Buscar

Aula_01

Esta é uma pré-visualização de arquivo. Entre para ver o arquivo original

PRÁTICA DE ENSINO DE INGLÊS I
Aula 1- First Language Acquisition
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Content:
First Language;
Patterns in Development;
Developmental Sequences;
Grammatical Morphemes;
Negation;
Questions;
Approaches;
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
How do we learn our mother tongue?
Even though people do not usually take time to think about it, learning how to communicate in a language is an amazing accomplishment. We might not think about it consciously, but we do share in the pride and happiness of parents when their babies utter their first words. How do they do it? How can they learn not only words, but whole sentences that make sense? How do they develop this knowledge?
Another interesting question would be: if children are usually successful in learning their first language, why is it so difficult to some people to learn a second language either in teenagehood or in adulthood? If, let´s say, the “machinery” is basically the same, what elements interfere in this process?
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
First Language:
Our first language is the language we learn from birth. It’s also known as native language, mother tongue or simply L1. If a child learns more than one language at the same time, this child will have two native languages and will be called bilingual.
Question 1) What if a child learns another language later?
Question 2) Can a child´s L1 be “replaced” in the future?
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Patterns in development:
“One remarkable thing about first language acquisition is the high degree of similarity which we see in the early language of children all over the world. The earliest vocalizations are simply the involuntary crying that babies do when they are hungry or uncomfortable. Soon, however, we hear the cooing and gurgling sounds of contended babies, lying in their beds looking at bright shapes and colors around them.” (Lightbown & Spada 1999).
Question 1) Do you reckon this process could be easier depending on the type of language being learned, that is, learning English would be simpler than learning Chinese?
Question 2) Is culture attached to language or is one´s language attached to culture?
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Developmental sequences:
Lightbown & Spada (1999) claim that there are some predictable developmental sequences or stages related to a child´s linguistic development, which are linked to their cognitive development. Also, developmental sequences might be related be determined more by the gradual mastery of the linguistic elements for expressing ideas which have been present in children’s cognitive understanding for a long time.
Examples: 
1) use of specific words to refer to time (temporal adverbs);
2) correct use of auxiliaries;
3) understanding of aspectual elements (perfective x imperfective);
4) use of pronouns;
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Grammatical Morphemes – Part I:
As a morpheme is a speech element having a meaning or grammatical function that cannot be subdivided into further elements, its mastery obviously demands time and high degree of exposition. 
According to some studies (Brown, 1973; de Villiers, Peter & Jill, 1973), there is a certain order of morpheme acquisition in English. The researchers who carried out the study claim that the order of acquisition is the same, but the rate of acquisition usually differ from child to child.
The following slide shows some examples:
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Grammatical Morphemes - Part II:
 
present progressive – ing (Mommy running)
plural – s (two books)
irregular past forms (Baby went)
possessive ‘s (daddy’s hat)
copula (Annie is a nice girl)
articles ‘the’ and ‘a’
regular past – ed (She walked)
third person singular simple present – s (She runs)
auxiliary ‘be’ (He is coming)
The researchers argue that by the time children master the morphemes at the bottom of the list, they can accurately use the ones on the top. However the opposite is not true.
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Negation – Part I:
According to Bloom &Lahey (1978), when it comes to negation, children learn its functions before they learn the grammatical rules to express them. That means they learn to deny, reject, disagree with, and refuse something and only after that they learn how to do it accurately.
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Negation – Part II:
Stage 1 – The use of the word ‘no’, either alone or as the first word in an utterance.
 
e.g. No go. No cookie. No combhair.
 
Stage 2 – Subject is included and the negative is placed just before the verb.
 
e.g. Daddy no comb hair.
 
Stage 3 – Negative words such as ‘don’t’ and ‘can’t’ are included. At this point, the negative words do not yet vary these forms for different persons or tenses.
 
e.g. I can’t do it. He don’t want it.
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Negation – Part III:
 
Stage 4–Attachment of the negative element to the correct form of the auxiliary and modal verbs.
 
e.g. You didn’t have supper. She doesn’t want it.
 
At this point, children may still have difficulty with negatives:
 
e.g I don’t have no more candies. 
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Questions – Part I:
 
Especifically in the English language, the right use of questions implies not only the right intonation, but also the correct use of auxiliaries. 
When it comes to question formation, according to Bloom and Lahey (1978) there is also a predictable sequence of acquisition. The researchers claim that children follow six stages in learning how to form questions in English:
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Questions – Part II:
Stage 1 – The use of single words or simple two- or three-word sentences with rising intonation.
 
e.g. Cookie? Mommy book?
 
Stage 2 – Use of the word order of declarative sentences.
 
e.g You like this? I have some?
 
With wh-questions, the question word is placed at the beginning.
 
e.g Why you catch it?
 
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Questions – Part III:
Stage 3–Use of an auxiliary verb at the beginning of a sentence.
 
e.g. Is the teddy tired?
 
At this stage, they may overgeneralize and produce sentences like:
 
Do I can have a cookie?
 
Stage 4 – Use of subject-auxiliary inversion.
 
e.g. Do you like ice cream?
 
At this point, they might not invert wh-questions and might produce sentences like: e.g. Where I can draw them?
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Questions – Part IV:
Stage 5 – Combination of both operations.
 
e.g. Why can he go out?
 
Stage 6 – When wh-words appear in subordinate clauses or embedded questions, children might overgeneralize the inverted form.
 
e.g. I don’t know why can’t he go out.
According to the authors, by the age of four most English-speaking children are able to produce questions which are both grammatical and appropriate. However, they might slip back to an earlier stage once in a while.
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Some Theoretical Approaches
Over the past decades, there have been three main theoretical approaches that attempt to explain the acquisition of a native language. They are:
 
Behaviorism
Innatism
Interactionism
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Behaviorism
Behaviorism is a psychological theory which was founded by J.B. Watson and supported by Leonard Bloomfield and J.F Skinner, among others. According to this theory, children learn their native language mainly through the imitation of people around them, in a process that involves rewards and practice.
In other words, this theory states that whenever a child is successful in imitating the sounds or speech patterns of his/her mother tongue, he/she is praised by people around and gets lots of affection from them, that is, the child’s behavior is positively reinforced. This would motivate the child to continue with the behavior that evoked so much positive attention to him/her.
Traditional behaviorists understood language as a ‘conditioned behavior’. Therefore language learning would follow some steps:
Imitation → Repetition → Memorization → Controlled drilling → Reinforcement
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Innatism
The innatist view, which was proposed by the American linguist Noam Chomsky,was a challenge to the established behaviorist theories of the time. It stated that language is an innate capacity, that is, children are born with a natural ability to learn a language.
Chomsky internalizes the concept of language and demonstrates how important it is to understand the human cognitive apparatus.
Tema da Apresentação
First Language Acquisition – Aula 1
PRÁTICA DE ENSINO DE INGLÊS I
Interactionism
The interactionist position holds that language development results from the interaction between the linguistic environment and the child’s innate capacities.
 In addition, interactionists believe that language acquisition is a process “similar to and influenced by the acquisition of other kinds of skill and knowledge, rather than as something which is largely independent of the child’s experience and cognitive development” (Lightbown and Spada, 1999).
Tema da Apresentação

Teste o Premium para desbloquear

Aproveite todos os benefícios por 3 dias sem pagar! 😉
Já tem cadastro?

Outros materiais