Transcript Sin título de diapositiva

Language Learner
 Children’s speech - developing system, not imitations
 SLL - sequences of development = FLL
 1st utterances - telegraphic
 Predictable sequences of the grammatical system
 Child’s language - a system on its own right
 Language errors - transfer from the L1
 Contrastive analysis
 Interlanguage
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Developmental sequences
 Developmental errors - made by L1 learners
 Overgeneralization
 Simplification - lack of elements
 Transfer or interference
 Developmental sequences
 Child language learning & cognitive development
 SLL & previous cognitive development
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Grammatical morphemes
First Language Acquisition
Order of acquisition:
 present progressive: mummy running
 plural -s: two books
 irregular past forms: baby went
 possessive ‘s: daddy’s hat
 copula: Annie is a nice girl
 articles ‘the’ and ‘a’
 regular past -ed: she walked
 third person singular simple present -s: she runs
 auxiliary ‘be’: he is coming
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Second language Acquisition
• accuracy of order - different ages & first language backgrounds
• different MT - similar order
• SLA similar to FLA
• influence of the MT
• the effect of affective
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Negative Sentences
First language acquisition
negative functions - learnt early
stages:
1. word no - no go, no comb hair
2. insertion of a negative element in a more complex
structure - I can´t do it. He don’t want it
3. S-V agreement when using do, be & can - you didn’t
have supper. She doesn’t want it.
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Second language acquisition
stages:
1. Negative element ‘no’ - no bicycle. No have any
sand. I not like it
2. ‘no’ & ‘not’ alternated with ‘don’t’ - he don’t like
it. I don’t can sing
3. negative element after the auxiliary verb - you can’t
go there. He can’t eat nothing. She don’t like rice
4. correct use of ‘do’ (tense & person) - it doesn’t
work. We didn’t have supper. She doesn’t wants to
go
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Question formation
Stage 1
single words or simple two- or three-word sentences, raising
intonation. Cookie? Mommy book?
Formulaic chunks: Where’s daddy? What’s that?
Stage 2
longer sentences without changing the internal structure: you like
this? I have some? Why you catch it?
Chunked-learned form: what’s that?
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Stage 3
notice of the question structure: can I go? Is that mine?
generalisation -verb at the beginning of a sentence: Is the teddy is
tired? Do I can have a cookie?
Wh- declarative word order: Why you don’t have one?
Stage 4
mastery of the inversion: do you like ice cream?
Inversion not used for all auxiliary verbs, just formulaic
expressions: where I can draw them?
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Stage 5
children combine both operations: why can he go out?
Why he can’t go out?
Stage 6
question structure is correct and well-established, the hurdle is in
embedded questions: I don’t know why can’t he go out.
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