Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING.

THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

1. INTRODUCTION

2. LINGUISTICS ANS LANGUAGE LEARNING.

2.1. Grammar

3. SIMILARITIES ANS DIFFERENCES BETWEEN THE ACQUISITION OF THE FIRST

LANGUAGE AND THE SECOND LANGUAGE.

3.1. First language acquisition

3.1.1. Imitation

3.1.2. Innateness

3.1.3. Cognition

3.1.4. Input

3.2. Second language acquisition

3.2.1. The acculturation model

3.2.2. Accommodation theory

3.2.3. Discourse theory

3.2.4. The monitor model (natural approach)

3.2.5. Behaviourism

3.2.6. Cognitivism

3.2.7. Constructivism

3.3. First language and second language acquisition: similarities and

differences.

4. CONCLUSION

5. BIBLIOGRAPHY, LEGAL FRAME AND WEBOGRAPHY USED TO DEVELOP THIS

UNIT.

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

1. INTRODUCTION
Linguistics is a broad discipline which is concerned with the role of language in human
affairs. It mediates between the theory of language and the practice of language, both
in its acquisition and its use. Foreign language teaching has developed along with
Linguistics. In fact, a new branch of linguistics was developed during the 20th century:
Linguistics Applied to Language Teaching. As a result, there was an evolution in this field
and renown linguists such as Saussure, Chomsky, Hymes, Jakobson or Bloomfield
developed the elements that language teachers use nowadays to teach in an appropriate
and efficient way.
2. LINGUISTICS ANS LANGUAGE LEARNING.
Linguistics is the study of language as a system of human communication. Grammar is
the study of how syntax, semantics and phonetics work together enabling individuals to
communicate.
The system has been formalized by Linguists and by studying this we build up our
grammar competence, one of the subcomponents of communicative competence.
2.1. Grammar
Grammar describes the speaker's knowledge of the language. It is a formal device
with a finite set of rules that generates the sentences in the language. Grammar is
therefore the theory of language. They represent the tacit knowledge that native
speakers have about their language, which includes:
• Knowing how to form grammatically acceptable sentences.(Syntax)
• Knowing what they mean.(Semantics)
• Knowing how to pronounce them. (Phonology)
Phonology is the knowledge of the sound system.
Semantics is the study of meaning.
Syntax is the study of the relation between sounds and meaning. Its main components
are: morpheme, word, phrase and clause.
It is necessary present the different psychological models of language to understand
how individuals create it. They explain how the user’s knowledge of the language and
identify the processes by which this knowledge is represented. They are related with
three kinds of factors:
First, Structural: the capacity to represent the components of a sentence.
Second, Functional: to have a representational format congruent with existing
knowledge to fulfill a function of the language.
Third, Processing is the human ability to process and generate information, based on
Chomsky’s Theory of Language Acquisition Device.

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

3. SIMILARITIES ANS DIFFERENCES BETWEEN THE ACQUISITION OF THE FIRST

LANGUAGE AND THE SECOND LANGUAGE.
3.1. First language acquisition
Now, I will deal with the second part of this topic: language learning. I will study both,
first and second language acquisition, developing its main theories.
Regarding THE ACQUISITION OF FIRST LANGUAGE, Children build up linguistic
competence by imitation and reinforcement. We should point out different theories:
3.1.1. Imitation
First, Language imitation has long been thought of as a process of imitation and
reinforcement. Children copy the utterances that thev hear, and by having the correct
utterances reinforced and the wrong ones corrected they gradually build up their
linguistic competence.
However, even if imitation is important in the acquisition of the semantic and the
phonological components, the grammatical component cannot be acquired only in this
way. The way in which children deal with irregular forms in language is clear evidence
of this statement. When they encounter the past form of an irregular verb such as bring
or the irregular plural of sheep, they regularize them to bringed and sheeps. They cannot
learn these forms by a process of imitation because no adult will use them.
Children's language acquisition is more a matter of maturation than of imitation.
3.1.2. Innateness
Taking into account Chomsky's Generative Grammar. “Pupils have an innate human
capacity to produce syntactical and universal schemes. We have a mental structure
which we fill in with information, in order to use a language”, children must be born
with an innate capacity for language development. This capacity takes the form of a set
of principles for structuring language automatically. These principles constitute a child’s
language acquisition device (LAD).
A child will use this LAD to make sense of the linguistic input they receive and by
inferring the general language principles and rules, he will produce his own speech.
1. INPUT: PRIMARY LINGUISTIC DATA: ADULT“S SPEECH
2. LAD: GENERAL LANGUAGE LEARNING PRINCIPLES. GRAMMATICAL KNOWLEDGE
3. OUTPUT: CHILD“S SPEECH.
3.1.3. Cognition
The third theory is Cognition: According to Piaget (1959): linguistic structures will only
emerge if there is an already-established cognitive foundation. This has been proved
to some extent in the sensory-motor stage (up to 18 months), as children begin to name
classes of objects after they have developed a sense of object permanence. However,

