TASK 3 - LANGUAGE ACQUISITION

PRESENTED BY:

LUISA CATALINA LÓPEZ

Personal Code: 46382676

ERIKA GERALDINE ALBA

Personal Code:1049636712

KELLY MARIBETH AVENDAÑO

Personal Code: 1049637985

551018_20
Course Code

ANDRES ORLANDO BLANCO

Course tutor

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

EDUCATION SCIENCES SCHOOL - ECEDU
FOREIGN LANGUAGES PROGRAM
FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNING
March 8th, 2020
LEARNING PROCESS DESCRIPTIONS AND INFORMATION ON AGE AS A
FACTOR FOR LANGUAGE
• ERIKA GERALDINE ALBA

https://view.genial.ly/5e84fce928852a0e0949d816/presentation-genially-sin-titulo

TASK1

DESCRIBE WHICH ONE OF THESE HYPOTHESES FOR LANGUAGE ACQUISITION

BEST DESCRIBES THE WAY YOU HAVE BEEN LEARNING LANGUAGES UNTIL NOW

The acquisition-learning develops faster if the person is sufficiently exposed to the new language and
accelerates as the person can understand what he hears, reads and sees. in my case, I learn English
when I am teaching English. I mean I learn more vocabulary when I am teaching in a new class.
Krashen states that a student with high motivation, self-confidence, a good self-image and low level
of anxiety is better able to succeed in acquiring a second language.

It is very gratifying for me to automatically understand a sentence or text or also oral messages when
I am preparing my classes for my students. I want to mention that I have managed to develop some
skills due to the interaction with this language when I am teaching English. I am dedicated person
and that could bring me good advantages in my learning process.

On the other hand, taking into account the other factor which is learning, I consider that it has been
very significant, since I have managed to understand better the grammar rules bearing in mind that in
my high school I never showed any interest in learning this language. But now I found the need to
learn when I traveled to another country, and I also found learning methods that strengthened me and
helped me to love the English language.

TASK 2

DESCRIPTION OF LANGUAGE LEARNING PROCESS AND ARGUMENTS ABOUT THE

SIGNIFICANCE OF AGE IN LANGUAGE LEARNING.

According to my professional experience as an English instructor in rural primary schools

and kindergarten. I have been observed that children at a young age generate more interest
in learning a new language than adolescent students. That is why the young children construct
their autonomous learning knowledge, where they can easily collect information, this is with
the help of educational games, audiovisual aids and readings infant lectures. The acquisition-
learning in a tongue is a subconscious process because normally at a young age the children
are not quotients of their learning and that could help in the future for having good
communication. The children from elementary and kindergarten maybe don´t care
grammatical rules toking about the foreign language. that is why, the teacher must correct
some mistakes that the children have in a comprehensive, motivating and behaviorist with
the purpose of capturing the children's attention.

To learn the language, the student must aware, understand and find there the best way to
learn, so they look for strategies to start to improve listening, speaking skills and increase
their vocabulary, and reading comprehension, it is not a necessary that the teacher to exert
any pressure to the students because they learn at their own pace. In acquisition-learning the
children ´´ acquire´´ while adults can only ´´learn´´ in a foreign language, it means that adults
can access "natural language". but for me, To achieve the learning of the native language, I
consider that it is acquired from a young age because for example the children can catch
language unconsciously and use their motor part of the brain that works by controlling
involuntary actions, that makes learning could be more easy.
 • KELLY MARIBETH AVENDAÑO

Link: https://view.genial.ly/5e85f6bd78f6e10e10ce0c69/presentation-hipotesis-de-entrada

TASK1

DESCRIBE WHICH ONE OF THESE HYPOTHESES FOR LANGUAGE

ACQUISITION BEST DESCRIBES THE WAY YOU HAVE BEEN LEARNING
LANGUAGES UNTIL NOW

4. The Input hypothesis.

For Krashen, the Acquisition system is the stated indicator and the learning system is the
monitor, the role of the monitor is or should be of minor importance, it is only used to correct
speech deviations and to give a more fluent speech.

