1. 1st Language Acquisition How do humans acquire speech

2. Language acquisition  We are not born speaking!  We have a language instinct, but we must acquire our language nonetheless.  If we think of all that is entailed in knowing a language, it seems a challenge.  We are not born speaking!  We have a language instinct, but we must acquire our language nonetheless.  If we think of all that is entailed in knowing a language, it seems a challenge.

3. Language instinct  Our language instinct does not tell us what specific language to learn or particular structures to memorize.  It does provide us with an innate knowledge of basic language features, present in all human languages.  LINGUISTIC UNIVERSALS > UNIVERSAL GRAMMAR  Humans then learn to specialize this universal grammar for the particulars of their language.  Our language instinct does not tell us what specific language to learn or particular structures to memorize.  It does provide us with an innate knowledge of basic language features, present in all human languages.  LINGUISTIC UNIVERSALS > UNIVERSAL GRAMMAR  Humans then learn to specialize this universal grammar for the particulars of their language.

4. Innateness of language  How do we really know this is an innate ability?  The biologist Eric Lenneberg defined a list of characteristics that are typical of innate behaviors in animals.  How do we really know this is an innate ability?  The biologist Eric Lenneberg defined a list of characteristics that are typical of innate behaviors in animals.

5. Innate behaviors...  emerge before they are necessary.  do not appear as the result of a conscious decision.  do not appear due to a trigger from external events.  are relatively unaffected by direct teaching and intensive practice.  follow a regular sequence of “milestones” in their development.  generally observe a critical period for their acquisition  emerge before they are necessary.  do not appear as the result of a conscious decision.  do not appear due to a trigger from external events.  are relatively unaffected by direct teaching and intensive practice.  follow a regular sequence of “milestones” in their development.  generally observe a critical period for their acquisition

6. 1. Emerge before necessary  When is language necessary?  When do children usually begin speaking/using language coherently?  Is this criterion met?  When is language necessary?  When do children usually begin speaking/using language coherently?  Is this criterion met?

7. 2. Are not conscious  Does a child decide to consciously pursue certain skills?  Do babies make a conscious decision to start learning a language?  Is this criterion met?  Does a child decide to consciously pursue certain skills?  Do babies make a conscious decision to start learning a language?  Is this criterion met?

8. 3. Are not triggered  What would prompt a child to take up soccer?  What would prompt a child to begin speaking?  Is this criterion met?  What would prompt a child to take up soccer?  What would prompt a child to begin speaking?  Is this criterion met?

9. 4. Cannot be taught  We CAN teach grammar, and prescriptive rules of language. But we’re not talking about that here.  We correct children’s errors sometimes. Does it help?  In fact, “coaching” seems to hurt rather than help language ability in children.  Is this criterion met?  We CAN teach grammar, and prescriptive rules of language. But we’re not talking about that here.  We correct children’s errors sometimes. Does it help?  In fact, “coaching” seems to hurt rather than help language ability in children.  Is this criterion met?

10. 5. Follow milestones  In spite of different backgrounds, different locations, and different upbringings, most children follow the very same milestones in acquiring language.  For example, around 12months  Around 24 months  By 30 months  Is this criterion met?  In spite of different backgrounds, different locations, and different upbringings, most children follow the very same milestones in acquiring language.  For example, around 12months  Around 24 months  By 30 months  Is this criterion met?

11. 6. Observe a critical period  What is a critical period?  For first language acquisition, there seems to be a critical period of the first five years, during which children must be exposed to rich input. There is also a period, from about 10-16 years, when acquisition is possible, but not native-like.  For SLA, the issue is more complicated… More later.  Is this criterion met?  What is a critical period?  For first language acquisition, there seems to be a critical period of the first five years, during which children must be exposed to rich input. There is also a period, from about 10-16 years, when acquisition is possible, but not native-like.  For SLA, the issue is more complicated… More later.  Is this criterion met?

12. The Critical Period Hypothesis  CPH: Proposed by Lenneberg  This hypothesis states that there is only a small window of time for a first language to be natively acquired.  If a child is denied language input, she will not acquire language  Genie: a girl discovered at age 13 who had not acquired her L1  CPH: Proposed by Lenneberg  This hypothesis states that there is only a small window of time for a first language to be natively acquired.  If a child is denied language input, she will not acquire language  Genie: a girl discovered at age 13 who had not acquired her L1

13. More evidence for the Critical Period Hypothesis  Second Language Acquisition:  Younger learners native fluency.  Older learners (>17) never quite make it.  ASL Acquisition:  Children of Deaf Adults (CODAs) have an advantage over later-learners of ASL in signing  Aphasia:  Less chance of recovery of linguistic function after age 5.  Second Language Acquisition:  Younger learners native fluency.  Older learners (>17) never quite make it.  ASL Acquisition:  Children of Deaf Adults (CODAs) have an advantage over later-learners of ASL in signing  Aphasia:  Less chance of recovery of linguistic function after age 5.

