Theories of first language acquisition. this ppt talking about the language acquisition that student need in learning of SLA

Theories of first language acquisition

1. Second Languange Acquisition “ Foundations of Second Language Acquisition ” By:Abdul fakar

2. THE WORLD OF SECOND LANGUAGES   (Some linguists and psychologists use bilingualism for the ability to use two languages and multilingualism for more than two, but we will not make that distinction here.) Monolingualism refers to the ability to use only one. Kholid A. Harras The second language is the language that children acquire after they acquire the first language.

3. THE NATURE OF LANGUAGE LEARNING   Much of your own L1 acquisition was completed before you ever came to school, and this development normally takes place without any conscious effort. By the age of six months an infant has produced all of the vowel sounds and most of the consonant sounds of any language in the world, including some that do not occur in the language(s) their parents speak.   The characteristics of second language learners can be seen from various scopes, such as intelligence, personality, and so on. In this discussion, the characteristics of these second language learners, among others (1) age, (2) intelligence, (3) personality, (4) emotions, (5) attitudes of students, (6) motivation, (7) interests and talents.

4. L1 VERSUS L2 LEARNING   This brief comparison of L1 and L2 learning is divided into three phases. The first is the initial state, which many linguists and psychologists believe includes the underlying knowledge about language structures and principles that is in learners’ heads at the very start of L1 or L2 acquisition. The second phase, the intermediate states, covers all stages of basic language development. This includes the maturational changes which take place in what I have called “child grammar,” and the L2 developmental sequence which is known as learner language (also interlanguage or IL). first language is the process of mastering the first language by the child. During this first language mastery, there are two processes involved, namely the competency process and the performance process. Both of these processes are of course acquired by the child unconsciously second language determined by various factors. This is in accordance with the various hypotheses stated earlier that second language learning is not a simple thing (process). The second language will be complicated to learn if the learner does not have sufficient supporting factors.

5. THE LOGICAL PROBLEM OF LANGUAGE LEARNING   How is it possible for children to achieve the final state of L1 development with general ease and complete success, given the complexity of the linguistic system which they acquire and their immature cognitive capacity at the age they do so? This question forms the logical problem of language learning. The “problem” as it has been formulated by linguists relates most importantly to syntactic phenomena. - Pronunciation - memorize - way of writing

6. FRAMEWORKS FOR SLA   Interest in second language learning and use dates back many centuries (e.g. see McCarthy 2001), but it is only since the 1960s that scholars have formulated systematic theories and models to address the basic questions in the field of SLA

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