelines. designated guidelines.
formattting. - Paper is over/ under - Paper is the appropriate
- Paper is word length. length as described for the
inadequate/excessive in assignment.
length.
Grammar, Poor Fair Good

Punctuation &
- Paper contains numerous - Paper contains few - Rules of grammar, usage,
Spelling grammatical, punctuation, grammatical, punctuation and punctuation are followed;
and spelling errors. and spelling errors. spelling is correct.
- Language uses jargon or - Language lacks clarity or - Language is clear and
conversational tone. includes the use of some precise; sentences display
jargon or conversational consistently strong, varied
tone. structure.

B. Reflection Paper/Summary/Synthesis
5 7 10
(Good) (Better) (Best)
Summary 5 7 10
- Content is incomplete. - Content is not - Content is comprehensive,
- Major points are not comprehensive. and accurate-
addressed
-Major points are stated clearly
- Only 1 major point is and are well supported.
addressed
Organization 5 7 10
& Structure
- Organization and structure - Structure of the - Structure of the paragraph is
detract from the message of paragraph is not easy to clear and easy to follow.
the writer. follow.
- Paragraph is disjointed and - Paragraph transitions
lack transition of thoughts. need improvement.
Reflection 5 7 10
- Discussion points do not - Discussion points - Discussion points thoroughly
adequately address course Somewhat address course address course concepts and
concepts and no connections concepts and connections connections to real life
and/or opinion is present. to real-life examples opinions and/or examples
Content is inconsistent with Content is slightly Clarity of thought is present.

regard to purpose and clarity consistent with regard to
of thought. purpose and clarity of
thought.
Grammar, 5 7 10
Punctuation
- Paper contains more than 5 - Paper contains 3-4 -Paper contains less than 2
& Spelling grammatical, punctuation, grammatical, punctuation grammatical, punctuation and
and spelling errors. and spelling errors. spelling errors

C. Role Playing/Dramatization
Needs-
Excellent Good Regular
Improvement
2.5 pts 2 pts 1 pt
0.5 pts
Preparation Excellent Good Regular Needs-

Improvement
Students were on Students were on Students were
task for all of the task for most of off task for most Students were off
planning time and the planning time of the time of task all of the
developed a well and developed a planning and planning time
thought out skit. well thought out didn't develop a and there was no
skit. well thought out thought
skit. developed.
Performance(Individual) Excellent Good Regular Needs-

Improvement
Student performed Student Student
using emotion, performed using performed using Student
movement, facial emotion, emotion, performed using
expression, movement, dialogue and dialogue and
dialogue and dialogue and movement in movement in
empathy in empathy in character. character. Did
character. Stayed character. Stayed Stayed in role not stay in role.
in role at all times. in role most of some of the
the time. time.
Presentation Excellent Good Regular Needs-

Improvement
Students made a Students made a Students made a
strong connection connection to the weak connection Students made
to the subject subject during the to the subject no connection to
during the presentation or of during the the subject
presentation or of the material and presentation and during the
the material and did so in a strayed from the presentation and
did so in a believable topic several were off-topic
believable manner. times. throughout.
manner.
Collaboration Excellent Good Regular Needs-

Improvement
All students in the Most students in Some of the
group worked well the group worked students in the None of the
together. well together. group worked students in the
well together. group worked
well together

D. Powerpoint Proposal
Poor Fair Good Excellent
1 pts 2 pts 3 pts 4 pts
Appropriate Poor Fair Good Excellent

Length
1-4 slides 5-8 slides 9-12 slides 13-15 slides
Knowledge Poor Fair Good Excellent

Demonstrated poor Demonstrated fair Demonstrated a Demonstrated an
understanding of the comprehension of competent excellent knowledge
material; left too many material and undertanding of the of the material and
questions unanswered. anticipated most material and provided well-
questions. anticipated questions researched answers
by providing answers. to anticipated
questions.
Design Poor Fair Good Excellent

Poorly developed Fairly developed Well-developed slides Creative use of
slides that either slides that may that contained slides with short-to-
contained errors and/or have contained too messages that the-point messages
lacked information or many images or demonstrated a that demonstrated a
compacted too much information, or not balance between balance between
information (overload) enough images and images and
per slide. information with a few information
exceptions.
Transitions Poor Fair Good Excellent

Contained none. Little or no Transitions exist but Transitions are
transitions exist to are not consistent or effective throughout
guide the audience effective. the presentation and
through the guide the audience
presentation. throughout.
Works Poor Fair Good Excellent

Cited
None. An attempt at a A well-developed A complete and
bibliography that bibliography that accurate
may contain errors contains little to no bibliography that is
in formatting. errors but successfully useful in directing the
cites all sources. audience to cited
sources.

