Module 2 UNIT 1 Lesson 3: Mother Tongue PDF

Preview

Summary

Republic of the Philippines NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY Main Campus Sumacab, Cabanatuan City COLLEGE OF EDUCATION SECOND SEMESTER, SY 2019- 2020PREPARED BY: EED 2 INSTRUCTORSThere are some grammatical structures that are acquired early on while others are acquired later in life....

Description

ACTIVITY 2. Answer the following: 1. Explain the 2 major theories on second language acquisition. 2. Compare Cummin’s Interdependence Hypothesis and Krashen’s Natural Approach. 3. Analyze the MTB-MLE curriculum in the Philippines against the first and second language acquisition theories. 4. Differentiate each five hypotheses that outline NAT. 5. Give two examples in classroom setting which differentiate acquisition from learning.

“KNOWLEDGE of language is the doorway to WISDOM.” - Roger Bacon

There are some grammatical structures that are acquired 4 early on while others are acquired later in life. IMPLICATION: Language materials must be carefully designed to consider the natural order of the grammatical structures in first and second or foreign language teaching materials. 3. The Input Hypothesis It explains that language learners acquire a language by receiving comprehensible input that is an input slightly higher than their current level of proficiency. This hypothesis relates to ACQUISITION not LEARNING. Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence, and consequently, believes that ‘comprehensible input’ should be provided. The ‘input’ should be relevant to the field of experience of learners and ‘not grammatically sequenced’. Language learning is centered on meaning. 4. The Monitor Hypothesis The ‘monitor’ is conscious learning process which learners attend to form, figure out rules and are generally aware of their own process. Krashen believes that ‘fluency’ in second language performance is due to ‘what we have acquired’ not ‘what we have learned’ IMPLICATION: Balance out acquisition and learning. UNDER USERS – refer to learners who are not conscious about their language use to a point where the meaning behind their utterances is compromised by extreme ungrammaticalities. OVER –USERS – refers to learners who are always conscious about the correctness of their language use tend to talk and communicate less to avoid mistakes and errors. GOAL: LEARNERS BECOME ‘OPTIMAL’ MONITOR USERS – can adjust their conscious effort of thinking about ‘correctness’ especially on making a distinction between language use on formal and informal situations. 5. The Affective Filter Hypothesis The learner’s emotional state, according to Krashen, is just like an ADJUSTABLE FILTER which freely passes or hinders input necessary to acquisition. IMPLICATION: Teachers need to allow learners to commit mistakes and errors and provide a scaffold to positively and constructively help them acquire the necessary language proficiency that will enable them to expressively the target language. Reference: Dr. Giron, Paraluman, Aguirre, Roderick, Flojo, Ofelia C. et al. 2016. Teaching and Learning Languages and Multiliteracies: Responding to the MTB-MLE Challenge. Lorimar Publishing, Inc. Quezon City, Manila

Republic of the Philippines NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY Main Campus Sumacab, Cabanatuan City COLLEGE OF EDUCATION SECOND SEMESTER, SY 2019-2020

LESSON 3 – LANGUAGE DEVELOPMENT AND SECOND LANGUAGE

Let’s Learn More! PREPARED BY: EED 2 INSTRUCTORS

5

INTRODUCTION  What do the languages of the world have in common? And how do they differ from each other?

1

Let’s Examine this!

