Oposinet

Toda la documentacin que encontrars en Oposinet la puedes tener en tu ordenador en formato word. De esta forma podrs modi carla y trabajar con ella
con ms comodidad.
Ponte en contacto con nosotros a la direccin y te la enviaremos. A cambio te pedimos que compartas tu informacin,
envindonos documentos interesantes para la preparacin de estas oposiciones: temas, programaciones didcticas, exmenes... Es imprescindible que estos
documentos no posean derechos de autor, que no existan ya en la web y que sean realmente interesantes para la preparacin de las oposiciones.
Otra opcin para conseguir los documentos en formato word es realizar un pago de 19,5 euros, con la cual mantendremos esta web y compraremos nuevos
materiales para ponerlos al alcance del resto de la comunidad. Importante: con el pago te proporcionaremos TODOS los documentos que hayamos publicado
de una de las especialidades de oposiciones. Los documentos publicados en formato pdf no te los proporcionamos en formato Word sino en pdf.

Realizar pago - 19,5

Principal > Temario de Educacin Primaria Ingls > Temario 3 Educacin primaria Ingls

Topic 6 Contributions of linguistics to the teaching of foreign languages. The process

of linguistic learning: Similarities and differences between the acquisition of the first
school language and foreign language.
Etiquetas: tema 6 ingls primaria
Leave a reply

1-INTRODUCTION.

2-SHORT REVIEW OF THE CONTRIBUTION OF LINGUISTICS TO THE TEACHING OF FOREIGN LANGUAGES.

2.1.TRADITIONAL APPROACH

A) GRAMMAR-TRANSLATION.

B) DIRECT METHOD.

C) STRUCTURAL APPROACH.

D) FUNCTIONAL-NOTIONAL APPROACH.

3.THE PROCESS OF LANGUAGE ACQUISITION.

3.1.DEFINITION OF LANGUAGE ACQUISITION DEVICE.

3.2. STAGES IN THE DEVELOPMENT OF LANGUAGE ACQUISITION IN CHILDREN

A) EARLY STAGES

B) TELEGRAPH TO INFINITY

3.3. THEORIES ON THE ORDER OF ACQUISITION

3.4. THE CRITICAL PERIOD

3.5 MAIN THEORIES OF CHILD LANGUAGE ADQUISITION.

A) IMITATION

converted by Web2PDFConvert.com
B) POSITIVE REINFORCEMENT

C) CREATIVE CONSTRUCTION

4-SECOND LANGUAGE ACQUISITION THEORIES

4.1. IDENTITY HYPOTHESIS

4.2.CONSTRASTIVE HYPOTHESIS

4.3. THE MONITOR MODEL

A) THE ACQUISITION-LEARNING HYPOTHESIS

B) THE NATURAL ORDER HYPOTHESIS

C) THE MONITOR HYPOTHESIS

D) THE INPUT HYPOTHESIS

E) THE AFFECTIVE FILTER HYPOTHESIS

5-ASPECTS OF LANGUAGE ACQUISITION IN L1 AND L2

5.1. DIMENSIONS OF LANGUAGE ACQUISITION

A) PROPENSITY

B) LANGUAGE FACULTY

C) ACCESS

1-INTRODUCTION.

In this topic we are going to deal with three different parts.

In the rst one , we are going to talk about the di erent contributions of the linguistic to the teaching process , named the traditional
approach as Grammar. Translation , Direct method and Structural method. From the current method we are going to talk about the
Functional -Notional Approach.

Following, the de ne of Language Acquisition Device , and the stages in the development of language acquisition in children , dividing
the process into Early stages and Telegraph to in nity. To complete this part , we propose , the di erent theories on the order
acquisition.

Finally, we will see the similitaries and di erences in the acquisition of L1 and L2, where Krashen and Klein are the authors more
relevant. Then we will see what the current trends posit about the second language acquisition.

2-SHORT REVIEW OF THE CONTRIBUTION OF LINGUISTICS TO THE TEACHING OF FOREIGN LANGUAGES.

2.1.TRADITIONAL APPROACH

The emphasis lies on the teaching process.

A) GRAMMAR-TRANSLATION.