Linguistic competence is also only identified when language is subconsciously acquired, and
that learning conscious cannot be used as a source of spontaneous language production. And
so, it is that learning is seen to be very dependent on the mood of the student, with learning
it will be affected if the student is under stress or does not want to learn the language.

The input hypothesis takes much longer with this hypothesis than with the others for two
reasons. First, much of this material is relatively new, while the other hypotheses have been
described and discussed in various published books and articles. The second reason is its
importance, both theoretical and practical. The input hypothesis attempts to answer what is
the most important question in our field, and an answer that has a potential impact in all areas
of language teaching. 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
objective of our pedagogy should be to promote acquisition. The question of how we acquire
becomes crucial.

TASK 2

DESCRIPTION OF LANGUAGE LEARNING PROCESS AND ARGUMENTS

ABOUT THE SIGNIFICANCE OF AGE IN LANGUAGE LEARNING.
Example 1:

We are all familiar with study programs that deliberately try to cover i + 1. There is a
"structure of the day", and generally both teachers and the student feel that the purpose of the
lesson is to teach or practice a specific grammatical element or structure. Once this structure
is "mastered", the program continues with the next one. This part of the input hypothesis
implies that such a deliberate attempt to provide i + 1 is not necessary.

Example 2:

Speech fluency cannot be taught. directly. Rather, it "emerges" over time, on its own. 4 The
best, and perhaps the only, way to teach to speak, according to this point of view, is simply
to provide understandable information. Early speech will come when the acquirer feels
"ready"; This state of readiness comes at somewhat different times for different people,
however. Early speech, moreover, is generally not grammatically accurate. Accuracy
develops over time as the acquirer hears and understands More input.

Acquisition of the first language in children. The input hypothesis is very consistent with
What is known about "caregiver speech," the modifications parents and others make when
talking to young children. The most interesting and perhaps the most important thing. The
characteristic of caregiver speech for us is that it is not a deliberate attempt to teach language.
Rather, as Clark and Clark (1977) point out, caregiver discourse is modified in order to aid
understanding. Caregivers speak "simpler" in an effort to make themselves understood by the
child. A second characteristic of interest to us here is finding the caregiver's discourse, while
syntactically simpler than adult-adult discourse, "adjusts" to the current level. of the child of
linguistic competence, not "tuned". In other words, the caregiver's speech is not precisely
adjusted to the level of each child but tends to become more complex as the child progresses.
Very good evidence for the rough fit comes from the research by Cross (1977) and Newport,
Gleitman, and Gleitman (1977), who report that the correlations between input complexity
and measures of the child's linguistic maturity, albeit positive and often significant, it is not
usually very large.

In other words, Teachers do not provide a syllabus grammatically, but it fits!

We help you take the first step and you continue walking.
 • LUISA CATALINA LOPEZ

https://view.genial.ly/5e89cfc928852a0e096cb187/presentation-task-3-language-
adquisition

TASK1

DESCRIBE WHICH ONE OF THESE HYPOTHESES FOR LANGUAGE

ACQUISITION BEST DESCRIBES THE WAY YOU HAVE BEEN LEARNING
LANGUAGES UNTIL NOW

DEFINITION OF THE NATURAL ORDER HYPOTHESIS AND REFLEXION.

The second hypothesis, the natural order hypothesis, argues that the acquisition of
grammatical structures occurs in a predictable sequence. The natural order hypothesis applies
to both first language acquisition and second language acquisition, but, although similar, the
order of acquisition often differs between first and second languages. In other words, the
order of acquisition of a first language is different from the order of acquisition of that same
language as a second language.

Natural Order hypothesis is also based on research findings (Dulay & Burt, 1974; Fathman,
1975; Makino, 1980 cited in Krashen, 1987) which 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 are late.

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.

According to Krashen, that children acquiring English as a second language acquire the
morphemes of the language in a predictable sequence similar but not identical to the sequence
followed by children acquiring English as a first language confirms the validity of the natural
order hypothesis. Furthermore, other morpheme studies on adults acquiring English as a
second language show similar results.