Tikadto verb

ha preposition

eskwelahan noun

Waray

hi

Ernie. noun

article verb phrase

Si Filipino

onset of puberty (Porter, 1989; Bailey, 2001)” 2 KEY ELEMENTS OF A CP (Kenji Hakuta in Bailey et al., 2001) 1. CLEARLY SPECIFIED BEGINNING AND ENDPOINTS FOR THE POINT:  Johnson and Newport (1989) considered age 15 to be the end of the critical period.  Pinker considered it to begin at age 6 and end at puberty. 2. WELL-DEFINED DECLINE IN L2 ACQUISITION AT THE END OF THE PERIOD:  The ability to learn things declines with age  One important piece of evidence would be if a rapid decline could be found monotonic and continuous decline with age that throughout the life span. 3. EVIDENCE OF QUALITATIVE DIFFERENCES IN LEARNING BETWEEN ACQUISITION WITHIN AND OUTSIDE THE CRITICAL PERIOD:  A critical period is assumed to be caused by the shutting down of a specific language learning mechanism.  Any learning that happens outside of the critical period must be the result of alternative learning mechanisms.  Example: If certain grammatical errors could be found among learners that are never found in child learners were able to learn specific aspects of the language that adults could not learn then, this would be a strong evidence for a critical period. 4. ROBUSTNESS TO ENVIRONMENTAL VARIATION INSIDE THE CRITICAL PERIOD:  There is a threshold level of exposure with uniformed outcomes, even with considerable environmental variation.  The environment plays a larger role beyond that period and the outcomes would become more variable.  It explains that as a child proceeds in life, his ability to acquire a second language must be introduced early on: the earlier the better. However, according to Hoefnagel-Hoehle (1978) in Parsley (2015) based on extensive research, claimed that adults and young adults acquired a second language and had a better understanding of it as opposed to children in the age associated with the Critical Period Hypothesis. PROACTIVE INTERFERENCE That knowledge of language acquisition in one language may aid learning in the second language this leads to CUMMINS’ INTERDEPENDENCE HYPOTHESIS. 3.2 CUMMINS’ INTERDEPENDENCE HYPOTHESIS Knowledge of how first language or mother tongue is acquired lends understanding of how second language is acquired, too. Jim Cummins in his language interdependence hypothesis explained that all languages have common underlying proficiency (CUP). Languages may appear to have different surface structures but their deep structures are common; hence, proficiency in the first language leads to proficiency in second language. This hypothesis, also represented as “DUAL ICEBERG,” explains that every language contains a surface structure or featured that may be different like phonology, morphology, and syntax;

article

Ernie

ay

subject noun phrase pupunta

Ernie

palengke. noun

subject

object

connector

verb

is going

verb

preposition verb phrase

to

noun subject

ng

noun

noun phrase

English

however, beneath those surface structures are proficiencies that are 3 common across languages (CUP.) BICS (Basic Interpersonal Communicative Skills) describes the development of conversational fluency in the second language. CALP (Cognitive Academic Language Proficiency) describes the use of language in decontextualized academic situations. IMPLICATION: Explains greatly how one language can be transitioned to another language and another language. Teachers must focus on the common underlying proficiencies of the languages in order to successfully transfer in one language to another. 3.3. KRASHEN’S NATURAL APPROACH TO SECOND LANGUAGE ACQUISITION Natural Approach Theory of second language which he developed with Tracy Terrell. His theory is centered on a comprehension-based approach to foreign and second language teaching. Krashen and Terrell’s (1998) theory focuses on both oral and written communication skills. It was developed on the premise of four principles: 1. Comprehension of language begins before language production. 2. Language production emerges in stages. 3. Language learning is done using communication and interaction in the target language. 4. Classroom tasks and activities are centered on students’ interests, and lower their affective filters. The goal of the Natural Approach is “the ability to communicate with native speakers of the target language.” FIVE HYPOTHESES that outline NAT: 1. The Acquisition/Learning Hypothesis 2. The Natural Order Hypothesis 3. The Input Hypothesis 4. The Monitor Hypothesis 5. The Affective Filter Hypothesis 1. The Acquisition/Learning Hypothesis Adults have 2 different ways of developing competence in second language: ACQUISITION and LEARNING a. Language Acquisition. Occurs subconsciously. While it is happening, we are not aware that conversation, reading a book, watching a movie. “Picking up a language” b. Language Learning. A conscious effort. Learning the rules that govern the use of language. Error correction is supposed to help in the learning process. When we make a mistake and are corrected, we are supposed to change our conscious version of the language. IMPLICATION: Learners must be immersed with activities that are contextbased language simulations to enable learners to subconsciously use the target language and from these experiences make learners realize either through direct learn in order to appropriately respond to various language demands in appropriate contexts. 2. The Natural Order Hypothesis It explains that we acquire not learn, the parts of a language or grammatical structures in a predictable progression.

preposition

the

market.

article

noun

noun phrase

prepositional phrase

verb phrase As you notice the three languages are different in 3 major elements: PRONUNCIATION, VOCABULARY, and WORD ORDER (syntax). Despite of their differences these sentences have the following: a) DOER b) CENTRAL ACTION c) OBJECT OF THE ACTION The similarities of all languages when it comes to structure just like having the: a) DOER b) CENTRAL ACTION c) OBJECT OF THE ACTION LINGUISTIC UNIVERSAL Pattern that occurs systematically across natural languages, potential true for all of them (Webster). 3.1. LENNERBERG’S CRITICAL PERIOD HYPOTHESIS on L2 ACQUISITION “The optimal time to learn a second language is between age three and five or as soon thereafter as possible, and certainly before the...