2 nd lecture

 Stages of child’s intellectual development : Birth -2 sensorimotor 2-7 preoperational 7-16 Concrete operational:7-11 Formal operational: operational

1) Ausubel (1964) pointed at the connection stating the question: Dose the capacity of formal, abstract thought have a facilitating or inhabiting effect on language acquisition in adults? Adults contrary to children, would profit from grammatical explanations and deductive thinking

 That children are highly centred. The lack of flexibility and of decentration is necessary for LA. They acquire language easily as they are not aware of the social values or attitudes.  However, we cannot state that adults could not be successful language learners.  So, variables may lie outside the cognitive domain entirely, but centrally in the emotional domin.

The superiority of children in implicit learning (acquisition of linguistic patterns without explicit attention or instruction). Although studies have shown hat adults could use explicit mechanisms to master implicit rules, still mental ability to induce abstract patterns starts at early stages.

 Dekeyser’s belief indifferently. He argues that a strong case for critical period must show a discontinuity in learning outcomes. Changes could be related to changes of age.

 The growth of the dominance of the left hemisphere contributes to tendency to be intellectually centred on the task of SLL.

 Equilibration is: progressive organization of knowledge in a stepwise fashion.  This is moving from states of doubts and uncertainty (dequilibrium) to stages of resolution and certainty (equilibrium) and then back to further doubt, that is in time also resolved at (14-15). Children become aware of contradictions and ambiguities as they grow and become intellectual to reach resolutions.

 There is no room for rote learning. Both children and adults learn language in natural meaningful contexts.  We should not depend on rote activities in classrooms

 1 ) Egocentricity : children are self-focused  2 ) Inhibitions : children develop and experience physical, cognitive, and emotional changes. They learn how to relate to others socially and communicate to reach effective equilibrium.  3 ) Language ego: the identity a person develops in reference to a language. It is the interaction of native language and ego development.

 4) Second identity :  5) Attitudes:  6: Peer pressure:

1)Bilingualism: learning two languages simultaneously. bilingualism Code- switching (inserting one language into another)

 Errors made by effects of 1 st and 2 nd language interference. E.g:  Possessions – gender – word order- verb forms questions, and negations  Adults use 1 st language to fill the gap that he cannot fill by generalization.

 In child learning, interference rarely happens. Children use creative construction instead.  There are 5 determinants of acquisition order: 1- Perceptual silence (hear or see a structure) 2- Semantic complexity (how to express meanings) 3- Morpho-phonological regularity (the effect of phonological environment on morphology) 4- Syntactic category (grammatical forms) 5- Frequency in the input

 1- competence and performance  2- comprehension and production  3- nature or nurture  4-universals  5- systematicity and variability  6- language and thought  7- imitation  8- practice and frequency  9- input  10-discourse

1)Asher (1977) total physical response (TPR) (commands- interrogatives) 2) (Krashen & Terrell, 1983) natural approach: Communication skills

 Silent period vs. Comprehensible input