14. L1 acquisition  Sound production/babbling  Phonological acquisition  Morphological/Syntactical acquisition  Semantic development  Sound production/babbling  Phonological acquisition  Morphological/Syntactical acquisition  Semantic development

15. Acquisition of phonetics  Few weeks: cooing and gurgling, playing with sounds. Their abilities are constrained by physiological limitations.  4 months: distinguish between [a] and [i], so their perception skills are good.  4-6 months: children babble, putting together vowels and consonants. This is not a conscious process! Experiment with articulation  7-10 months: starts repeated babbling.  10-12 months, children produce a variety of speech sounds. (even ‘foreign’ sounds)  Few weeks: cooing and gurgling, playing with sounds. Their abilities are constrained by physiological limitations.  4 months: distinguish between [a] and [i], so their perception skills are good.  4-6 months: children babble, putting together vowels and consonants. This is not a conscious process! Experiment with articulation  7-10 months: starts repeated babbling.  10-12 months, children produce a variety of speech sounds. (even ‘foreign’ sounds)

16. Acquisition of phonology  18 months: Sound substitution ‘dat’ ‘wawa’. Non-fixed perception of phonemes, entire words are single units, unaware of meaning distinctions due to single sounds  15-21 months: words as a sequence of phonemes. Mastery of sounds differing maximally: mama, dada. CV is main syllable structure. They reduce = banana  [na.na] 2 syllable words, stressed/unstressed  18 months: Sound substitution ‘dat’ ‘wawa’. Non-fixed perception of phonemes, entire words are single units, unaware of meaning distinctions due to single sounds  15-21 months: words as a sequence of phonemes. Mastery of sounds differing maximally: mama, dada. CV is main syllable structure. They reduce = banana  [na.na] 2 syllable words, stressed/unstressed

17. The acquisition of morphosyntax  At about 12 months, children begin producing words consistently.  One-word stage (holophrastic stage):  Name people, objects, etc.  An entire sentence is one word  Two-word stage:  Approximately 18-24 months  Use consistent set of word orders, with structure determined by semantic relationships  agent+action (baby sleep)  possessor+possession (Mommy book)  At about 12 months, children begin producing words consistently.  One-word stage (holophrastic stage):  Name people, objects, etc.  An entire sentence is one word  Two-word stage:  Approximately 18-24 months  Use consistent set of word orders, with structure determined by semantic relationships  agent+action (baby sleep)  possessor+possession (Mommy book)

18. Acquisition of Semantics  Overextensions:  Using ‘moon’ for anything round  Using ‘dog’ for any four-legged animals  Underextensions:  The word ‘mammal’ may not include whales, etc  Overextensions:  Using ‘moon’ for anything round  Using ‘dog’ for any four-legged animals  Underextensions:  The word ‘mammal’ may not include whales, etc

19. Second Language Acquisition Differences from L1 acquisition Teaching Methods Differences from L1 acquisition Teaching Methods

20. Terms/Associations  Native Language = 1st lang = L1  Second Language = L2 = target lang  Second Lang Acquisition (SLA)  Research investigates how people attain proficiency in a lang which is not their mother tongue  Native Language = 1st lang = L1  Second Language = L2 = target lang  Second Lang Acquisition (SLA)  Research investigates how people attain proficiency in a lang which is not their mother tongue

21. Differences b/w L1 and L2  Difference b/w child and adult grammars  Difference b/w beginning and advanced L2 learner’s grammars  Interlanguage grammar  Transfer  Difference b/w child and adult grammars  Difference b/w beginning and advanced L2 learner’s grammars  Interlanguage grammar  Transfer

22. Mastering the L2  Communicative competence  Grammatical accuracy  Sociolinguistic ability  Communicative competence  Grammatical accuracy  Sociolinguistic ability

23. Second Lang Teaching Methods  Grammar-translation  Direct method  Audio-lingual method  Grammar-translation  Direct method  Audio-lingual method