Inherited from the teaching of Latin, it was based on linguistic analysis. Grammar structures and vocabulary were learned by heart
converted by Web2PDFConvert.com
Inherited from the teaching of Latin, it was based on linguistic analysis. Grammar structures and vocabulary were learned by heart
and practised through translation.

B) DIRECT METHOD.

It became popular throughout the early years of the twentieth century and emphasized aural-oral skills and rejected the use of the
students mother tongue. Of reading and writing.

C) STRUCTURAL APPROACH.

In the 40s, Skinner ideas began to be used as a way of explaining what happens when we teach and learn languages. Bloom eld and
Fries started to apply the ideas of structural linguistics to language teaching.

According to this, language learning was viewed as habit formation, through repetition.

The contrast between the structures of the mother tongue and those of the target language were supposed to cause interference.

D) THE AUDIO-LINGUAL METHOD.

It emerged between about 1950 and 1965.It used long dialogues, usually centred on one or more carefully graded structures. There
was a lot of repetition in order to get perfect pronunciation. There was either communication or interaction

E) FUNCTIONAL-NOTIONAL APPROACH.

It is the first method, which aims to use real language to communicate and interact with others in the target language.

It is based on the studies carried out by the Council of Europe in the 1960s and the 1970s.It states that language should be best
classi ed in term of what people want to do with the language, that is the functions, and of what meanings people want to convey,
that is to say, which notions, they want to express.

3.THE PROCESS OF LANGUAGE ACQUISITION.

Current research in foreign language instruction claims many resemblances in the process of both, rst and second language
acquisition. For this reason, we consider relevant here to carry out a study of the childs acquisition of his rst language, in order to be
able to understand the process of second language acquisition.

3.1.DEFINITION OF LANGUAGE ACQUISITION DEVICE.

In 1967 Lenneberg already emphasized the biological prerequisites of language only homo sapiens was capable of learning language.

It is clear that the child is equipped from birth with the necessary neutral conditions for language and language use. This is what
Chomsky called the language acquisition device, which has three characteristic according to him:

-It distinguishes man from primates

-It is specific for language learning as opposed to other forms of behaviour or knowledge.

-Many structural properties of grammar are innate.

Also, according to Chomsky, the language acquisition device enables the child to acquire linguistic competence; that is to say, he is
born with the ability to acquire the complex rules of his language.

But, in addition to acquiring linguistic competence, the child must also learn to use the complex social rules in the appropriate
moment, for example, the greetings which are to be used, the taboo words, the polite forms of address, the various styles which are
appropriate to different situations and so on. This what we call communicative competence.

3.2. STAGES IN THE DEVELOPMENT OF LANGUAGE ACQUISITION IN CHILDREN

converted by Web2PDFConvert.com
3.2. STAGES IN THE DEVELOPMENT OF LANGUAGE ACQUISITION IN CHILDREN

Psycholinguists divide the childs acquisition of a language into prelinguistic and linguistic stages.

A) EARLY STAGES.

The babbling can be considered the L1 uttered by the child. It usually happens around the six month. Auditory input is necessary for
the child to develop in language.

The holophrastic stage happens sometime after one year. Then, children begin to use the same word to mean the same thing.

The two words stage happens around the time of their second birthday. Children begin to produce two words utterances, without any
syntactic or morphological markers: dirty sock.

B) TELEGRAPH TO INFINITY.

Children start stringing two, three or more words together. These utterances are not strung at random. From a very early stage,
childrens utterances reveal their grasp of the principles of sentence formation. However, the small function words are missing.

Only the content words occur. This is why children sound as if the were reading telegrams.

3.3. THEORIES ON THE ORDER OF ACQUISITION

There seems to be a natural order of L1 acquisition, language is acquired in a rather xed order. So, when children more closely
approximate the adult grammar, they not only begin to use function words but they also acquire the in ectional and derivational
morphemes of the language. For example, the su x -ing and the plural are acquired relatively early. The third person singular s on
verbs in the present tense or the possessives marker, on the contrary, are acquired late.

3.4. THE CRITICAL PERIOD

This theory is related to the controversy on the issue of the neurology of language acquisition.

Lenneberg has posited that between the age of two and puberty, the human brain shows a plasticity which allows a child to acquire
his L1: this would be the critical period, that is, the ideal moment for acquiring second languages as well as the first.

At the end of the critical period cerebral dominance would be completed.

