Language Acquisition Nuha Alwadaani

Acquisition The process of language acquisition has some basic requirements. A child—during his first two or three years of development requires interaction with other language users. A child who does not hear or is not allowed to use language will learn no language. Cultural Transmission highlighted that the particular language a child learns is not genetically inherited, but is acquired in a particular language-using environment.

First Language Acquisition The acquisition schedule (stages of 1st language acquisition): 1. Cooing and babbling. 2. The one-word stage. 3. The two-word stage. 4. Telegraphic speech.

Second Language Acquisition/Learning The difference between Second and Foreign Language learning Learning in a Foreign language setting means learning a language that is not generally spoken in the surrounding community. You, as Saudi students in Saudi Arabia are learning English as a foreign language (EFL). Learning in a second language setting means learning a language that is spoken in the surrounding community. Qatari students learning English in USA are learning English as a second language (ESL).

(Mathematics, for example, is learned, not acquired). Second Language Acquisition/Learning The difference between Acquisition and Learning The term acquisition is used to refer to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. Learning, however, applies to a more conscious process of accumulating knowledge of the features, such as vocabulary and grammar, of a language, typically in an institutional setting. (Mathematics, for example, is learned, not acquired).

Acquisition Barriers The experience of L2 is fundamentally different from their L2 experience. Very few adults seem to reach native-like proficiency in using an L2. It becomes very difficult to acquire another language fully when the critical period for language acquisition passes. However, students in their early teens are quicker and more effective L2 learners in the classroom than, for example, seven- year-olds.

(stressed, uncomfortable, self-conscious, unmotivated) Affective Factors Strong element of unwillingness or embarrassment in attempting to produce the different sounds of another language then it may override whatever physical and cognitive abilities there are. Lack of empathy with the other culture. Dull textbooks Unpleasant classroom surroundings. Exhausting schedule of study. (stressed, uncomfortable, self-conscious, unmotivated)

Transfer (crosslinguistic influence) Transfer means using sounds, expressions, or structures from the L1 when performing in L2. For example, door big and /bēb l/ instead of /pēp l/ by Arab ESL learners. Positive transfer: transferring an L1 feature that is similar to L2. for example, making plurals at the ends of nouns. Negative transfer (interference): transferring an L1 feature that is different from L2.

Motivation The motivation to learn is very important. Instrumental Motivation: when learners want to learn the L2 in order to achieve some other goal, such as completing a school graduation requirements or being able to read a scientific publication. Integrative Motivation: when learners want to learn the L2 for social purposes in order to take part in the social life of a community using that language and become an accepted member of that community.

Communicative Competence Communicative competence is the general ability to use language accurately, appropriately, and flexibly. It has three components: 1. Grammatical Competence: involves the accurate use of words and structures. Concentration on grammatical competence only, however, will not provide the learner with the ability to interpret or produce L2 expressions appropriately.

2. Linguistic competence: enables the learner to know when to say Can I have some water? Versus Give me some water! According to the social context. 3. Strategic competence: the ability to organize a message effectively and to compensate, via strategies, for any difficulties. Open page 194.