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

it is difficult to show precise correlations between general cognitive abilities and

linguistic development.
3.1.4. Input
In the fourth place, we are going to explain the Input Theory: Krashen (1982), children
need some kind of linguistic input to acquire a language.
Acquisition of the first language in school develops interpersonal functions and social
interaction, giving the language two uses: formal and informal levels of speech: where
emphasis on correction is given (to avoid bad transferences and future fossilizations).
Apart from that, Ideational function: the expression of ideas is also worked at school
to improve the acquisition of the first language
Studies of “motheress” showed that parental input is adapted in a way that facilitates
language acquisition by the children. Several characteristics were outlined:
• Simplicity (sentences are simplified)
• Clarity (sentences are repeated and paraphrased several times)
• Expressiveness (diminutive words are common: doggie...)
• Attention-catching (use of high rising intonation, high pitch voice used when
addressing a baby...)
3.2. Second language acquisition
On the other hand, second language acquisition is related to approaches, theories,
models and principles. However, I will concentrate on the following theories:
3.2.1. The acculturation model
This is basically focused on the process of becoming adapted to a new culture. There
are two theories to take into account within the acculturation model:
• The Pidginisation Hypothesis:
This is determined by the degree of social/psychological distance between the learner
and the target language culture. The social distance is determined by the factors that
come to rest on the member of a particular social group. These may be connected with
wealth, poverty, power, etc… that the learner has come to expect.
• Nativisation Model:
Here the learner tries to make the L2 fit his own native tongue by assimilating the
input according to what he thinks the L2 system is composed of. This can manifest
itself in the form of Spanish pronunciation being given to English words, or Spanish
grammar being applied, such as people is, etc.
Once denativisation occurs, L2 acquisition becomes easier.
3.2.2. Accommodation theory
This theory looks at the forms of the relationship between the learner's social group and
the target language community. Within the group use of language, social/psychological

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

attitudes are developed. This can have an effect on motivation, which is seen as the
primary determinant of L2 proficiency. If the learner's social group does not develop
positive attitudes towards other communities, the learner may find it harder to acquire
the target language as a result of prejudice. However, if the social group is more inclined
to accommodate certain cultural differences, language acquisition becomes easier.
3.2.3. Discourse theory
As the name suggests, this theory is based on communication. The learner is placed in
situations where he discovers the meaning of language by participating in conversation.
It has several main principles:
• It follows a natural route in syntactical development.
• Native speakers adjust their speech to negotiate meaning with non-native
speakers.
• Conversational strategies are used in order to negotiate meaning, and this affects
the rate of Second Language Acquisition.
3.2.4. The monitor model (natural approach)
The next theory related to second language acquisition was developed by Krashen
in 1983 and it was the MONITOR MODEL THEORY.
This theory is based on the idea that COMMUNICATION IS THE MAIN FUNCTION OF
LANGUAGE TO EXPRESS IDEAS, FEELINGS AND THOUGHTS (Terrel, 1977).
This theory proposed the importance of the natural exposure to the foreign language
(L2) in the same way as the mother tongue (L1).
It has five hypotheses:
• First, the acquisition-learning hypothesis states that there are two ways of
developing competence in a second language: acquisition, a subconscious
process similar to the 1st language and learning: conscious knowledge of the rules
of grammar of the second language.
• Second, the natural order hypothesis maintains that acquisition of
grammatical structures follows a predictable order when that acquisition is
natural, from the easiest to the most difficult ones.
• Third, the monitor hypothesis states that acquisition is responsible for
fluency, while learning is for accuracy. Learning works as an editor making the
necessary adjustment during the course of interaction.
• Fourth, The input hypothesis: we acquire more language when we are exposed
to comprehensible input. It must contain appropriate structures. Accuracy will
develop over time and fluency emerges naturally.
• Finally, the affective filter hypothesis. Comprehensible input has its effect on
acquisition.

