Language Learning and Acquistion by chomsky ppt bed sem 1t

Language learning by chomsky bed sem 1 ppt

2. Language
Acquisition and
Language
Learning

3. Language Acquisition
3
Languageacquisitionreferstoa
subconscious,effortlessassimilationof
linguisticknowledgeanditismoreoften
appliedtothechild’smasteryofafirstor
nativelanguage.
Languageacquisitionisaninnateprocess
thatappliestogaininganunderstanding
ofspecies-specificlinguisticknowledge.

4. Language Acquisition: Main Features
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•Itdoesnotinvolveconsciousthoughtor
studyandchildrengetanunderstandingof
alanguagemainlybyimmersion.
•Theygetafeelforwhatisandwhatisn’t
correctwithoutanyawarenessof
grammaticalrules.
•Inordertoacquirelanguage,thelearner
needsasourceofnaturalcommunication.

5. 5
Fore.g.,Childrenpickuptheirnative
languagejustbybeingaroundotherpeople,
mainlytheirfamilies.Suchistheimpactof
thisinteractionthatbythetimetheyarefive
yearsold,theyareabletoexpresstheir
thoughtsandideasmoreorlessaccurately
fromtheperspectiveofthetextand
grammarofthelanguagewithoutany
formallearning.

6. Language Learning
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Languagelearningreferstoaconscious,
standardprocess,basedondirectinstruction,
inordertocomprehendthatlanguageandto
expressoneselfinthatlanguage,bothin
spokenandwrittenforms.
Languagelearningistheprocessthatmost
peopleadopttodeliberatelylearnalanguage.

7. Language Learning
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Languagelearningisagradualprocess,
developinguseofcomplexgrammatical
structuresandvocabulary,communicative
competence,comprehensionofspoken
andwrittenlanguage;andwaystoexpress
oneself.

8. Language Learning: Main Features
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•Itinvolvesconsciousthoughtorstudyand
childrengetanunderstandingofalanguage
bydirectinstruction.
•Theyaredeliberatelymadefamiliarwiththe
rulesandgrammarofthelanguagesothat
theycanuseiteffectivelyinspeakingand
writing.

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•Itfocusesmoreonthetheoreticalknowledgeof
thelanguage,sothelearnersmaybeawareofits
grammaticalrulesandsentencestructuringbut
stillmaynotbeabletousethempracticallyto
conversewiththenativespeaker.
•Thelearnerhastomakeimmenseeffortinorder
tousethelanguagelearnedcorrectlyfor
speakingandwriting.Somenevergetmasteryin
it.

10. Difference between LA and LL
•Meaning
•Focus
•Method
LA
•Picking up a
language
•Practical
knowledge
•Subconscious,
implicit
LL
•Studying a
language
•Theoretical
knowledge
•Conscious,
explicit
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11. Difference between LA and LL
•Situation
•Grammar
LA
•Informal
•Spontaneous,
does not use
grammar rules
LL
•Formal
•Uses grammar
rules
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12. Difference between LA and LL
•Dependency
•Order of
learning
LA
•Depends on
attitude
•Stable order of
learning
LL
•Depends on
aptitude
•Simple to
complex order
of learning
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13. Home Language
and
School Language

14. Home Language
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✗Homelanguageisthelanguagethatachild
growsuplearningathome.Itisthe
firstlanguageofthechild.
✗Itreferstoalanguageorthevarietyofa
languagethatismostcommonlyspokenby
thefamilymembersforeverydayinteraction
athome.Itisalsocalledthefamily
languageorthelanguageofthehome.

15. 15
✗Thislanguageisinformallyacquiredbythe
childduetohismembershipinthefamilyand
notasaresultofformallearning.
✗Sometimes,thetermmothertongueor
motherlanguageisusedforthelanguagethat
achildpicksupathome.
✗Childrengrowingupinbilingualhomescan,
accordingtothisdefinition,havemorethan
onehomelanguage.

16. 16
✗Itisthefirstlanguagethroughwhichthechild
beginstoexplorehis/herimmediateworld.
✗Homelanguageisacquiredasapartofthe
culturalheritageanditisapowerfultoolto
developpreliminaryunderstandingofthechild’s
socio-culturalenvironment.Italsobringsabout
thereflectionandlearningofthesocialpatterns
ofbehavingandspeaking(socialization).
Significance of Home Language

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✗Thefirststories,thefirstfolkloresthatthechild
hearsareinhis/herhomelanguagewhich
createabackdropforhim/hertounderstand
his/herexistenceanddevelophis/herpersonal,
socialandculturalidentity.
✗Languageacquisitioninchildbeginsinformof
homelanguagewhichgiveshim/herthepower
tointeractwiththeouterworldandthus
becomesameansoflearningfurtherlanguages.

18. 18
✗Scientificresearchstudieshaveestablishedthe
bestmediumoflearningforthechildishis/her
homelanguageormothertongueasitisthe
languagethathe/sheismostfamiliarand
comfortablewith.Scientificevidencehasshown
thatchildrenstartingtheireducationthroughsuch
languagefirstandthenmovingontotheother
languagesaremuchmoreacademicallyproficient
thanthosewhobegineducationthroughtheir
secondorthirdlanguage.

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Characteristics of Home Language
✗Itisinstinctive(swabhavik/prakritik):Itis
triggeredbybirthandproceedsnaturally,
thoughlinguisticinputfromtheenvironmentis
neededforthechildtoacquireaspecific
language.
✗Itisveryrapid.Theamountoftimerequiredto
acquireone'shomelanguageisveryshort
comparedtothatneededtolearnasecond
languagesuccessfullylateroninlife.

