Learning and acquisition

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<i><b>LOGO</b></i>

<b>LEARNING & </b>

<b>ACQUISITION</b>

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<b>Some concepts</b>

1st language: the mother tongue / native
language / L1

2nd language: the widely used in the
environment

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<b>Three ways</b>

picking up the language _ exposure to lots
of examples _ acquisition takes place over
a period of time _ a silent period.

Using L2 in interaction with other people.
Focusing on the form of L2

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<b>Acquisition</b>

How children acquire L1?

 _{Exposure to L1}

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<b>2</b>

<b>nd</b>

<b> language acquisition</b>

A subconscious process _ expose to

samples of the 2nd language that we
understand.

Acquirers _ not consciously aware of the
grammatical rules



Not concentrate on form, but in the

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<b>Acquisition </b>

More important for natural, fluent
communication.

 Lrs. are quite fluent without ever having
learned rules

Lrs. should be exposed to

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<b>Learning</b>

A conscious process of study and

attention to form and rule learning.

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<b>Acquisition</b> <b>Learning</b>

• Subconscious

•_Natural

• Long lasting

• Successful

•_{Attention to meaning}

• Fluent

• Conscious

•_Unnatural

• Short lasting

• Unsuccessful

•_{Attention to form and}

rule learning

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<b>The input hypothesis</b>

 Input: what students hear or read

Comprehensible / roughly-tuned input:
forms and structures which are just

beyond the learner’s current level of

competence in the language.

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<b>The input hypothesis</b>

 only concerned with acquisition, not
learning

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<b>Baseline talk</b>

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<b>Modified input / Adjusted speech</b>

 1st language: child-directed speech/
caretaker talk / mother talk /

motherese / baby talk

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<b>child-directed speech</b>

The way parents talk to little children
Features:

Slower rate of speech
Higher pitch

More varied intonation

Shorter, simpler sentence patterns
Frequent repetition

Paraphrase

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<b>Foreigner talk</b>

 NS modify their speech when
communicating with NNS

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 Base line talk: you won’t forget to buy
the ice cream on your way home, will
you?

 UG FT: No forget buying ice cream, eh?
GFT: The ice cream – you will not forget

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<b>Ungrammatical FT</b> <b>Grammatical FT</b>

• Socially market

• NS’s lack of respect

• Features:

o Deletion of “be” / modal
verbs / articles

o Using base form for past
tense

o Using special

construction like “no + V”

• The norm

• Features:

o Delivered at a slower
pace

o The input is simplified
(shorter sent., no

subordinate clauses)

o Regularised

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<b>Implication</b>

Make learning like acquisition by:

Giving learners both finely-tuned and
roughly-tuned input (use authentic

materials)

Modifying the input like the way parents
talk to little children

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<b>Teaching</b>

Young Lrs. : avoid grammar teaching,

children subconsciously acquire lg.

Adult Lrs.: focused lg. study = useful,
desirable + activities that match

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<b>Principles </b>

Acquisition is more important than
learning

Only acquired language is readily
available for natural, fluent

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<b>Modify the following baseline </b>

<b>talk</b>

Advances in medicine and public

sanitation mean that infectious diseases
no longer kill millions of children and

adults as they did in the past.

Our faces make our emotion and

attitudes known, but we should not try to
“read” people from another culture as we
could “read” someone from our own

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With the globalisation of information

technology and worldwide access to the
internet, people from all areas of learning
are finding themselves using form of

information technology in the work place.
Pronunciation practice is an important

matter when studying a new language,
as incorrect pronunciation can cause

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