This is to say; it is thought that language acquisition is related to the development of the cerebral dominance, which means that each
side of the brain performs different functions, in the adult.

Bogen has even speculated that the two sides of the brain utilize two di erent cognitive modes: one analytic and digital the other,
synthetic and analogic.

The left hemisphere is responsible for most linguistic performance in adults, not so in children until the end of the development of
cerebral dominance.

Lenneberg hypothesized that the end of cerebral dominance happens in puberty and it concludes with the close of the critical period
for language acquisition, and that foreign accents are not overcome easily after puberty.

3.5 MAIN THEORIES OF CHILD LANGUAGE ADQUISITION.

A) IMITATION

Some psycholinguistic who follow behaviourist psychologist think that children learn that children learn their rst language by mere
imitation.

Although imitation is involved, the sentences produced by children show they are not imitating adult speech.
converted by Web2PDFConvert.com
Although imitation is involved, the sentences produced by children show they are not imitating adult speech.

B) POSITIVE REINFORCEMENT

This is also a behaviourist theory and it posits that children learn to produce correct sentences because they are positively reinforced
when they say something right.

However, corrections made by mothers and caretakers are base more on the contents of the message than on its form. Besides,
empirical research shows that all attempts to correct a childs language are doomed to failure until a time comes when he has
internalised the rules.

C) CREATIVE CONSTRUCTION.

This theory follows Chomskys mentalist views and posits that di erent rules govern the construction of the sentences during the
different moments of the period in which the grammar is learnt.

Because the imperfect sentences children use are perfectly regular, they re ect their grammar at certain stage of development. The
child seems to form the simplest and most general rule he can from the input he receives and then he uses the rules whenever he
can.

4-SECOND LANGUAGE ACQUISITION THEORIES

4.1. IDENTITY HYPOTHESIS

Klein asserts that rst and second language acquisition is basically one and the same process, governed by the same laws. But there
are both similarities and differences:

-The first language is an intrinsic component of the childs overall cognitive and social development.

-L1 is usually acquired with perfect pronunciation.

-There are substantial variations with respect to the acquisition order of structures in L1 and L2.

4.2.CONSTRASTIVE HYPOTHESIS

It was rst posited by Lado and gave rise to contrastive analysis. It asserts that the acquisition of a L2 is largely determined by the
structure of L1.

L1 can have a positive in uence, when the structures of both languages are similar. This is called positive transfer and facilitates the
easy assimilation of the structures of the target language.

On the other hand, contrasting structures cause interference or negative transfer and hamper the acquisition.

However current research claims that, although the learners knowledge of his rst language in uences how he approaches the
second, this does no necessarily conditions the actual production and comprehension.

4.3. THE MONITOR MODEL

Posited by Krashen, it comprises five hypothesis. It highlights the importance of communication in L2 instruction.

A) THE ACQUISITION-LEARNING HYPOTHESIS

Acquisition occurs subconsciously, as a result of participating in natural communication, where the focus is on meaning.

Learning occurs as a result of conscious study of the formal properties of the language.

Acquired knowledge is stored in the left hemisphere of the brain, in the languages areas, and so it is available for automatic
converted by Web2PDFConvert.com
Acquired knowledge is stored in the left hemisphere of the brain, in the languages areas, and so it is available for automatic
processing.

Learnt knowledge is metalinguistic in nature, so it is stored in the left hemisphere but not in the language areas and it is only
available for controlled processing.

In performance, acquired knowledge serves as the major source for initiating the comprehension and production of utterances.
Learnt knowledge is available only for use by the Monitor.

B) THE NATURAL ORDER HYPOTHESIS

It affirms that learners may follow a more or less invariable order in the acquisition of formal grammatical features.

-We do not know the order of acquisition of every structure in every language.

-The existence of a natural order of L1 acquisition does not imply we should teach second languages along the same order.

C) THE MONITOR HYPOTHESIS

It speaks about the manner in which language acquisition can be influenced by conscious awareness.

The Monitor is the device learners use to edit or revise their language performance. It utilizes learnt knowledge to modify utterances
generated from acquired knowledge. So it is based on the previous distinction between subconscious acquisition and conscious
learning. According to Krashen, learning is always effected through a Monitor, which can be effect in communication only if:

-There is enough time

-If the speaker is concerned with the correctness of his production

-If he knows the correct rule.