E. Short Essay Questions

Unsatisfactory Needs Improvement Satisfactory Outstanding
5 pts 10 pts 15 pts 20 pts
Content & Unsatisfactory Needs Satisfactory Outstanding

Development Improvement
- Content is - Content is - Content is
incomplete. - Content is not accurate and comprehensive,
- Major points are not comprehensive and persuasive. accurate, and
clear. /or persuasive. - Major points are persuasive.
-Specific examples - Major points are stated. - Major points are
are not used. addressed, but not - Responses are stated clearly and
well supported. adequate and are well supported.
- Responses are address topic. - Responses are
inadequate or do not - Content is clear. excellent, timely and
address topic. -Specific examples address topic.
-Specific examples do are used. - Content is clear.
not support topic. -Specific examples
are used.
Organization Unsatisfactory Needs Satisfactory Outstanding

& Structure Improvement
- Organization and - Structure is mostly -Structure of the
structure detract from - Structure of the clear and easy to paper is clear and
the message. paper is not easy to follow. easy to follow.
- Writing is disjointed follow. - Transitions are - Transitions are
and lacks transition - Transitions need present. logical and maintain
of thoughts. improvement. - Conclusion is the flow of thought
- Conclusion is logical. throughout the
missing, or if paper.
provided, does not - Conclusion is
flow from the body of logical and flows
the paper. from the body of the
paper.
Grammar, Unsatisfactory Needs Satisfactory Outstanding

Punctuation Improvement
- Paper contains - Rules of grammar, - Rules of grammar,
& Spelling numerous usage, and usage, and
- Paper contains few
grammatical, grammatical, punctuation are punctuation are
punctuation, and punctuation and followed with minor followed; spelling is
spelling errors. spelling errors. errors. correct.
Spelling is correct.

F. Video Presentation
1 pt
2 pts 3 pts 4 pts
Content Basic Informed Qualified Guru

Student shares Student shares Student shares Student shares
information about information using information using information using
just once topic. Uses present progressive present progressive present progressive
Present progressive four to six times. seven to nine more than ten
less than three times. times.
times.
Pronunciation Basic Informed Qualified Guru

& Intonation
Student has too Student has few Student doesn't Student includes
many pronunciation pronunciation and have pronunciation some gestures to
and intonation intonation mistakes. and intonation present his/her
mistakes. mistakes. exposition and
does it more
interesting.
Preparation Basic Informed Qualified Guru

and audio.
Student reads during Student reads during Student reads Student doesn't
all of his/her most of his/her during short read during his/her
intervention. Audio is intervention. Audio is periods of his/her intervention. Audio
not clear at all. clear in some parts. intervention. Audio is completely clear.
is clear in most
parts.
Fluency Basic Informed Qualified Guru

Pauses between Talks with a slow Talks with a normal Talks with a normal
phrases are very speed, the repetition of speed, the speed, the
long. words is part of the repetition of words repetition of words
Constant repetition speech, so the spaces is part of the is not part of the
of words. between phrases are speech. speech.
long.
Video lenght Basic Informed Qualified Guru

The video is less The video is between The video is about The video is exactly
than 45 seconds or 45-55 seconds. 55 seconds. 1 minute long.
more than 1 minute.

G. Visual Arts (Photography, Painting)

Below Minimum Highly
Proficient
Standards Standards Proficient
(N/A)
(N/A) (N/A) (N/A)
SUBJECT/FOCAL POINT Below Minimum Proficient Highly

Standard Standards Proficient
Compositional
s concepts and
Fair detail in Compositional
image; use of concepts and
Photo does
Subject is blur/depth of use of
not have a
known, but field, make blur/depth of
clear
focal point is subject the field make
subject or
not, due to focal point Subject the
focal point
blurring/depth somewhat. Focal Point.
of field issues.
COMPOSITION Below Minimum Proficient Highly

Standard Standards Proficient
-composition
s is purposeful
-subject is -composition
evident, but -subject is is purposeful
-no evident
weakened by clearly stated -subject is
subject
busyness or but focus is clearly stated
-eye is
objects distracting in frame
distracted
-eye is -eye is -eye is
by
somewhat attracted to attracted to
busyness
attracted by dominant dominant
-little or no
dominate highlight or highlight or
evidence of
features line line
thoughtful
-exhibits any -exhibits any -exhibits any
compositio
of the of the of the
n
following rules following rules following rules
-image
of of of
appears
composition: composition: composition:
one-sided
rule of thirds, rule of thirds, rule of thirds,
or
framing, lines, framing, lines, framing, lines,
unbalanced
simplicity, simplicity, simplicity,
-eye tends
texture, texture, texture,
to wander:
repetition/patt repetition/patt repetition/patt
no focal
ern, balance ern, balance ern, balance
center
-fair cropping -good -excellent
-poor
cropping cropping that
cropping
creates visual
interest in the
subject
VISUAL Below Minimum Proficient Highly

