Language Acquisition
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Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others. -
Language Acquisition Device and the Origin of Language Briana Sobecks
Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA © 2019 Elsevier Inc. All rights reserved. Theoretical Accounts of Language-Learning 1 Behaviorist Accounts 1 Nativist Accounts 2 Social/Cognitive Accounts 3 Connectionist Accounts 3 Constrained Learning 4 Constrained Invention 5 Is Language Innate? 7 Innateness Defined as Genetic Encoding 7 Innateness Defined as Developmental Resilience 7 Language Is Not a Unitary Phenomenon 8 References 8 The simplest technique to study the process of language-learning is to do nothing more than watch and listen as children talk. In the earliest studies, researcher parents made diaries of their own child’s utterances (e.g., Stern and Stern, 1907; Leopold, 1939–1949). The diarist’s goal was to write down all of the new utterances that the child produced. Diary studies were later replaced by audio and video samples of talk from a number of children, usually over a period of years. The most famous of these modern studies is Roger Brown’s (1973) longitudinal recordings of Adam, Eve, and Sarah. Because transcribing and analyzing child talk is so labor-intensive, each individual language acquisition study typically focuses on a small number of children, often interacting with their primary caregiver at home. However, advances in computer technology have made it possible for researchers to share their transcripts of child talk via the computerized Child Language Data Exchange System (CHILDES, https://childes.talkbank.org). Because this system makes available many transcripts collected by different researchers, a single researcher can now call upon data collected from spontaneous interactions in naturally occurring situations across a wide range of languages, and thus test the robustness of descriptions based on a small sample. -
A Linguistic Perspective on the Acquisition of German As an L2
i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1. -
What It Is and How to Teach It. Center for Applied Linguistics, W
DOCUMENT RESUME ED 433 722 FL 025 979 AUTHOR Burkart, Grace Stovall TITLE Spoken Language: What It Is and How To Teach It. INSTITUTION Center for Applied Linguistics, Washington, DC. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 1998-12-00 NOTE 33p.; In its: Out of Class Learning Experiences and Students' Perceptions of Their Impact on English Conversation Skills; see FL 025 966. CONTRACT PO17A50050 -95A PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Class Activities; Classroom Techniques; *College Instruction; Communicative Competence (Languages); Curriculum Design; Discourse Analysis; Graduate Students; Higher Education; *Interpersonal Communication; *Language Patterns; Language Teachers; *Oral Language; *Second Language Instruction; Skill Development; *Speech Skills; Teacher Education; Teaching Assistants IDENTIFIERS Turn Taking ABSTRACT An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module focuses on the teaching of oral language skills in a beginning or intermediate language course. The first section examines features of spoken language, including the range of uses of spoken language, the concepts of communicative competence and communicative efficiency, distinctions between transactional and interactional talk, formulas in spoken language, and typical spoken language episodes. The second section describes specific approaches and classroom techniques for building language learners' speaking skills, including teaching spoken language for communication, finding a balance between control and spontaneity, outlining a curriculum, using class activities to bridge the gap between language knowledge and language use, and activities teaching both. Questions for classroom discussion are dispersed throughout the text. Contains 30 references. -
Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 1-23-2014 Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging Kenta Nishimaki Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Interpersonal and Small Group Communication Commons, and the Other Communication Commons Let us know how access to this document benefits ou.y Recommended Citation Nishimaki, Kenta, "Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging" (2014). Dissertations and Theses. Paper 1548. https://doi.org/10.15760/etd.1547 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging by Kenta Nishimaki A thesis submitted in partial fulfillment of the Requirements for the degree of Master of Arts in Japanese Thesis Committee: Suwako Watanabe, Chair Patricia J. Wetzel Emiko Konomi Portland State University 2013 ABSTRACT This study examines opening and closing segments in instant messaging (IM) and demonstrates how openings and closings differ between oral conversation and instant messaging as well as the factors that account for the difference. Many researchers have discussed the differences and similarities between spoken and written languages. Tannen (1980) claims that spoken and written languages are not distinct categories and there is a continuum between them. -
1 the Story of Language Acquisition: from Words to World and Back