On the other hand, the natural order hypothesis fails to account for the considerable influence
of the first language on the acquisition of a second language; in fact, the results of other
studies indicate that second language learners acquire a second language in different orders
depending on their native language. Therefore, although posited by the natural order
hypothesis, second language learners do not necessarily acquire grammatical structures in a
predictable sequence.

Example

According to the natural order hypothesis, learners acquire the grammatical morpheme -ing
before the morpheme third person -s.

In the classroom

One possible implication of this hypothesis is that teaching language through a traditional
structural syllabus may not necessarily help them to acquire the language they need. Attempts
to get the learners to produce structures before they are ready to do so may fail.

TASK 2 - AGE FOR LEARNING.

In my experience as a teacher of Basic Primary and Baccalaureate, regarding the relationship

between the age of a student and their potential for success in learning a second language is
complicated. The relationship must be taken into account in several aspects: in the second
language development stage, the learning objectives (that is, in which aspects of the second
language has the student achieved and the context in which the student learns a foreign
language (including language input, learning environment and cultural context).

In my case, children can eventually speak a second language more fluently, but their parents
and older students, that is, students in adulthood have difficulties achieving high levels of
spoken language proficiency, especially in pronunciation and accent, although adults and
adolescents can progress more rapidly towards proficiency in a second language in contexts
where they can use the language on a daily basis in social, personal, professional, or academic
interaction.

Those who consider that the age factor cannot be separated from factors such as motivation,
social identity and conditions for learning, research has shown that older students can speak
with an accent because they want to maintain their identity in their mother tongue, and Adult
language input is different from children's because they rarely have access to the same
quantity and quality of language input that children receive in the play environment.

In the early stages of second language development, older adolescent and adult learners are
more efficient than younger learners (children). Students who started learning a foreign
language at the elementary school level do not necessarily perform better in the long term
than those who started in early adolescence.

It is more difficult for students moving from adolescence to adulthood to achieve a native
command of the spoken language, including pronunciation, word choice, and some
grammatical characteristics.

For me, the best age to start learning a language and, according to research that supports the
critical period hypothesis (CPH): the younger the better. Age is just one of the characteristics
that affects a student's learning in a foreign language. Learning opportunities (i.e. context,
both inside and outside the classroom), motivation to learn, and individual differences in
intelligence, aptitude, personality, and learning styles have also been found to be important
determinants of both the rate of learning as in the learning rate. eventual learning success.
Furthermore, the study of individual student variables is not easy, and the research results are
not entirely satisfactory, partly due to the lack of clear definitions and methods for measuring
individual characteristics and partly due to complex interactions. of those characteristics.
Therefore, it remains difficult to make accurate predictions about how the characteristics of
an individual influence his success as a language learner.
CRITICAL REVIEWS OF PARTNERS’ REFLECTIONS.

• ERIKA GERALDINE ALBA

• KELLY MARIBETH AVENDAÑO
• LUISA CATALINA LOPEZ
REFERENCES
Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University of
Southern California.9-45. Retrieved from
http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Ellis, R. (2003). The study of second language acquisition. Oxford: Oxford University Press.
11-40. Retrieved from https://drive.uqu.edu.sa/_/malehyani/files/Rod-Ellis-The-Study-of-
Second-Language-A.pdf

Bonilla, E. G. (2020). First and Second Language Acquisition and learning. Tunja-Colombia:
Genially. Retrieved from

https://view.genial.ly/5e84fce928852a0e0949d816/presentation-genially-sin-titulo

(2020). Retrieved 3 April 2020, from https://www.nebrija.com/revista-

linguistica/files/articulosPDF/articulo_53208bd5042d9.pdf

(2020). Retrieved 3 April 2020, from

http://aprendeenlinea.udea.edu.co/lms/moodle/file.php/85/tema3/Reflexiones_sobre

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall

International, 1987.

Krashen, Stephen D. Second Language Acquisition and Second Language Learning.

Prentice-Hall International, 1988.

Crystal, David The Cambridge Encyclopedia of Language. Cambridge University Press,

1997.

The Natural Order Hypothesis: Definition and Criticism. Recovered from:

https://parentingpatch.com/natural-order-hypothesis-definition-criticism/