LANGUAGE ACQUISITION

&
LANGUAGE LEARNING
 Language Acquisition

Definition:
It is a natural process by which humans
learn to speak, write, or even use sign
language in meaningful ways to
communicate.
Example: Infants` acquisition of native
language
 Language Learning

Definition: It is the process of developing

the ability to communicate in second
foreign language in addition to native
language.
Example: As we`re learning English
language
 Difference b/w
Language Acquisition
 Natural learning
 Subconscious process
 Effortless
 No rules are followed
 Exposure to natural
communication is enough
for this process
 1st language learners have
no goals
Language Learning
 Artificial learning
 Conscious process
 Effortful
 Special rules are followed
 Training and formal teaching
is required
 2nd language learners have
goals like work, study etc
 Characteristics of first language

• native language
• primary language
• mother tongue
Characteristics of second language

 Language needed for basic purposes like

education, employment, etc
 Secondary language
 Foreign language
 Stages of Language Acquisition

 There are four main stages in language acquisition:

1. Babbling Stage:
 It is the first stage of language acquisition.
 Occurs between birth and approximately 11 months of
age.
 This is when children start to recognize and produce
universal sounds.
 At this stage children can form and recognize sounds but
could not form sentences or to define words /understand
what words mean.
2. Holophrastic Stage :
 Also known as one word stage.
 It occurs between approximately 11 months to 1.5 years of age.
 By this point in time children can produce a small number isolated,
single words and many sounds.
 During which they are able to communicate complex ideas using
only single words and simple fixed expressions.
 As an example, the word "food" might be used to mean "Give me
food" and the word "up" could convey "Pick me up"
3. Two-word Stage:
 After a few months of producing one-word utterances, a child
begin to use two-word utterances and continue to do so until they
are 2.5 years of age.
 Utterances are usually in form of noun-noun or noun-verb like cat
sleep etc.
 During this stage it is common to see the appearance of single
modifiers,
for example "That dog"
 Features of Language Acquisition

1. Typically a human phenomenon:

• The capacity to acquire and use language is a key aspect that
distinguishes humans from other beings.
• Although it is difficult to pin down what aspects of language are uniquely
human, there are a few design features that can be found in all known
forms of human language, but that are missing from forms of animal
communication.
• For example, many animals are able to communicate with each other by
signaling to the things around them, but this kind of communication lacks
the arbitrariness of human vernaculars (everyday language).
2. It is an instinct:
This is true in the technical sense, i.e. it is triggered by birth and takes its
own course, though of course linguistic input from the environment is
needed for the child to acquire a specific language. As an instinct,
language acquisition can be compared to the acquisition of binocular vision
or binaural hearing.
3. It is very rapid: The amount of time required to acquire one's native
language is quite short, very short compared to that needed to learn a
second language successfully later on in life.
4. It is very complete:
The quality of first language acquisition is far better than that of a second
language (learned later on in life). One does not forget one's native
language (though one might have slight difficulties remembering words if
you do not use it for a long time).
5. It does not require instruction: Despite the fact that many non-linguists
think that mothers are important for children to learn their native language,
instructions by parents or care-takers are unnecessary, despite the
psychological benefits of attention to the child.
 Conditions of acquisition

1. Natural:
This is characterized by continuous exposure to language data. This data
is not ordered, i.e. the (child) learner is exposed to the performance of
adult speakers of the language he/she is acquiring. There is little if any
feedback to the acquirer with regard to this intake.
2. Guided:
It is characterized by prescriptive corrections on the part of the child's
contact persons, i.e. mother, father, etc. Corrections show the transfer of
adult grammars to children whereas natural language acquisition shows
the gradual approximation of the child’s grammar to the adult’s.
3. Self correction:
A child is not corrected as often by his/her mother as one might imagine.
Self-correction is most common (but not immediate) due to two factors.
I. Because of lack of communication (here immediate correction may
take place)
II. secondly by consistently hearing correct usage on the part of the
mother, the child eventually drops his/her incorrect forms, which while
perhaps communicatively effective, are grammatically wrong. It is also
true that children do not learn language just from the mother. If siblings
are present, then they too form a source of input for the child.
 Q: Why learning a second
language is important?
• Learning a second language in addition to native
language is important because it :
• Creates more positive attitudes and less prejudice toward
people who are different.
• Improves analytical skills.
• Increases skills like problem solving, dealing with abstract
concepts.
• provides a competitive edge in career choices: one is able
to communicate in a second language.
• enhances listening skills and memory.
• Improves marketable skills in the global economy.
• improves the knowledge of one’s own language
• expand one’s view of the world, liberalize one’s experiences, and make
one more flexible and tolerant.
• leads to an appreciation of cultural diversity.
• Improves cognitive skills.
• Increases confidence
• Makes travelling easier
 Strategies to learn a language
effectively:

1. Have Fun and Make it Relevant:

A great way to learn a language effectively is to make the process as
enjoyable as possible. Choose topics that interest you, like science,
literature, music or celebrity gossip. Whatever it is, if you are interested in it,
you will find greater motivation to keep coming back and practicing.
2. Be a Copy Cat and Model Native Speakers:
Sometimes the material found in language textbooks is either outdated or is
simply an unnatural way of speaking. Seek out material that is used by
native speakers, even at an elementary level. You’ll learn habits that model
native speakers over time.
3. Include variety:
If you get bored with learning a language, you won’t stick with it. So, a great
strategy to learn a language effectively is to mix it up often. Avoid the same
routine for too long. If you’ve been watching the same TV series for a whole
week, try taking a break in between episodes or seasons and read a few articles.
Identify words you don’t know and learn this new vocabulary instead.
4. Act Like Child:
Do you know why children tend to learn so quickly? Because they aren’t afraid of
making mistakes and they have an inherent desire to play. Some of the greatest
lessons are learned from our mistakes, and in learning a language, it’s no
different. If you let go of your inhibitions and have fun while learning, you’ll be
able to learn a language more effectively.
 Role of teacher in language learning
process:
Teacher plays diverse roles in language learning process. Some of the
roles where a teacher performs when dealing the students are as follows:
1. As a facilitator:
It is the teacher who acts as facilitator, resource person and language
model for the second language classroom. The teacher needs to predict
the possible needs of the students and have communicative language
activities readily available to meet these needs. The activities should be
designed so that the students experience a high degree of success.
2. Classroom environment:
The teacher is also instrumental in creating a positive and supportive
learning
 environment within the class. Students who feel safe and secure are
much more willing to practice a second language. A healthy classroom
climate promotes risk-taking and allows the students to experiment.
Positive experiences in the classroom lead to an excellent attitude toward
language and culture.
3. Mentor:
One of the main functions of the teacher will now be to discover or
invent ways to encourage students to communicate meaningfully with
each other. Teachers are there not only to teach the children, but also to
love and care for them. Teachers are typically highly respected by people
in the community and therefore become a role model to students and
 Language learning & Technology

Most second language acquisition theorists would agree that formal

instruction is often unsuccessful because learners receive
impoverished or insufficient input in the target language.
Furthermore, many students are unable or unwilling to take
advantage of study abroad opportunities. Therefore, the technology
can be one tool to be used to get in contact with the target
language.
For example: through blogs, wikis, videos lessons etc.
 Conclusion

 Most of the mistakes made by second language learners are due

to the interference from their first language like in pronunciation,
 Errors should be corrected as soon as they are made in order to
prevent bad habits,
 In order to understand second language perfectly we should
understand its initial acquisition process.