The story of language acquisition: From words to world and back again Amy Pace Temple University Dani F. Levine Temple University Giovanna Morini University of Delaware Kathy Hirsh-Pasek Temple University Roberta Michnick Golinkoff University of Delaware Pace, A., Levine, D., Morini, G., Hirsh-Pasek, K. & Golinkoff, R.M. (2016) The story of language acquisition: From words to world and back again. In L. Balter and C. Tamis-LeMonda C. (Eds.), Child Psychology: A Handbook of Contemporary Issues, 3rd Edition. 43-79. 1 Introduction Imagine an infant visiting the zoo with her mother. From her stroller, she observes a troop of capuchins on a nearby tree. Her mother points to the scene and says, “Look! The monkeys are grooming each other!” How might she come to understand that her mother’s arbitrary auditory signals represent something about a scene that she is witnessing? How does she parse the continuous actions of the apes to derive appropriate units of meaning such as agents or actions from this complex, dynamic event? And how might she make the correct assumptions about how the words relate to the unfolding events before her? Despite recent advances, much of the current debate centers on the classical questions of how infants map words onto the dazzling array of sights and sounds in their world and how this process is guided by development and experience. Indeed, the field is still pondering the classic gavagai story that was introduced in 1960 by Quine. Given the complexity of the world, how is a language learner to know that the foreign word gavagai uttered while a rabbit scurries by, refers to the entire rabbit rather than to the fur, ears, or ground on which it thumps. -
How Infant Speech Perception Contributes to Language Acquisition Judit Gervain* and Janet F
Language and Linguistics Compass 2/6 (2008): 1149–1170, 10.1111/j.1749-818x.2008.00089.x How Infant Speech Perception Contributes to Language Acquisition Judit Gervain* and Janet F. Werker University of British Columbia Abstract Perceiving the acoustic signal as a sequence of meaningful linguistic representations is a challenging task, which infants seem to accomplish effortlessly, despite the fact that they do not have a fully developed knowledge of language. The present article takes an integrative approach to infant speech perception, emphasizing how young learners’ perception of speech helps them acquire abstract structural properties of language. We introduce what is known about infants’ perception of language at birth. Then, we will discuss how perception develops during the first 2 years of life and describe some general perceptual mechanisms whose importance for speech perception and language acquisition has recently been established. To conclude, we discuss the implications of these empirical findings for language acquisition. 1. Introduction As part of our everyday life, we routinely interact with children and adults, women and men, as well as speakers using a dialect different from our own. We might talk to them face-to-face or on the phone, in a quiet room or on a busy street. Although the speech signal we receive in these situations can be physically very different (e.g., men have a lower-pitched voice than women or children), we usually have little difficulty understanding what our interlocutors say. Yet, this is no easy task, because the mapping from the acoustic signal to the sounds or words of a language is not straightforward. -
1 the Origins of Language
Cambridge University Press 978-1-108-49945-3 — The Study of Language George Yule Excerpt More Information 1 The Origins of Language The first person to set foot on the continent of Australia was a woman named Warramurrungunji. She emerged from the sea onto an island off northern Australia, and then headed inland, creating children and putting each one in a specific place. As she moved across the landscape, Warramurrungunji told each child, “I am putting you here. This is the language you should talk! This is your language!” Erard (2016) This origin story from the Iwaidja people of Australia, illustrated in the painting above, offers an explanation of not only where language came from, but also why there are so many different languages. Among the English-speaking people, there have been multiple attempts to provide a comparable explanation, but not much proof to support any of them. Instead of a belief in a single mythical earth mother, we have a variety of possible beliefs, all fairly speculative. We simply don’t have a definitive answer to the question of how language originated. We do know that the ability to produce sound and simple vocal patterning (a hum versus a grunt, for example) appears to be in an ancient part of the brain that we share with all vertebrates, including fish, frogs, birds and other mammals. But that isn’t human language. We suspect that some type of spoken language must have developed between 100,000 and 50,000 years ago, well before written language (about 5,000 years ago). -
American Sign Language
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES ∙ National Institutes of Health NIDCD Fact Sheet | Hearing and Balance American Sign Language What is American Sign Language? American Sign Language (ASL) is a complete, natural language that has the same linguistic properties as spoken languages, with grammar that differs from English. ASL is expressed by movements of the hands and face. It is the primary language of many North Americans who are deaf and hard of hearing, and is used by many hearing people as well. Is sign language the same in other countries? There is no universal sign language. Different sign languages are used in different countries or regions. For example, British Sign Language (BSL) is a different A young boy signs “I love you.” language from ASL, and Americans who know ASL may not understand BSL. Some countries adopt features of ASL in their sign languages. LSF are distinct languages. While they still contain some Where did ASL originate? similar signs, they can no longer be understood by each other’s users. No person or committee invented ASL. The exact beginnings of ASL are not clear, but some suggest that it How does ASL compare with spoken arose more than 200 years ago from the intermixing of language? local sign languages and French Sign Language (LSF, or Langue des Signes Française). Today’s ASL includes some ASL is a language completely separate and distinct elements of LSF plus the original local sign languages; from English. It contains all the fundamental features over time, these have melded and changed into a rich, of language, with its own rules for pronunciation, word complex, and mature language.