SC-ENGLISH 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES (Language Arts)

Perspectives on First and Second Language Acquisition and

Various Factors that Influence Learning.

This module will provide a new perspective and understanding of how people acquired first and
second language, the factors and processes that may influence and take part in developing the language
acquisition. Moreover, this module will enable you to better understand and unravel the problem that you
may encounter in the future in developing the language acquisition of your learner or maybe of your
children. As a future teacher, you need to learn this chapter to be equipped in the future as an educator
and as a parent.

Please read thoroughly the content of this module and use the knowledge and skills that you may
learn not only as a future teacher but as part of your daily life.

Let us all invest our time in learning and practicing today and get the best out of it. Just like
planting a tree with proper nourishment, will, later on, grow on its own.

-JMO.
 SC-ENGLISH 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES (Language Arts)

MODULE 1: Perspectives on First and Second Language

Acquisition and Various Factors that Influence Learning

Learning Outcomes:
At the end of this module, you should be able to:
• identify the stages that undergo during the acquisition of language
• explain the process that takes part in the acquisition of language
• determine the influencing factors that affect the acquisition of language
• apply the factors that may guide the development of first and second language acquisition

“First Language Acquisition (FLA)”

The pictures above refer to first-language acquisition, which studies infants' acquisition of their
native language this is the acquisition of the mother tongue. The process by which humans acquire the
capacity to perceive and comprehend language, as well as to produce and use words and sentences to
communicate.

INPUT

• Input is where human infants are certainly helped in their language acquisition by the adults in the
home environment.
• “baby talk” is where speech style is adopted by someone who spends a lot of time interacting with a
young child.
Examples of simplified words are “tummy”, “mama” “poo-poo” “pee-pee” and others.

Caregiver Speech

• Also described as “motherese” or “child-directed speech”.

• There are four types of caregiver speech :
1. Frequent use of questions
2. Often using exaggerated intonation
3. Extra loudness
4. A slower tempo with longer pauses
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THE ACQUISITION STAGES

1. Cooing • Almost complete sentences.

2. Babbling • Correct/proper word order.
3. The one-word stage • Physical development: running and
4. The two-word stage jumping.
5. Telegraphic speech Examples :
a. This shoe all wet
1. Cooing b. Daddy go bye-bye
• Between 2-4 months. c. Cat drink milk
• The child gradually becomes capable of
producing vowel-like sounds, such as [i] THE ACQUISITION PROCESS
and [u]
• Repetition of the vowel sounds. 1. Learning through imitation
• Express satisfaction or pleasure. 2. Learning through correction
3. Developing morphology
2. Babbling 4. Developing syntax
• Between 6-8 months. 5. Developing semantics
• The child produces several different
vowels and consonants, such as ba-ba-
ba and ba-ba-da-da, which at times can 1. Learning through imitation
almost sound like a real speech. • Basis of a child’s speech production used
• Uses consonants B, M, D, and G. by young children.
• They may repeat single words or
3. The one-word stage phrases, but not the sentence structures.
• Between 12 – 18 months • The children likely understand what are
• One or two recognizable words the sentences but they express what they
• Resembles words or simple phrases understand on their own.
• Words that utter everyday objects such Example:
as “milk”, “cat”, “spoon” • Mum is hungry = mum hungry
• The cat is sleeping = cat sleep
4. The two-word stage
• Begin around 18 – 20 months. 2. Learning through correction
• At least 50 different words. • It is unlikely that adult “corrections” are a
• Simple sentences, grammatically very effective determiner of how the child
incorrect and perhaps missing speaks.
information. • The child will continue to use a personally
• Variety combination words appear. constructed form, despite the adult’s
Example: repetition of what the correct form should
baby chair, daddy car, more milk, cat be.
bad. Example :
Child: My teacher holded the baby
The phrase “baby chair” may be taken as rabbits. Mother: Did you say your teacher
: held the baby rabbits?
1. an expression of possession = (this is Child: Yes.
baby’s chair) or Mother: Did you say she held them
2. as a request = (put baby in the chair) tightly? Child: No, she holded them
or 3. as a statement = (baby is in the loosely.
chair)
3. Developing morphology
5. Telegraphic speech • By the time a child is two-and-a-half
• Between 2 – 3 years old. years old, he or she is going beyond
• The child begins producing a large telegraphic speech and the child
number that could be classified as a indicates the grammatical function of the
“multiple-word” speech. nouns and verbs used.
• The child vocabulary has grown to
hundreds of words during this stage and
pronunciation has become more clearer.
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4. Developing syntax
• In the formation of questions and the use of negatives.
• The child goes through with 3 stages :
Stage 1 occurs between 18 – 26 months
Stage 2 occurs between 22 - 30 months
Stage 3 occurs between 24 - 40 months
Forming questions Forming negatives
First stage: Wh- form (Where, Who) to the First stage: A simple strategy of putting NO or
beginning of the expression. NOT at the beginning.

