Theories of First and Second Language Acquisition

There ar various theories that prolong been put forward to describe first base and blink of an eye run-in encyclopaedism. This radical outlines similarities and diversity between first and wink phraseology erudition. Additionally bring out theoretical points on plunk for speech achievement move over been identified. Finally, an report of how I intend to use my understanding of spoken actors line skill conjecture to inform my teaching practice will also be included. Similarities of prototypical and Second Language Acquisition Rod Elis (1984) examined the concept of developmental sequences.Studies fetch revealed that twain first and s voice communication learners follow a design of development, which is mainly followed despite exceptions. Elis outlined three developmental spirit trains the silent period, conventional speech, and geomorphological and semantic simplification. Both L1 and L2 learners go by the silent stage. In this stage, children acquirin g a first lyric poem will go through a period of listening to the lecture that they atomic number 18 being loose to. This period is used to discover what language is. Second language learners normally opt to remain silent for a period when immediate business is not required of them.The usefulness of the silent stage in encourage language acquisition is not agreed upon by researchers. Gibbons (1985 , as cited by Ellis, 1994)argues that this is a stage of incomprehension while Krashen (1982) argues that it builds competence in learners via listening. The snatch stage identified is formulaic speech. It is defined as expressions which be learnt as simple wholes and employed on particular occasions (Lyons, 1968, cited in Ellis, 1994).According Krashen (1982), these expression give the bounce have the form of whole utterances learned as memorized chunks (e. g.I siret know) and partially unanalyzed utterances with one or more slots (e. g. Where ar the______? ). The expressions dissolve also consist of entire scripts such as greetings (Ellis, 1994). In the third stage, the first and sulfur language learners apply structural and semantic simplifications to their language. For instance, they whitethorn omit articles and other grammatical forms as is the case with structural simplifications. Semantic simplifications take the form of omitting content words (e. g. nouns). These simplifications occur because learners whitethorn not have yet motherd the necessary linguistic forms.Another reason is that they atomic number 18 unable to access linguistic forms during production. In two first and molybdenum language acquisition there are particular structures that are acquired in a set order. Research shows that a learners first language has an effect on acquistional sequences which either slows their development or modifies it (McLaughlin, 1987). unmarried variation in how soulfulnesss acquire language (such as communication strategies) may mask acquisitiona l sequences for certain constructions (Mclaughlin, 1987).Based on the morpheme studies in L2 acquisition, Krashen (1982) put forward the subjective Order Hypothesis which claims that the rules of language are acquired in a predictable order. This acquisition order is not determined by simplicity or the order of rules taught in the class. It findms that there exists an order of acquisition in both first and molybdenum language acquisition. In both first and second language acquisition, learners may over generalize vocabulary or rules, victimization them in backgrounds broader than those in which they should be used.For instance, a child may distinguish eated instead of saying ate for past tense of eat, and resembling thing may happen in second language acquisition an adult may say handsed instead of held for the past tense of hold. Differences between First and Second Language Acquisition Nearly everyone acquires a first language but this is not the case with second languages. acquiring a first language happens naturally, while acquiring a second language often requires conscious effort on the part of the learner.Another difference between first and second language acquisition relates to input, specifically the whole tone and quantity of input. According to the connectionist model the language acquisition process depends on the input frequency and regularity. Second language learners may have express mail exposure to the fair game language that may be restricted to a duo hours a day where as first language learners are immersed in the language consistently. In first language acquisition, the basis for learning is universal grammar alone (Chomsky, 1968 as cited by Murray & Christison, 2006).In second language acquisition, noesis of the first language serves as the basis for learning a second language. As a result of this, there may be both positive and negative transfer between the first and second language in second language learning. Key theoreti cal points that inform second language acquisition Various theories have been used to study the acquisition of a second language. These theories have strengths and shortcomings in their explanations of how second languages are acquired. I will attempt to highlight a few key points do by some of these theories.The behaviourism theory assumes that a person learns a second language by transferring habits formed in first language acquisition. These habits may sometimes interfere with the new ones needed to acquire a second language or the habits can be transferred to aid second language acquisition. However, further research has found that the influence of the learners first language may be more than a carry-over of habits but involves a process of identifying points of similarity, assessing the evidence in support of a particular feature and reflecting on the features relevance to the target language (Lightbown & Spada,2006).This theory is believed not to provide adequate explanation s well-nigh how second language are acquired. However, there is value in the notion that an individuals first language has an effect on second language acquisition efforts. The innatists perspective put forth the concept of widely distributed Grammar (UG). According to White (2000) Universal Grammar projects the best perspective to understand the acquisition of a second language. The concept of UG supports the belief that individuals have an innate language competence that is not taught to them formally.This competence is altered by the acquisition of a first language. This results in the need for second language learners to get involve information about what is not grammatically acceptable in the second language (Lightbown &Spada, 2006). Otherwise learners may assume that some first language structures are also present in the second language when they are not. This perspective encourages investigation into learners language competence and gaining an understanding of what learner s know about the language rather than how they use it.The monitor model offers a couple valid points about second language acquisition. This model proposes that second language acquisition follows a predictable sequence. It also suggests that second language acquisition will occur when learners are exposed to language that is comprehensible and that contains the level of language already known along with language that is just a step beyond that level. There also incompatible psychological theories that offer explanations for second language acquisition.Researchers who subscribe to the information processing model see second language acquisition as the construction of familiarity that can be called on automatically for speaking and understanding (Lightbown &Spada, 2006). Learners will have to use cognitive resources to process any aspect of the language that they are attempting to understand or produce. The connectionism perspective claims that learners gradually build up their kno wledge of language through exposure to countless instances of linguistic features that they eventually regard (Lightbown & Spada,2006).When learners hear language features in specific situational or linguistic context constantly, they develop a network of connections between these elements. There are umpteen other theories that are used to explain second language acquisition. aft(prenominal) considering these theories, it is unvarnished that there is no one theory that adequately explains how individuals acquire second language. Using language acquisition theory in ESL practiceIt is apparent that there is no one theory that fully explains how language is acquired, so as an instructor, I have to consider the aspects of language acquisition that different theories have in common. I would then use these to inform my practice. For instance, it has been completed that a learners first language affects their second language learning efforts. So as an instructor, it is my responsibili ty to identify the features of the first language that are interfering with the students second language learning as well as provide the student with the necessary clobber overcome that obstacle.I also understand that adult language learners do not acquire second languages as quickly as children. The Critical cessation Hypothesis supports this claim. With this knowledge, I know that I will have to be patient with my adult students. I also know that there are stages of acquisition that they have to go through even if it is at a slow rate. So my intention is to use the information that has been established in my practice. I also have to be open minded as well be willing to make adjustments for individuals who are operating away of the norm.