Aula 02

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PRÁTICA DE ENSINO DE INGLÊS - I
Aula 2 – Language and Thought
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Agenda:
Brief Revision (Lesson 01);
Concepts of Mother Tongue, L1, L2 & Foreign Language;
Acquisition versus Learning;
The connections between Language & Thought;
Language Acquisition through the Social Funcion of Language;
Revision;
Bibliography;
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Mother Tongue:
“A distinction is often made that depends on how the language is learned: as a native language (or mother tongue), acquired when the speaker is a young child (generally in the home) or as a nonnative language, acquired at some subsequent period. Overlapping with this distinction is that between its use as a first language (L1), the primary language of the speaker, and as an additional language” (Quirk, 1985, p. 3-4)
A mother tongue is the language learned from brith.
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
L1:
Essentially, one´s native language is one´s first language, that is, the first language someone had contact with. 
“Although one´s native language is usually also one´s first language, it need not be. People may migrate to a country where a language different from their native tongue is spoken. If they become proficient in the new language and use it extensively, that nonnative language may become their first language, displacing the native tongue” (Quirk, 1985, p.4).
Sometimes, there can be more than one mother tongue, (for example, when the child's parents speak different languages). 
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
L2:
When we think of L2, one possible way is to consider one language is used “chiefly for intranational purposes. We can distinguish five types of function... 1) instrumental, for formal education; 2) regulative, for government administration and the law courts; 3) communicative, for interpersonal communication between individuals speaking different native languages; 4) occupational, both intranationally and internationally for commerce and and for science and technology; 5) creative, for nontechnical writing, such as fiction and political works” (Quirk, 1985, p.4)
Basically, a second language is any language learned right after any first language
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Foreign Language:
“By foreign language we mean a language used by persons for communication across frontiers or with others who are not from their country: listening to broadcasts, reading books or newspapers, engaging in commerce or travel, for example” (Quirk, 1985, p. 5)
A foreign language is a language not spoken in the native country of the person referred to
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Examples:
A child is born in a country where two official languages are spoken: English and French. The child´s mother has Spanish as her L1 and the child´s father has German and his L1.
A child is born in Brazil, but one month later, his/her parents move to the USA. The child´s parents are native speakers of the Portuguese language.
A group of students from a public school in Brazil are having Spanish lessons twice a week.
An adult has studied English in Brazil for 7 years non-stop. He´s now 40 years old and has just been transferred to his company´s headquarters in England.
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Questions from Lesson 01:
1) What if a child learns another language later?
2) Can a child´s L1 be “replaced” in the future?
3) Do you reckon the process of leaning a first language could be easier depending on the type of language being learned, that is, learning English would be simpler than learning Chinese?
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Language and Thought 
It can be claimed that language precedes thought, since it is language that structures thought.
subject
According to Vygotsky (2000), “There is a fundamental interrelationship between thought and language, one providing resources to the other. Thus language has a key role in shaping the thought and character of an individual”.
Subject
Speech
Language
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Acquisition versus Learning:
Acquisition:
There are two distinct and independent ways of developing competence in a second language. Krashen (1982, p. 10) argues that: “ The first way is language acquisition, a process similar, if not identical, to the way children develop ability in their first language. Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring, but are only aware of the fact that they are using the language for communication”. 
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Acquisition versus Learning (cont.):
“The result of language acquisition, acquired competence, is also subconscious. We are generally not consciously aware of the rules of the languages we have acquired. Instead, we have a ‘feel’ for correctness. Grammatical sentences ‘sound’ right, or ‘feel’ right, and errors feel wrong, even if we do not consciously know what rule was violated”. 
Acquisition = implicit learning, informal learning, natural learning. In non-technical language, acquisition = “picking-up a language”
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Acquisition versus Learning (cont.):
Schütz (2012) examplifies this by saying that: “A classic example of second language acquisition are the adolescents and young adults that live abroad for a year in an exchange program, often attaining near native fluency, while knowing little about the language. They have a good pronunciation without a notion of phonology, don't know what the perfect tense is, modal or phrasal verbs are, but they intuitively recognize and know how to use all the structures”.
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Acquisition versus Learning:
Learning:
According to Krashen (1982, p. 10) “ The second way to develop competence in a second language is by language learning. We will use the term ‘learning’ ... to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is ‘knowing about’ a language, known to most people as ‘grammar’ or ‘rules. Some synonyms include formal knowledge of a language, or explicit learning”.
Learning = conscious knowledge of a second language
Tema da Apresentação
LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Acquisition versus Learning (cont.):
Schütz (2012) states that: “Innumerable graduates in Brazil with arts degrees in English are classic examples of language learning. They are certified teachers with knowledge about the language and its literature but able to communicate in English only with poor pronunciation, limited vocabulary and lacking awareness of the target culture”.
Question: To what extent do you think acquisition & learning interfere or influence some approaches in language teaching procedures? 
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LANGUAGE AND THOUGHT - AULA02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
How do learners acquire an L2? 
One way to verify how learners acquire an L2 can be done by collecting data through observation over a period of time. By doing so, researchers usually draw their attention on the following items:
Pronunciation – Accent – Vocabulary - Grammar
Researchers basically try to measure learners´ development and mastery of the target language over time, that is, how their fluency, accuracy and pronunciation are enhanced at different points of time.
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
External Factors
Social Conditions = opportunities learners have to hear and speak the target language. It also refers to the attitudes learners develop towards the target language. 
Input Received = samples of language to which the learner is exposed;
Question: Who has more chances of becoming fluent in an L2, someone immersed in a foreign country or someone having lessons in his homeland?
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LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Internal Factors
Learners’ cognitive mechanism = extract information about the L2 from the input received;
Learners’ background knowledge = mother tongue + knowledge about the world;
Learners’ individual differences in L2 acquisition = language aptitude, age, motivation and learning strategies; 
Tema da Apresentação
LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
The Process: Error & Mistakes
The process of mastering a second language demands patience, as well as a typical procedure of successul or unsuccessful attempts (errors & mistakes).
Errors → Deviations in usage which result from gaps in learners’ knowledge of the target language.
 
Mistakes→ Deviations in usage that reflect learners’ inability to use what they actually know of the target language.
 
Tema da Apresentação
LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Summarizing ...
Mother Tongue, L1, L2 and Foreign Language;
 Language & Thought;
Acquisition Versus Learning;
External & Internal Factors invovled in L2 acquisition;
Erros versus Mistakes;
Tema da Apresentação
LANGUAGE AND THOUGHT - AULA 02 
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS I
Bibliography: 
KRASHEN, Stephen D. Principles and practice in second language acquisition. Oxford: Pergamon Press, 1982.
OLIVEIRA, Marta Kohl de. Vygotsky: aprendizado e desenvolvimento – um processo sócio-histórico. São Paulo: Scipione, 2009.
SCHÜTZ, Richardo. Language acquisition – language learning. 
	<< http://www.sk.com.br/sk-laxll.html>>
QUIRK, Randolph. A comprehensive grammar of the English language. London: Longman, 1985.
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