Examples: Where mummy? Who is that person? Examples: not a teddy bear not sit here
Second stage: More complex expressions can be Second stage: Additional negative forms “don’t”
formed. Wh-forms, such as What and Why. and “can’t” appear, and with no and not.

Examples: What is mummy doing? Examples: He not bite you

Why daddy is not home yet? You cant dance
Third stage: The movement of the auxiliary in Third stage: Other auxiliary forms such as didn’t
English questions (I can have… -> Can I and won’t.
have…?)
Generally quite close to adult model.
Examples: I didn’t buy it.
Examples: Can I have a piece? She won’t let go.
Will you help me?

5. Developing semantics

• During the two-word stage, children use their limited vocabulary to refer to a large number of
unrelated objects.
• Overextension: overextend the meaning of a word based on similarities of shape, sound, and
size.
Example: use ball to refer to an apple, an egg, or a ball.

“SECOND LANGUAGE ACQUISITION (SLA) or LEARNING”

SECOND LANGUAGE LEARNING

The process by which people learn another language in addition to their native language. The first
language as (L1) whereas foreign or second language is (L2). A distinction is sometimes made between
learning in a “foreign language” setting (learning a language that is not generally spoken in the
surrounding community) and a “second language” setting (learning a language that is spoken in the
surrounding community) for example Japanese students in an English class in Japan are learning English
as a foreign language (EFL) but if those same students were in an English class in the USA, they would
be learning English as a second language (ESL).

ACQUISITION AND LEARNING

Acquisition
• The gradual development of ability in a language by using it naturally in communicative situations
with others who know the language.
• Takes place without a teacher.
Example: Children who “pick up” a second language from long periods spent in interaction,
constantly using the language with the native speakers of the language as their L1.

Learning
• A conscious process of accumulating knowledge of the features of the language such as
pronunciation, vocabulary, and grammar.
• Takes place with a teacher.
• Result in more knowledge “about” the language than fluency in actually using the language.
Example: A student can fill in the blanks on a grammar page but knowing grammar rules
does not necessarily result in good speaking as they may not be able to speak fluently.
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• Belief that the fluent use of language

ACQUISITION BARRIERS might develop with a lot of practice
repeating oral skills.
1. Insufficient focus on the process (adults have
a lot of other things to do and think about, 3. COMMUNICATIVE APPROACHES
unlike very young children). • Languages are learnt through
2. Insufficient incentive (adults already know a communication, and that the focus of the
language and can use it for their classroom should be on encouraging
communicative needs) learners to engage in speaking activities
3. The “critical period” for language acquisition which simulate 'real life' communication.
has passed (usually around the time of • Emphasized the functions of language (what
puberty) it is used for) rather than the forms of
4. Affective factors such as self-consciousness language (correct grammatical or
that inhibit the learning process. phonological structures).
Example : Practising question forms
THE AGE FACTOR by asking learners to find out
personal information about their
ADULT colleagues as it involves meaningful
• Difficult to acquire another language fully communication.
after the critical period for language
acquisition has passed. FOCUS ON THE LEARNER
• Result to loss of flexibility or openness to
receive the features of another language. • The fundamental change has been shift from
concern with the teacher, textbook and
CHILDREN method to an interest in the learner and the
• Quicker and more effective L2 learners in the acquisition process.
class. • “ Errors ” were regarded negatively and they
• The optimum age for learning (10 – 16 years had to be avoided.
old) when the flexibility of the inherent Example: A Spanish (L1) speaker’s
capacity for language has not been production of in the room there are three
completely lost. womens that shows a failure to learn
correct English.
AFFECTIVE FACTORS • Indication of the natural L2 acquisition
process in action.
• The negative feelings or experiences which • A clue to the active learning progress being
can create a barrier to acquisition. made by the student as he/she tries out ways
- STRESS of communicating in a new language.
- UNCOMFORTABLE
- SELF-CONSCIOUS TRANSFER
- UNMOTIVATED
• Transfer (crosslinguistic influence) – using
FOCUS ON TEACHING METHOD sounds, expressions or structures from the
L1 when performing in the L2.
1. GRAMMAR TRANSLATION METHOD • Positive transfer – The use of a feature from
• A method of teaching foreign languages the L1 that is similar to the L2 while
derived from the classical (traditional) performing in the L2. ( e.g. the German
method of teaching Greek and Latin. A learner producing 'I am twelve years old' in
way to teach languages is through the English L2 as a direct translation of the
teaching of grammar and the translation German structure)
of texts. • Negative transfer – Transferring an L1
• Students learn grammatical rules and feature that is different (interference) from
then apply those rules by translating the L2 while performing in the L2. (e.g. the
sentences between the target French learner producing 'I have 12 years').
language(L2) and the native language
(L1). INTERLANGUAGE
• Emphasize a written language rather
than spoken language-very little attention • Interlanguage - the term for a dynamic, rule-
is placed on pronunciation or any based linguistic system that has been
communicative aspects of the language. developed by a learner of a second language
(or L2) who has not yet reached proficiency.
2. THE AUDIOLINGUAL METHOD • A learner's interlanguage preserves some
• Learn to speak languages through habit- features of their first language (or L1), and
formation, and therefore need to practice can also overgeneralize some L2 writing and
drills until the new habit has been speaking rules.
learned. • Interlanguage can fossilize.
• Emphasized a spoken language.
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• Fossilization - the process of 'freezing' of the o Only concentrate on grammatical

