ICELT WORKSHEET
LANGUAGE ACQUISITION Vs. LANGUAGE LEARNING
The following quotes have been taken from books or articles dealing with “language
acquisition” and “language learning”. Analyze every quote and draw a conclusion
summarizing the way the authors, in general, deal with the terms.
1.
“Research on language acquisition/use can be divided into first and second
language learning settings. The literature on first language learning is most
relevant to child development while second language learning pertains primarily to
adult learning, although most general theories of language learning apply to both.
While it is not clear whether different psychological processes are involved in first
and second language learning, there are differences in the way children and adults
learn and this has important implications. Theories of adult learning (e.g., Cross,
Knowles, Rogers ) and literacy (e.g., Sticht ) are more likely to provide an
appropriate framework for second language learning compared to those concerned
with child development (e.g., Bruner, Piaget ).”
(Retrieved on May 7, 2008 from: http://tip.psychology.org/language.html)
2.
“The search for the most efficient type of formal instruction has been motivated by
the recognition that the process of L2 acquisition manifests certain structural
properties that are universally present in language learners.”
(Ellis, R., The Study of Second Language Acquisition, 2006, Oxford University Press)
3.
“Language learning is an interactive process, and therefore an overreliance on the
role of input at the expense of the stimulation of output could thwart the second
language acquisition process.”
(Brown, H.D., Principles of Language Learning and Teaching, 2007, Pearson Longman)
4.
“Research strongly supports the idea that native language use is advantageous in
English-language acquisition (August & Hakuta, 1997; Cuevas, 1997). This use is
defined within a range from commitment to a bilingual program to programs in
which almost all instruction takes place in English and the native language is used
to clarify and extend students' understanding. Second-language students make
sense of the second language by using many of the same strategies that worked
so well in acquiring the first language. What is different, however, is that secondlanguage students already have an understanding of the meanings, uses, and
purposes of language; they now must now go on to learn how the second
language--oral and in print--expresses those purposes, uses, and meanings
(Lindfors,
1987).”
Copyright © 2016. Universidad de La Sabana, Department of Languages and Cultures.
All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to:
[email protected]
(Retrieved on May 9, 2008 from: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk12.htm)
5.
“There has been a longstanding interest among second and foreign language
educators in research on language and the brain. Language learning is a natural
phenomenon; it occurs even without intervention. By understanding how the brain
learns naturally, language teachers may be better able to enhance their
effectiveness in the classroom…. Brain research indicates that higher order brain
centers that process complex, abstract information can activate and interact with
lower order centers, as well as vice versa. For example, teaching students simple
emotional expressions (vocabulary and idioms) can take place in the context of
talking about different emotions and what situations elicit different emotions.
Students' vocabulary acquisition can be enhanced when it is embedded in realworld complex contexts that are familiar to them.”
(Retrieved on May 9, 2008 from: http://www.cal.org/resources/digest/0012brain.html)
6.
“An understanding of second language acquisition can improve the ability of
mainstream teachers to serve the culturally and linguistically diverse students in
their classrooms (Fillmore & Snow, 2002; Hamayan, 1990). While significant
professional development is necessary to gain a full understanding of second
language acquisition theory, some key concepts can be quickly understood and
applied in the classroom. Current theories of second language acquisition are
based on years of research in a wide variety of fields, including linguistics,
psychology, sociology, anthropology, and neurolinguistics. (Freeman & Freeman,
2001). One concept endorsed by most current theorists is that of a continuum of
learning—that is, predictable and sequential stages of language development, in
which the learner progresses from no knowledge of the new language to a level of
competency closely resembling that of a native speaker. These theories have
resulted in the identification of several distinct stages of second language
development.”
(Retrieved on May 9, 2008 from: http://www.nwrel.org/request/2003may/overview.html)
Copyright © 2016. Universidad de La Sabana, Department of Languages and Cultures.
All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to:
[email protected]