IMPACT/PRESENTATION Standard Standards Proficient
-exhibits
s effective use
- shows -image shows
attempt at use of composition originality of
-no
of composition -image thought
discernible
creates -exhibits
regard for
response effective use
compositio
(visually of composition
n
exciting) -image
-does not

generate creates strong

response response
(visually
exciting)
CRAFTSMANSHIP Below Minimum Proficient Highly Scor

Standard Standards Proficient e
-Image is
s focused
-Images -High quality
slightly out of correctly images -
-Images
focus creating -slight properly
not
a distracting sharpening exposed/focus
properly
element could improve ed
exposed image
and/or
focused
KNOWLEDGE/UNDERSTA Below Minimum Proficient Highly

NDING Standard Standards Proficient
Strong
s classroom
Very limited Recognized
understanding learning and task at hand
Knowledge
of technique, overall and produced
and
style and photographic a remarkable
understandi
content competence is and visually
ng of
selection; evident. poignant body
fundament
relationship Student of work that
al
between understood establishes
technique,
these and met the superior
style and/or
elements has essential knowledge
content
also not been goals of and
elements
demonstrated. assignment understanding
does not
progress. of course
reflect
minimal theory and
standards application
of
photograph
ic growth
and
progress.

H. Open Ended Questions

Outstanding Needs Improvement Unsatisfactory
2pts 0 pt.
Grammar Outstanding Needs Unsatisfactory

Improvement
Uses elements of style May contain enough distracting
and grammar Uses acceptable style grammar, spelling, etc. errors to
well and grammar make it substantially
(contains one or a few incomprehensible
errors)
(2 pts) (1 pt)
Comprehension Outstanding Needs Unsatisfactory

Improvement
Demonstrates an Fails to address the question
accurate and Demonstrates an or demonstrates an inadequate
complete understanding adequate or partial grasp of the questions
of each of the understanding of the
questions questions
(3pts)
(2 pts)

Eng 103 Principles and Theories of Language Acq L 1

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PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND LEARNING 1

Welcome to Eng 103 (Principles and Theories of Language Acquisition and

Norberto M. Natano, the course coordinator of the development of module in

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

The members of the course team are as follows:

Verna A. Gaston, an Asst. Professor IV, is a graduate of AB Communication

Irene O. Feliciano, an Instructor III, is a graduate of Bachelor of Elementary

Ma. Heidee P. Marquez, an Associate Professor V from URS Tanay, is a

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

Course Code : Eng 103

At the end of the course, the student should be able to:

1. Define the following

2. Explain the functions of language

3. Differentiate language learning and language acquisition

4. Explain the theories of language acquisition and language learning

5. Relate the theories of child development on language acquisition and

6. Explain the factors affecting learner’s language acquisition

7. Define the different approaches to language teaching

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

7.4. The natural approach

9. Create a lesson plan using the different approaches to language teaching

 Module 3 - Theories of Child Development and its Verna Gaston

Unit 3 - Factors Affecting the Learners Acquisition of

 Module 5 - Factors Affecting the learners acquisition of Verna Gaston

Unit 4 - Approaches to Language Teaching

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

Unit 5 - Current Communicative Approaches in the

 Module 1 – Meaning and Functions of Language Week 1-2

 Module 3 - Theories of Child Development and its Week 3-6

Unit 3 - Factors Affecting the Learners Acquisition of

 Module 5 - Factors Affecting the learners acquisition of Week 7

Unit 4 - Approaches to Language Teaching

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

 Module 10 – The natural approach

Unit 5 - Current Communicative Approaches in the

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

Unit 2 - Theories of Language Acquisition and Language Learning

Unit 3 - Factors Affecting the Learners Acquisition of Language

Unit 4 - Approaches to Language Teaching

Unit 5 - Current Communicative Approaches in the Teaching of Language

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

At the end of the lesson, the student shall be able to:

1. Define the meaning of language

The Meaning of Language

 Language is a purely human and non-instinctive method of communicating ideas,

1. Language is systematic. Language is a highly organized system in which each

2. Language is a set of arbitrary symbols. There is no inherent relation between

3. Language is rule-governed. The arrangement of the symbols in relation to one

4. Language is used for communication. Language cannot be considered

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

5. Language operates in a speech community or culture. As mentioned,

6. Language is essentially human, although possibly not limited to humans.

1. Roman Jakobson’s (1960)

Roman Jakobson’s (1960) Functions of Language

URS-IM-AA-CI-0125 Rev 00 Effective Date: August 24, 2020

interjections, which are words or phrases used to express sudden surprise,

Geoffery Leech ( 1974 ) Functions of Language

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announcements, lecture, admonish, or news report, solicit input or ask questions.

3. The Aesthetic Function

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