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Title: Please check


1
Please check
2
Todays topic
  • Introduction
  • Approaches to L1 L2 Development
  • Nativism

3
Announcements
  • Turn in reading questions from Mitchell Myles
    (2004).
  • The rough draft of the progressive essay is due
    the week before UNM Spring Break. Please dont
    delay in getting started working on it. Please
    note that YOU will assign yourself the grade for
    this assignment. I will provide comments only.

4
Quick questions or quandaries?
5
Noam Chomsky
  • he hypothesized that, children are born with a
    specific innate ability to discover for
    themselves the underlying rules of a language
    system on the basis of the samples of a natural
    language they are exposed to.

(Lightbown Spada, 2006, p. 15)
6
Chomskyan Nativism
  • The childs language grows in the mind as
    the visual system develops the capacity for
    binocular vision, or as the child undergoes
    puberty at a certain stage of maturation.
    Language acquisition is something that happens to
    a child placed in a certain environment, not
    something the child does.
  • (as cited in Cowie, 1999, p. 153)

7
Contrasting approaches to language development
Language is separate from cognition
Language is a subset of cognition
8
Universal Grammar Definition
  • Innate linguistic knowledge which, it is
    hypothesized, consists of a set of principles
    common to all languages. This term is associated
    with Chomskys theory of language acquisition.
  • Lightbown Spada, 2006, p. 205

9
Another quote
  • Children are born with innate knowledge which
    guides them in the language acquisition task
    (Crain Lillo-Martin, 1999, p. 4) children are
    born with innate knowledge which guides them in
    the language acquisition task.
  • (Crain Lillo-Martin, 1999, p. 4)

10
100,000 Question
  • Which grammatical structures are specifically
    preprogrammed in the human brain?

11
Most child language specialists today agree that,
at least to some extent, the human brain is
predisposed to
  • Attend differentially to language input,
  • Process that input according to some preset
    principles, and
  • Formulate unconscious rules for language
    comprehension and production.

12
Hypothesis Testing
  • Formulaic speech (i.e. went)
  • Rule formation (i.e. ed)
  • Over-extension (i.e. goed)
  • Exceptional to the rule (i.e. went)

13
Example of grammatical over-extension and
resistance to correction
  • Child he falled down
  • Mom no Timmy, he fell down
  • Child yeah, he falled down

14
Browns First 14 Morphemes
  • articles
  • regular past -ed
  • regular 3rd person s
  • irregular 3rd person
  • uncontractible auxiliary
  • contractible copula
  • contractible auxiliary
  • present progressive -ing (without auxiliary)
  • in
  • on
  • regular plural s
  • irregular past
  • possessive s
  • uncontractible copula (to be as main verb)

15
Too good to be true?
  • Later studies have questioned this invariant
    order (e.g. Lahey, Liebergott, Chesnick, Menyuk,
    Adams, 1982).
  • While this order generally holds true for middle
    class native English speaking children, it does
    not for other languages, such as Spanish, except
    for gross generalities (e.g. Merino, 1992).
  • Other explanations, such as the influence of
    factors such as perceptual salience,
    morphological regularity and frequency (e.g.
    Goldschneider DeKeyer, 2001).

16
Think-pair-share
  • What have you learned nativism?
  • Anything new or
    interesting?
  • Anything puzzling?

Take notes!
17
Quick Write
  • Chomskys theory was a radical departure from
    prior perspectives on child language development.
    What do you think the most important contribution
    of his work might be/have been?

18
Small Group Activity
  • Individually, fill out the front side
    of your K-W-L graphic organizer.
  • Then, in small group each person share what you
    want to learn.
  • Together, using the readings, try to find the
    answers.
  • Be prepared to share with whole group.

19
Krashens Five Hypotheses
  • The acquisition-learning hypothesis
  • The natural order hypothesis
  • The monitor hypothesis
  • The input hypothesis
  • The affective filter hypothesis

20
The acquisition-learning hypothesis
  • Language acquisition and language learning are
    two different processes that second language
    learners can use. Acquisition is the subconscious
    development of rules, just like in L1
    development. Learning involves formal knowledge
    (and teaching) of a language, including error
    rection. Krashen argues that error correction
    does not lead to acquisition or fluency.

21
The natural order hypothesis
  • Students acquire (not learn) grammatical
    structure in a predictable order that is,
    certain grammatical structures tend to be
    acquired early and others, late It appears that
    the order of acquisition for first language
    acquisition is not identical to the order of
    acquisition for second language acquisition, but
    there are some similarities.

(Krashen, 1994, p. 53)
22
The monitor hypothesis
  • Conscious learning is not at all responsible for
    our fluency but has only one function it can be
    used as an editor or monitor We use conscious
    learning to make corrections, to change the
    output of the acquired system before we speak or
    write, or sometimes after we speak or write (as
    in self-correction).

(Krashen, 1994, p. 53)
23
The input hypothesis
  • We acquire by understanding input containing I
    1 that is, by understanding language that
    contains input containing structures that are a
    bit beyond the acquirers current level. We
    acquire structure by understanding messages and
    not focusing on the form of the input or
    analyzing it.

(Krashen, 1994, p. 54)
24
The affective filter hypothesis
Low anxiety, high motivation, and high
self-esteem and self-confidence lead to better
second language development, because of the
presence of an affective filter which, when
raised, blocks language input from entering the
individuals language acquisition device.
(Krashen, 1994)
25
Five minute silent re-cap review
26
Criticisms of Krashens Model
  • Difficulty empirically differentiating between
    acquisition and learning.
  • Criticism of acquisition and learning as a
    dichotomy, rather than a continuum.
  • Difficulty empirically testing Krashens
    hypotheses.

27
Criticisms, cont.
  • Use of constructs, such as i 1, affective
    filter, or LAD, which cannot be operationally
    defined.
  • Emphasis on input, rather than interaction.
  • Notion of affective filter overly simplistic.

28
Looking ahead
  • Nativism, cont.

29
  • .

Please take a minute for the minute paper.
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