Linguistics and Second Language Acquisition

Linguistics and Second Language Acquisition:

What are “linguistic universals”, and how were they established?

The existence of linguistics universals -features which can be recognized as common between
different languages- have been established through:

- Typological universals gathered through representative group sample of languages.

- Noam Chomsky’s Universal Grammar theory, deeply focusing on individual languages and
common principles, parameters and construction of their respective grammars.

Be familiar with the aspects that describe the nature of language.

Governed by specific structural codes.

• Inter-changeable at different levels of use.

• Operates in explicit and subtle ways.

• Subject to be instructed and learned.

• As one of human beings’ most perpetual skills, languages are subject to change, evolution,
and even extinction

Identify the connections between language acquisition and each of the following:

Phonetics and phonology.

The study of phonetics -towards the understanding of a language’s phonology- will steer to the
• The study of speech sounds in the context of languages, or the sound system used in a
particular language constitutes phonology.

• A number of common phonological characteristics are present among different languages,

but specific features exist for each language and its dialectical variations.

• The study of phonetics -towards the understanding of a language’s phonology- will steer to
the conclusion that language acquisition is pre-set among human beings by reason of organs
and anatomy. Morphology.

Semantics.

The human factor in the acquisition, retaining and transformation of the meaning of words is
key to the proper handling of language skills. Conscious and subconscious use of semantics is a
key factor in language fluency.
Psycholinguistics.

More closely related to second language acquisition than other linguistics fields, it focuses on
the links between language and human behavior.

• Aims at identifying and explaining the conditions and processes related to language use at
different age stages.

• From its onset as a formal discipline of study, it has provided critical contributions in the
development of improved teaching and learning of languages.

Sociolinguistics.

• It has contributed a great deal of knowledge in trying to explain the influence of social
interaction at different levels on acquiring a first language, and the mastery of additional ones.
• Interaction occurs in different formats, from existing family bonds to policies that influence
larger social contexts, including academic-based ones.

• While psycholinguistics may explore language and behavior at an individual level -even
trying to explain collective trends-, sociolinguistics aims at the impact of group activity on a
larger scale over first and second language acquisition.

Main First Language Acquisition Theories:

 Behaviorism: It’s based on the affirmation that, as with many other aspects of human
psychology, language is learned as copied behavior.
 Nativism: The nativist approach is sustained under the premise that all humans are
born with the ability to learn a language, to devise its use and to evolve with age and
experience.
 Functional Language Development:
 Cognitive: Ronald LANGACKER proposed in 1976 that language learning is in
part based on the individual recognition by learners of semantics and
phonology of a language as separate aspects that put together a recognizable
“code of symbols”.
 Social Interaction: A focus of study during the last 30 years, it aims at
explaining the ability or potential of language production in the presence,
absence or otherwise controlled social environment factors. Without social
exposure, it is argued, language ability cannot flourish regardless of innate,
induced, or actual instruction factors.

Difference between language learning and language acquisition.

Language learning:

Language learning is an active process that begins at birth and continues throughout

life. Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to make sense
and order of their world.

Language acquisition: Language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language (in other words, gain the ability to be aware of
language and to understand it), as well as to produce and use words and sentences to
communicate.
A first language is the mother tongue or native language of a person while a second
language is a language a person learns in order to communicate with the native speaker of that
language.

What is: - LAD (Language Acquisition Device)? - universal grammar? - the critical window
period?

(LAD)Noam CHOMSKY (born 1928) and Eric LENNENBERG (1921-1975) have proposed on the
validity of an “universal grammar” or “language acquisition device” (LAD) which enables
children to develop language skills regardless of the context where they live.

Listening “triggers” a Language Acquisition Device (LAD) in infants, which can be considered a
natural mechanism to work out basic language details.

- universal grammar: Chomsky proposed that an “Universal Grammar” enables children to

grasp syntax structures in the presence of context language use at an early age.

the critical window period: In short, the normal acquisition of human speech is subject to
a critical period: The process is sensitive to experience or deprivation during a restricted period
of life (before puberty) and is refractory to similar experience or deprivations in adulthood.

 Make sure you understand the definitions for, and the difference between:

 1st. language acquisition.

 2nd or additional language acquisition.

 Acquisition of syntax at an early age.

Know the main exponent(s) for, the basis of the theory, definition of, how is language
acquisition explained, and be familiar with the weaknesses and strengths* of/for:

Behaviorism. (Understand the steps on how children acquire language items)

The base of all learning is B.F. Skinner observation and imitation of behavior, and as a result,
successful language production comes from reinforcing well reproduced patterns.

• Strengths: - Language acquisition occurs in humans in a similar way to the habit-forming

training with certain other species. - Children tend to imitate language items from parents,
caretakers, or heard in their usual environment. - Correct utterances are praised by parents or
caregivers through positive reinforcement or by rewarding what the child is asking for,
whereas incorrect ones tend to be put aside or forgotten by a child. • Weaknesses: - Imitation
patterns cannot explain how children try to apply -albeit incorrectly- grammar rules they are
not taught intentionally, as in the case of irregular verb or plural forms, treated as regular
ones. - A common sequence of language development is observed in children in similar
conditions of all backgrounds, not necessarily conditioned by the level of language exposure
opportunities. - Unfamiliar sentence structures are often difficult to mimic or imitate by
children.

Nativism (Innatism).

Human beings are born with the N. Chomsky ability to learn a language based on a preset
language acquisition device, within their brains.

Strengths: - Evidence of a predetermined, biological ability in human beings to acquire and

develop language skills regardless of individual backgrounds. Hearing and/or speech impaired
individuals are able to tap into this ability for the use of alternate means of communication
through language. - Listening “triggers” a Language Acquisition Device (LAD) in infants, which
can be considered a natural mechanism to work out basic language details.

• Weaknesses: -Studies suggest that exposure to sources of language use or social interaction
WITHOUT feedback fail to activate a comprehensive, natural mechanism for “FULL” language
acquisition. -Chomsky’s research considered the inner complexities of grammar rather than
field observations of language or psychological development in children.

Functional cognitive approach.

Language acquisition does not occur in isolation, but in conjunction with other aspects of a
child’s development, a process of “learned codes and abilities”.

• Strengths: - In young children, language development occurs in close association with

increased and more specific awareness of the surrounding context. - Acquisition of vocabulary
and other language features grows at a faster pace when children “retain” words to identify
objects and/or actions not actually in their presence. - Linguistic structures are associated with
conscious realization of what is perceived through vision, hearing and touch.

• Weaknesses: - Beyond the 18-month age threshold, language acquisition and intellectual
development links become more independent, thus limiting proof of greater linguistic ability
dependent on actual intelligence. - Use of appropriate syntax is not necessarily proof of
greater intellectual ability.

Functional social interaction approach. *make sure you have reviewed in detail each set of
weaknesses and strengths.

A child’s exposure to a social J. Bruner environment with opportunities to associate events,

images and symbols enables the acquisition of a language.

Strengths: - Children’s relationships with parents or primary caregivers is consolidated through

the use of language, which is modified to cater to a child’s needs and interests (child-directed
speech). - In order to help a child’s language acquisition, parents and primary caregivers will
often adapt to the child’s perceived “learning” rate, thus creating a step-by-step support
system with words, phrases, and so on.
• Weaknesses: - The use of a “modified”, supported way to introduce language to a young
child is not universal, and yet language acquisition normally occurs in children regardless of
their language or cultural background.