transition between the L1 and L2 because of competence.
the inability to overcome the obstacles to
acquire native proficiency in the L2.
• SOCIOLINGUISTIC COMPETENCE
MOTIVATION o The ability of a learner in producing
Two types of language learning motivation sentences according to the
communicative situation.
INSTRUMENTAL INTEGRATIVE o Enables the learner to know when to
MOTIVATION MOTIVATION say Can I have some water? versus
• Learners with an • Learners want to learn Give me some water! according to
instrumental motivation the L2 so that they can social context.
want to learn the L2 in better understand and
order to achieve some get to know the people • STRATEGIC COMPETENCE
other goal such as who speak that o Ability to use language to organize
completing a school language. effective messages and to overcome
graduation • Usually for social potential communication problems.
requirement. • Does purposes in order to o Gestures, expressions, mimics, and
not plan to engage in take part in the social intonation are among others some of
social interaction using life of a community the most strategies used.
the L2. using the language.
APPLIED LINGUISTIC
INPUT AND OUTPUT
• Large-scale endeavor by applying the
• Input - describe the language that the ideas of linguistic from other fields such
learner is exposed to. as communication studies, education,
• Input can be made comprehensible by psychology and sociology.
being simpler in structure and • Concerned with practical issues involving
vocabulary, as in the variety of speech language and its role in everyday life.
called foreigner talk. • Represent an attempt to deal with a large
• Negotiated Input: Target language (L2) range of real-world issues involving
material that learner acquire in language.
interaction through a request for
clarification while active attention is being ACTIVITY No. 1: Perspectives on First and
focused on what is said. Second Language Acquisition and Various
• The opportunity to produce Factors that Influence Learning.
comprehensible output in meaningful
interaction seems to be another Instruction: Answer briefly and concisely (direct
important element in the learner’s to the point) the following question you may use
development of L2 ability. examples to support your answer. 5 points
each.
TASK-BASED LEARNING
1. What are the advantages of learning this
• A solution to create different types of chapter as student and as a teacher?
tasks and activities in which learners (in 2. What will be the effect, if the process and
small group/pairs) have to interact with development of language acquisition
each other to exchange or solve happens to skipped one stage?
problems. • Firist language acquisition (FLA) 5pts
Example: The assumption in using • Second language acquisiton (SLA)
tasks such as “ Plan a shopping trip 5pts
with your partner by making a 3. Given from the information that you read,
shopping list”. Identify the factors that could affect the
• To improve the learner’s fluency by using learning of a child or person in acquisition of
the L2 in an activity that focuses on a language. (explain briefly how it could affect,
clear goal. be it on positive or negative way.)
• The result – Provide overwhelming 4. As a future teacher or parent what kind of
evidence of better L2 uses by learners activity will you devise in developing the
and develop communicative competence language of acquisition of your child or
in L2. learner.

COMMUNITIVE COMPETENCE Plus 5 points to those who can pass early or

before the due date.
• GRAMMATICAL COMPETENCE
o Involves the accurate use of words
and structures.
 SC-ENGLISH 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES (Language Arts)

RUBRICS

5 points • Follow the instruction given

• Answered the given task
briefly and concisely
• Provide some example
• Answered the given number
based on their understanding
4 points • Follow the instruction given
• Answered the given task
briefly
• Did not provide an example
• Answered the given number
based on their understanding
3 points • Did not follow the instruction
given
• Answered the given task
briefly
• Did not provide an example
• Copy-paste without
explanation