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

When affective conditions are optimal, the student is motivated, has self-confidence
and a good self-image: the level of anxiety is low.
When the affective conditions are negative, there is no comprehensible input.
3.2.5. Behaviourism
First, Behaviorism was introduced in psychology by Skinner in 1918. His theory states
that humans acquire language through a conditioning process. All learning is thus
characterized as associative learning or habit formation: repeated association of a
stimulus with a response.
The result of this theory in 2nd language acquisition was the AUDIO-LINGUAL METHOD
(1950’S - 1960’S). This method describes the learning process in terms of
conditioning STIMULUS-RESPONSE-REINFORCEMENT. The teacher controls language
acting as a model for students. Students learn the language through stimulus-response
techniques. The four skills are worked, but listening and speaking have priority.
Activities developed in class are mainly DRILLS: mechanical activities where students
repeat or substitute information. Drills were followed by positive or negative
reinforcement in which errors and mistakes were not allowed.
3.2.6. Cognitivism
The cognitive theory was based on the belief that language learning is a process which
involves active mental processes and not simply the forming of habits. It gave
importance to the learner's active part in the process of using and learning language.
Grammar was learnt by means of both inductive and deductive processes.
Cognitivism is, therefore, a reaction to Skinner's theory (Skinner's Behaviourism).
Chomsky observed that this theory did not explain how the child was able to produce
sentences that he had never produced before. Cognitivism is based on the theory of
competence and performance. According to this theory, children are born with an innate
capacity for language development: LAD (Language Acquisition Device).
3.2.7. Constructivism
Constructivism takes elements of both cognitivism and the monitor model. It tries to
foster both acquisition and learning.
It's the psychological model on which the new educational system is based. The student
is considered the centre of the teaching-learning process. There are some
characteristics:
• The student has a certain prior knowledge that he adds to the new information
and combines them to produce significant learning
• The new input has to be relevant based on our student's needs
• Learning through discovery.
In addition to this, effective learning must have several characteristics.

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

• Relevance: relevant learning means that the new input is based on our pupils’
needs. It is significant because our pupils understand the new input by means of
their previous knowledge.
Constructivism places a big emphasis on teaching our pupils learning to learn strategies.
3.3. First language and second language acquisition: similarities and
differences.
Once first and foreign language acquisition theories have been considered, I will
concentrate on the next part of the topic, differences and similarities between first and
second language acquisition.
Following Gass (1994), there are three main differences in the acquisition of the first
and the second language which are:
First, AGE FACTOR: learners acquire a foreign language better before five years.
They internalise the phonological, semantic, syntactic and pragmatic components).
Second, TRANSFERENCE: the negative influence that the first language has on the
production of the second language.
Third, FOSSILISATION: this may occur either because students don’t learn the right
structure or because they transfer structures from their mother tongue (L1) to foreign
language (L2) and internalize them as if they belonged to the foreign language.
On the other hand, the three main similarities between first and second language
acquisition are:
First, THE DEVELOPMENT OF AN INTERLINGUA: both in first and second language,
human beings develop a type of language or code until they are able to speak fluently.
Second, SUBCONSCIOUS MENTAL PROCESS: first and second language acquisition
depends on the way information is stored and organized in the brain.
Third, PERSONALITY AND CONTEXTUAL FACTORS: the context in which acquisition
takes place and learner’s personality play an important role.
4. CONCLUSION
| would like to highlight that Linguistics provides tools of analysis and ways of thinking
about language that Second Language teachers should take advantage of:
-At one level, it is clearly beneficial to both disciplines that a channel of communication
is kept open so that current research in both disciplines remains in touch.
-At another level, Linguistics can provide models and theories of language and language
acquisition that can be adapted and put into practice in Second Language Teaching
contexts.
Let me paraphrase Frank Smith about language learning: ‘"One language sets you in a
corridor for life. Two languages open every door along the way."
WRITE A QUOTE RELATED WITH EDUCATION

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Oposiciones UNIT 6. CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF
2024 LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN LEARNING THE FIRST AND ACQUIRING
THE FOREIGN LANGUAGE.

5. BIBLIOGRAPHY, LEGAL FRAME AND WEBOGRAPHY USED TO DEVELOP THIS

UNIT.
In order to develop this topic, the following bibliography has been used:
- Crystal, D.: The Cambridge Encyclopedia of Language. C.U.P. Cambridge, 1987.
- Gass, S.M.: Second Language Acquisition. An Introductory Course. Lawrence
Erlbaum. London, 1994.
- Hadley, A.O.: Teaching English in Context. Heinle and Heinle. United Kingdom,
2001.
- Richards, J.C.; Platt, J.; & Platt, H.: Longman Dictionary of Language Teaching
and Applied Linguistics. Longman. London, 1992.