20. 20
✗Itisverycomplete.Thequalityofthehome
languageacquisitionisfarbetterthanthatofa
secondlanguage.Onedoesnotforgetone's
homelanguage.
✗Itdoesnotrequireinstruction.Instructionsby
parentsorcare-takersareunnecessaryinthe
acquisitionofhomelanguage,thechildnaturally
picksupthegrammaticalstructure,vocabulary
andrulesofsentenceframing.

21. 21
✗Therecanbeavarietyofalanguagespokenat
home.Therecanbevariationofalanguage
spokenathome.Childcanhavemorethanone
homelanguage.

22. School Language
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✗Schoollanguageisthelanguagethatachild
acquiresatschool.Itmaybecomethe
academiclanguageofthechild.
✗Itreferstoalanguagethatthechildisexpectedto
learnatschool.However,ifwedefineacademic
languageintotality,itreferstothespokenand
writtenlanguageproficiencythatachildhasto
acquireinordertolearneffectivelyinschoolandto
participateinvariousacademicprogrammes.

23. School Language
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✗Researchstudieshaveshownthatwhenthe
firstlanguageofthechildisalsotheschool
language,academicoutputisbetter.

24. School Language
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•School language is:
–the language used in the classroom
–the language of the texts studied
–the language of assessment
–the language of academic success
–the language of power

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•Studentswhomastertheschool/academic
languagearemorelikelyto:
–besuccessfulinacademicandprofessional
settings
•Studentswhodonotlearntheschool/
academiclanguagemay:
–struggleacademically
–beatahigherriskofdroppingoutofschool
Significance of School Language

26. 26
•School language has dual purpose:
It becomes the main medium of classroom
instruction
It is the language of the classroom lessons,
books, tests, and assignments

27. 27
•If it is not learned, it leads to double
disadvantage:
Inmultilingualclasswherelearnersfrom
differentlanguagebackgroundsarepresent
mostofwhosemothertongueorfirstlanguage
isdifferentfromtheschoollanguage,the
learnersfacetwomainchallenges:

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Theystruggletounderstandthelanguagein
whichtheteacheristeaching.
Itischallengingforthemtounderstandthe
contents,i.e.theeducationalconceptsand
lessons,becausethelanguageisunfamiliar
tothem.
Thesetwochallengesareknownasdouble
disadvantage.

29. 29
•Thelanguageusedatschoolishighly
standardorteacher-centred.
•Schoollanguageisthemediumthrough
whichacademicmasteryisattained.
Characteristics of School Language

30. 30
•Academiclanguageincludesavarietyof
formal-languageskillssuchasvocabulary,
grammar,punctuation,discipline-specific
terminologiesthatallowstudentstoacquire
knowledgeandacademicskills.
Characteristics of School Language

31. 31
•Schoollanguageislearnedattwolevels:
Basic InterpersonalCommunicative
Skills(BICS)
CognitiveandAcademic Language
Proficiency(CALP)
Characteristics of School Language

32. 32
•Itistheabilityofthechildtocommunicateinthe
secondlanguage(schoollanguage)provided
he/shegetssufficientexposureofthelanguage.
Thismeansthatthechildlearnstoexpress
his/herbasicfeelingsandneedsinthe
language.
•Itiscognitivelylessdemanding.
•Ittakes1-3yrsforalanguagelearnerto
developBICS
BICS

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•Itiscognitivelymoredemandingskillneededto
attainacademicproficiency.
•Itenablesthelearnertothink,analyzecriticallyand
producenewknowledgewhicheventuallyhelps
him/hertoperformbetterintheacademicpursuit.
•Ittakes5-7yrsforalearnerwithastrongmother
tonguefoundationtodevelopCALPintheschool
languageand7-10yrsforalearnerwithouta
strongmothertonguefoundation.
CALP

34. 34
AccordingtoHaynestherearefivestagesof
acquisitionofasecondlanguage:
•Preproduction
•Earlyproduction
•Speechemergence
•Intermediatefluency,and
•Advancedfluency
Stages of Acquisition of School Language

35. 35
•Preproduction(Purva-utpadan)
Thisisalsocalled‘thesilentperiod’inwhichthe
learnergraduallytakesintheschoollanguage
butdoesnotspeakit.Thisperiodoftenlastssix
weeksorlonger,dependingonthelearner.
•Earlyproduction(Prarambhikutpadan)
Thelearnerbeginstospeakusingshortwords
andsentences,buttheemphasisisstillon
listeningandabsorbingthenewlanguage.There
aremanyerrorsintheearlyproductionstage.
Stages of Acquisition of School Language

36. 36
•Speechemergent(Vak-utpadan)
Speechbecomesmorefrequent,wordsand
sentencesarelonger,butthelearnerisstilltiedto
thecontext.Vocabularycontinuestoincreaseand
errorsbegintodecrease,especiallyincommonor
repeatedinteractions.
•Beginningfluency(Prarambhikpravah)
Speechisfairlyfluentinsocialsituationswith
minimalerrors.Newcontextsandacademic
languagearechallengingandthelearnerstruggles
toexpresshimselfduetogapsinvocabularyand
appropriatephrases.

37. 37
•Intermediatefluency(Madhyavartipravah)
Communicationisfluent,especiallyinsocial
situations.Thelearnerisabletospeakalmost
fluentlyinnewsituationsorinacademicareas,
buttherewillbegapsinvocabularyknowledge
andsomeunknownexpressions.

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•Advancedfluency(Uchchtarpravah)
Theindividualcommunicatesfluentlyinall
contextsandcanuselanguageinnewcontexts
andwhenexposedtonewacademicinformation.
Atthisstage,thelearnermaystillhavean
accentandusesomeexpressionsincorrectlyat
times,buthe/sheisessentiallyfluentand
comfortablecommunicatingintheschool
(second)language.

39. That’s All!
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