The Monitor, while fostering accuracy, is likely to hamper fluency.

D) THE INPUT HYPOTHESIS

In order to acquire language, the learners needs input. Acquisition takes place as a result of the learner having understood input that
is a little beyond the current level of his competence (I + 1)

In order to make the input more accessible, it is convenient to provide the suitable context and as much extra-linguistic information
as possible. Devices such as simplified speech, visual clues, key words, gestures or familiar topics can be used for this purpose

Input should be interesting and comprehensible for students. Themes should be chosen according to the students needs and
interest.

Early speech is typically not accurate. Direct error correction should be avoided as useless, as self-correction will arrive in due time.

Speaking fluency emerges on its own time. We cannot teach it directly.

E) THE AFFECTIVE FILTER HYPOTHESIS

Dulay and Burt rst proposed this notion. The factor which constitute the a ective Filter are anxiety, motivation and self-con dent,
which are affective variants and have an effect on L2 acquisition.

If the A ective Filter is raised it produces a mental block which prevents input to enter. If it is lowered, lots of input are obtained and
let in.

5-ASPECTS OF LANGUAGE ACQUISITION IN L1 AND L2

converted by Web2PDFConvert.com
5-ASPECTS OF LANGUAGE ACQUISITION IN L1 AND L2

Current research is trying to nd out the di erences and similarities existing between the acquisition of the mother tongue and the
learning of L2.That are why term acquisition is being increasingly used in the literature related to this topic

Klein, think that second language acquisition is a process of enormous complexity, in which a variety of factors are at work and which
cannot fully described or explained as yet.

However, as Klein points out, there are some important considerations to be kept in mind with regard to a later comparison of L1 and
L2 acquisition:

-L1 acquisition occurs when the learner has been without a language.

-L1 acquisition is intimately bound up with the Childs cognitive and social development.

5.1. DIMENSIONS OF LANGUAGE ACQUISITION

Klein consider that has three components:

A) PROPENSITY

It is the inner force or need that urges , the learner to learn the language. It is necessary for the acquisition to take place. It is
different from motivation , which are external.

The factors that constitute this propensity are:

-Social integration, little significant in L2 learning at intuitional levels.

-The communicative needs , which vary very much according to different learners and influence the vocabulary acquired.

-Attitude which is considered to be an important factor to favour second language acquisition.

-Educational which may be e ective in foreign language instruction in schools if combined with other propensity factors , such a
social advancement , represented by good marks and passed exams , avoidance of punishment.

B) LANGUAGE FACULTY

Human beings are endowed with a natural capacity for processing language, both as speaker and listener , the language capacity.

Klein posits that this faculty , which enables human beings to acquire their first language , can be also used to acquired a L2

C) ACCESS

It is the possibility of obtaining input, without which the language processor can not operate because it is its raw material.

The problem of access has two aspects:

-The amount of input available.

-The range of opportunities to use the input for communication

Topic 7 The oral foreign language. The complexity of Topic 4 Assessment of knowledge of foreign languages as a
converted by Web2PDFConvert.com
 Topic 7 The oral foreign language. The complexity of Topic 4 Assessment of knowledge of foreign languages as a
understanding the overall meaning in oral interaction: From means of communication between people and peoples. Interest in
audition to active and selective listening. Taking word of imitative linguistic diversity through knowledge of a new language and
reproduction to autonomous production. culture.

ENSEANZA
PRIVADA
Trabajar en colegios
privados
Enviar el curriculum a
colegios
Elaboracin curriculum
profesor
Cartas de presentacin
profesores
Trabajo en colegios de
Madrid
Trabajo en colegios de
Barcelona

OTROS SECTORES
Trabajar en hospitales
Enviar el curriculum a
hospitales
Trabajo en hospitales
de Madrid
Enviar el curriculum a
empresas
Trabajar en principales
empresas
Trabajar en Alemania

OTRAS
SECCIONES
Trabajar en Inglaterra
Trabajar en Francia
Ofertas Empleo
Profesores
Condiciones y
Privacidad
Sobre nosotros
Contacta

SGUENOS

Curriculum Express 2017 | Av. Diagonal 36, local 7, Barcelona - Tf. 931 888 757 - contactanos@cvexpres.com

converted by Web2PDFConvert.com