Definition of Terms  Second Language Acquisition

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Definition of Terms  Second Language Acquisition  Bilingual Language Acquisition Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 357.

Questions about Bilingualism 1. Doesn’t the child confuse the two languages? 2. Does bilingual language development take longer than monolingual development? 3. Are bilingual children brighter or does acquiring two languages negatively affect the child’s cognitive development in some way? 4. How much exposure to each language is necessary for a child to become bilingual? Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 358.

One System or Two? One  Mixed vocabulary  Complementary vocabulary  Overlapping vocabulary  Different syntax requirements  Different morphology requirements  Distinct phonemes and phonological rules Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 358-359.

How much input is needed? “For practical purposes, the rule of thumb is that the child should receive roughly equal amounts of input in the two languages to achieve native proficiency in both.” Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 360-361.

Cognitive Effects of Bilingualism Early studies:  Worse: IQ, other cognitive / educational tests More recent studies:  Better in certain problem solving tasks  Better metalinguistic knowledge  Understand better about arbitrariness of object / name relations  Know what context to use which language in Benefits depend on value of two languages in society. Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 361.

SLA and FLA Similarities and Differences  Develops in stages  UG may be available to some extent Differences  Ultimate proficiency not the same  Greater non-linguistic cognitive abilities  UG not available to same extent (??) Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 361-363.

Second Language Acquisition “The younger you are, the easier it seems to be to learn a language. Language is unique in that no other complex system of knowledge is more easily acquired at a younger age than at an older one.” Fromkin, Victoria and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 347.

Chapter 7 Homework (Exercise 8, pp. 371-372)  Final voiced stop consonants deleted  Final voiced sibilants are devoiced  (dish unique) 2;0:  Final voiced stops are devoiced (or for [ d ] deleted) Both voiced stops and voiced sibilants are natural classes. b. NO minimal pairs, BUT some sounds in similar contexts

Chapter 7 Homework (Exercise 11, p. 372) a. Egyptian Arabic: Insert [ i ] AFTER first consonant of consonant cluster at the beginning a syllable b. Iraqi Arabic: Insert [ i ] BEFORE first consonant of consonant cluster at the beginning a syllable c. Egyptian: Arabic B Iraqi: Arabic A