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Language Acquisition and Learning Nine Ideas About Language
Language Acquisition and Learning Nine Ideas About Language
Language Acquisition and Learning Nine Ideas About Language
ACQUISITION
and Learning
Adrian V. Protacio, PhD
Language
Acquisition
• Neuro-psychological
process (Maslo, 2017)
• Subconscious process
similar to that by which
children acquire their first
language (Kramina, 2000)
• Integral part of the unity of
all languages (Robbins, 2007)
Language Acquisition: Natural Assimilation
(Schutz, 2018)
• Process of natural, intuitive, subconscious assimilation, the result
of interaction in real situations of human coexistence = children
participate as ACTIVE SUBJECTS.
• PROCESS OF ASSIMILATION of L1
• Produces practical-functional skills in spoken language
• Phonetic characteristics of language
• Structure and vocabulary (oral understanding)
• Communicate creatively
• Identification of cultural values
Language Learning: Formal Study
(Schutz, 2018)
• linked to the traditional approach to language
teaching
• Grammatical structure, language rules (Parts
are dissected and analyzed)
• Requires intellectual effort and deductive-logical
capacity
• Progressive and cumulative process
Language Acquisition and Learning:
The Summary of Differences
LEARNING ACQUISITION
Artificial - Natural
Technical - Personal
Priority on the written language - Priority on the spoken language
Theory (Language analysis) - Practice (Language in use)
Formal instruction - Meaningful interaction
Deductive teaching (Rule driven, top down) - Inductive coaching (rule discovery; bottom up)
Conscious process - Subconscious process
Preset syllabus - Learner-centered activities with room for improvisation
Translation; use of L1 included - No translation; No L1
Activities ABOUT the language - Activities IN the language
Focus on Form - Focus on communication
Produces knowledge - Produces an ability
NINE IDEAS Adrian V. Protacio, PhD
ABOUT LANGUAGE
• Children learn their native
language swiftly, efficiently, and
largely without instruction.
• Children learn = language of
their parents, sibling, friends
and other sources and
examples
• Speakers = testing device for
their own emerging ideas about
the language
• Imitation; hypothesis-testing
• ARBITRARY
• The existence of African languages
employing musical tones or clicks
reminds us that the forty phonemes
used in English represent an arbitrary
selection from hundreds of available
sounds.
• Grammar, too, is arbitrary.
• We have a rule in English which
requires most adjectives to appear
before the noun which they modify
(the blue chair).
• In French, the syntax is reversed (la
chaise bleue), and in some
languages, like Latin, either order is
allowed.
• All languages have three major
components: a sound system, a
vocabulary, and a system of grammar.
• human speaker makes meaning by
manipulating sounds, words.
internalized system of rules
• GRAMMAR is a system of rules used
to arrange words into a meaningful
sentences
• GRAMMAR is the whole system of
rules that makes up a language
(arrangement, markings of elements in
sentences, lexical, phonological,
syntactic patterns that a language
uses.
• Everyone speaks a dialect.
• Variety of a specific
language
• It has certain sets of lexical
phonological and
grammatical rules.
• GEOGRAPHICAL: Principles
of isolation = developing
mutually intelligible
languages
• Standard language =
LINGUA FRANCA
• Speakers of all languages employ a
range of styles and a set subdialects
or jargons.
• Communicates with grumble and
fragments of private code: = uuh, you
gonna, yeah, lol
• Formal and informal styles of speech
• Adjust our LANGUAGE according to
the social contexts.
• Speakers of all languages employ a range of
styles and a set subdialects or jargons.