,按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,Spring 2009,*,/39,Fall 2004,1,Chapter 1.Language Learning in Early Childhood,Definitions of L1,L2,FL,TL,Patterns and sequences in L1 development,Theoretical approaches to first language,acauisition,:Behaviorism,Innatism,and,Interactionism,Childhood bilingualism,11/19/2024,Spring 2009,2,Definitions of L1&L2,Definition of,“,first language,”,(,L1,):,The,language(s,)that an individual learns first.,Other terms for,“,first language,”,-,Native language or mother tongue,Definition of,“,second language,”,(,L2,):,Any language other than the first language learned(in a broader sense).,A language learned after the first language in a context where the language is used widely in the speech community(in a narrower sense).,e.g.,For many people in Taiwan,their L1 is Taiwanese and L2 is Mandarin,.,11/19/2024,Spring 2009,3,Definitions of FL&TL,Definition of,“,foreign language,”(,FL,),A second(or third,or fourth)language learned in a context where the language is NOT widely used in the speech community.This is often contrasted with second language learning in a narrower sense.,e.g.,English or Japanese is a foreign language for people in Taiwan.,Definition of“,target language,”(,TL,),A language which is being learned,where it is the first language or a second,third language.,e.g.,English is a target language for you now.,11/19/2024,Spring 2009,4,Patterns in L1 Development,Characteristics of the language of children,:,Their language development shows a high degree of similarity among children all over the world.There are predicable patterns in the L1 development and their L1 developmental patterns are related to their cognitive development(,predictability,).,Their language reflects the word order of the language that they are hearing.The combination of the words has a meaning relationship(,learning through imitation,).,Their language also shows they are able to apply the rules of the language to make sentences which they have never heard before(,creativity,).,11/19/2024,Spring 2009,5,Patterns in L1 Development,Before First Words,-,The earliest vocalizations,Involuntary crying(when they feel hungry or uncomfortable),Cooing and gurgling,showing satisfaction or happiness,“,Babbling,”,Babies use sounds to reflect the characteristics of the different language they are learning.,11/19/2024,Spring 2009,6,Patterns in L1 Development,First Words,Around 12 months(,“,one-word,”,stage):,Babies begin to produce one or two recognizable words(esp.content word);producing single-word sentences.,By the age of 2(,“,two-word,”,stage):,1)at least 50 different words,2),“,telegraphic,”,sentences(no function words and,grammatical morphemes),e.g.,“Mommy juice”,“baby fall down”,3)reflecting the order of the language,e.g.,“kiss baby”,“baby kiss”,4)creatively combining words,e.g.,“more outside”,“all gone cookie”,11/19/2024,Spring 2009,7,L1 Developmental Sequences,Acquisition of,Grammatical morphemes,Acquisition of,Negation,(to deny,reject,disagree with,and refuse something),Acquisition of,Questions,11/19/2024,Spring 2009,8,Acquisition of,Grammatical morphemes,Roger Brown,s study(1973):,-,approximate order of acquiring grammatical morphemes,Present progressive,ing,(runn,ing,),Plural,s,(book,s,),Irregular past forms,(went),Possessive -,s,(daddy,s,hat),Copula,(am/is/are),Articles,(a/an/the),Regular past,ed,(walk,ed,),Third person singular simple present,s,(he run,s,),Auxiliary,be,(He,is,coming),11/19/2024,Spring 2009,Acquisition of,Grammatical morphemes,e.g.,“,wug,test”,1)Here is a,wug,.Now there are two of them.There are two _.,2)John knows how to,n,od.Yesterday he did the,same thing.Yesterday,he_.,Through the tests,children demonstrate that they know the rules for the,formation,of,plural,and,simple past,in English.,By,generalizing these patterns,to words they have never heard before,they show that their language is not just a list of memorized word pairs such as book/books and nod/nodded.,9,11/19/2024,Spring 2009,10,Acquisition of,Negation,Lois Bloom,s study(1991),four stages,Stage 1:,no,e.g.,“,No,go”.“,No,cookie.”,Stage 2:,subject+no,e.g.,“Daddy,no,comb hair.”,Stage 3:,auxiliary or modal verbs(do/can)+not,(Yet,no variations for different persons or tenses,),e.g.,“I,cant,do it“,“He,dont,want it.”,Stage 4:,correct form of auxiliary verbs(did/doesnt/is/are)+not,e.g.,He,didnt,go.She,doesnt,want it.,But sometimes,double negatives,are used,e.g.,I,dont,have,no,more candies.,11/19/2024,Spring 2009,11,Acquisition of,Questions,Lois Blooms study(1991):,Order of the occurrence of,wh,-question words,“,What,”,-,Whatsat,?,Whatsit,?,“,Where,”,and,“,who,”,“,Why,”,(emerging at the end of the 2nd year and becomes a favorite at the age of 3 or 4),“,How,”,and,“,When,”,(yet children do not fully understand the meaning of adults,responses),e.g.,Child:When can we go outside?,Mother:In about 5 minutes.,Child:1-2-3-4-5!Can we go now?,11/19/2024,Spring 2009,12,Acquisition of,Questions,Lois Bloom,s study(1991):,Six stages of children,s questi