TESOL
Module 3:
Research study sheet:
1- First Language can only be acquired. This acquisition is the natural process in which children subconsciously possess and develop the linguistic knowledge of the setting they live in. In contrast, second language learning takes place where the target language is the language spoken in the language community that differs from the mother tongue.
L1 ACQUISITION:
L1 acquisition is genetically triggered at the most critical stage of the child's cognitive development.
The 'engine' of language – its syntactic system – is 'informationally encapsulated' – which means that children are not even aware of developing a complex, rule-governed, hierarchical system. Most L1 speakers do not even realize this is what they are using.
The L1 is typically acquired at the crucial period of cognitive development; pre-puberty, when L1 and other crucial life-skills are also acquired or learned.
Children never resist L1 acquisition, any more than they resist learning to walk.
Given even minimal 'input' during critical pre-pubescent development, all humans acquire the L1 of the society or social group they are born into as a natural and essential part of their lives. Even brain-damaged and/or retarded children usually acquire the full grammatical code of the language of their society or social group.
In short, L1 acquisition is an essential, biologically–driven process. It is part of every individual's evolutionary history and development in the most critical stage of that individual's acquisition of essential life-skills.
L2 LEARNING
L2 learning is not genetically triggered in any way unless the child grows up bi-lingually (in which case, it is not really L2 learning at all).
The syntax of the L2 is not acquired unconsciously, or at least not in the way L1 syntax is acquired. Few L2 learners develop the same degree of unconscious, rule-governed insight into and use of the L2 which they demonstrate with the L1.
The L2 is not learned
Research study sheet:
1- First Language can only be acquired. This acquisition is the natural process in which children subconsciously possess and develop the linguistic knowledge of the setting they live in. In contrast, second language learning takes place where the target language is the language spoken in the language community that differs from the mother tongue.
L1 ACQUISITION:
L1 acquisition is genetically triggered at the most critical stage of the child's cognitive development.
The 'engine' of language – its syntactic system – is 'informationally encapsulated' – which means that children are not even aware of developing a complex, rule-governed, hierarchical system. Most L1 speakers do not even realize this is what they are using.
The L1 is typically acquired at the crucial period of cognitive development; pre-puberty, when L1 and other crucial life-skills are also acquired or learned.
Children never resist L1 acquisition, any more than they resist learning to walk.
Given even minimal 'input' during critical pre-pubescent development, all humans acquire the L1 of the society or social group they are born into as a natural and essential part of their lives. Even brain-damaged and/or retarded children usually acquire the full grammatical code of the language of their society or social group.
In short, L1 acquisition is an essential, biologically–driven process. It is part of every individual's evolutionary history and development in the most critical stage of that individual's acquisition of essential life-skills.
L2 LEARNING
L2 learning is not genetically triggered in any way unless the child grows up bi-lingually (in which case, it is not really L2 learning at all).
The syntax of the L2 is not acquired unconsciously, or at least not in the way L1 syntax is acquired. Few L2 learners develop the same degree of unconscious, rule-governed insight into and use of the L2 which they demonstrate with the L1.
The L2 is not learned