1. First language acquisition

2. The sequence of development of L1  before the first words: listening, babbling, sounds; children can understand language before they speak it  small range of first words between 12 and 18 months  from the age of 2 - putting words together, move towards discovering the system of L1  early stages of L1 development - characterized by one and two-word utterances, described as telegraphic: e.g. mommy sock, more page  parents respond to telegraphic utterances: intuitively first fill out the telegraphic phrase and then address the meaning of what the child has said  by the age of 5: children have mastered basic grammar, able to use adult forms  good L1 foundation makes it easier for a child to acquire further languages

3. Children as active learners Children’s acquisition of verb inflections - evidence for their active contribution to the learning process: -before they master the regular past inflection (e.g. the ending on she walked), they produce a number of common irregular past forms, such as went and came -then comes a point where the child seems to regress: instead of the correct forms, he produces deviant utterances such as Where it goed? -at a deeper level – progress; mastery of the rule for forming the past tense, later awareness of exceptions

4. Superiority of comprehension over production Children (and also adults) understand more than they can actually produce. A three-year old called herself Litha. *Litha? *No, Litha, she maintained. Oh, Lisa. *Yes, Litha.”

5. The behaviorist approach Before the 1960s, the study of child language was dominated mainly by the behaviorist approach to language and learning (B.F. Skinner): Language is not a mental phenomenon: it is behavior. Like other forms of human behavior, it is learnt by a process of habit formation (imitation, reinforcement, repetition, conditioning).

6. Criticism of the behaviorist approach  Mistakes are seen as a faulty version of adult speech.  Language learning is seen as a mechanical activity.  Children imitate selectively. Child: Nobody don’t like me. Mother: No, say “nobody likes me”. Child: Nobody don’t like me. (repeated eight times) Mother: No, now listen carefully; say “nobody likes me”. Child: Oh! Nobody don’t likes me.

7. The nativist approach Children’s language is not simply being shaped by external forces: it is being creatively constructed by the children through interaction. Examples of children using language creatively:  overgeneralization: Mummy, I am hiccing up and I can’t stop. (perfectly sensible analogy to picking up/standing up … ) A Czech child (age 4y 10m): Já snáším zelenou. (opak k nesnáším)  creative use of words: Father: I’d like to propose a toast. Son, later: I’d like to propose a piece of bread. (the child is discovering the full/limited meaning of the word) A Czech child (age 4y 10m): další zítra (pozítří)

8. Task What are the implications of these ideas for the teaching of foreign languages?  sufficient exposure to the FL, allow pupils to listen before they are asked to speak  provide good models for imitation  teachers’ talk should resemble some features of parental talk: repetition, reasonable speed, expansion of simple utterances, rephrasing (= saying correctly what the child expressed incorrectly)  friendlier approach to mistakes (may be a sign of progress), lots of encouragement  use of non-verbal communication to support verbal messages

9. Assumptions about age and learning 1.Younger children learn languages better than older ones; children learn better than adults. 2.Foreign language learning in school should be started as early as possible. 3.Children and adults learn languages basically the same way. 4.Adults have a longer concentration span. 5.It is easier to interest and motivate children than adults.

10. 1. Younger children learn languages better than older ones. Common belief, probably based on knowing that children living in a foreign environment pick up the local language with great ease (lots of exposure and attention, “survival” motives – do not apply to formal language instruction). However, given the same amount of exposure to a FL, there is some evidence that the older children learn more effectively (with the exception of pronunciation); teenagers are probably overall the best learners (esp. better cognitive skills and self-discipline).

11. 2. Foreign language learning in school should be started as early as possible. Critical period hypothesis – if you get too old and pass the age limit (approx. 13), you will have more difficulties learning a FL (no conclusive research evidence). The optimum age for starting effective L2 learning is about 10 → early L2 learning is not cost-effective, but leads to better long-term results if learning is maintained and reinforced.

12. 3. Children and adults learn languages basically the same way. Adults in a formal classroom situation: -logical thinking -developed learning skills and strategies -cooperative -disciplined -learn voluntarily, motivated

13. 4. Adults have a longer concentration span. The problem is not the concentration span itself – children will spend hours absorbed in activities which really interest them. Adults – can persevere with something of no immediate interest to them.

14. 5. It is easier to interest and motivate children than adults. Yes, in a way, e.g. by selecting interesting activities but you can also easily lose it (monotonous lessons, pointless activities). Young learner’s motivation is more likely to vary and is more susceptible to immediate surrounding influences; older learners tend to be more stable.