This term paper deals with the following questions: What is the nature of language or grammar in a bi- or multilingual person's mind, and how do different systems of language knowledge coexist and interact? How is more than one grammatical system acquired, either simultaneously or sequential? In what respect does bi- or multilingual acquisition differ from monolingual acquisition? How is the knowledge of two or more languages used by the same speaker in bilingual interaction? (SLA)
In order to get a better understanding of SLA one firstly and inevitably has to answer the question what language acquisition entails and how exactly it relates to the effect of age. Therefore Linguistic theories will be made use of to help drawing lines between acquisition and learning as well as L1 and L2 acquisition. One of the main aims of this paper is to explain Ziegésar's acquisition based approach to teaching grammar and explore its possibilities. Keeping in mind that instructed SLA (or better: assisted?) takes place in a certain environment, the role of the foreign language classroom will be discussed and evaluated.
Table of Contents
- Introduction
- Similarities between second language acquisition and bilingualism
- Acquisition versus learning
- Differences between L1 and L2 acquisition
- Interlanguage
- Development stages concerning grammatical morphemes
- The Age Factor
- General assumptions
- Arguments for and against the younger the better position
- The critical period hypothesis or the younger the better position
- The older the better position
- The younger the better in some respects position and the younger the better in the long run position
- Ziegésars' acquiring oriented method
- Conclusion
Objectives and Key Themes
This paper aims to explore the relationship between language acquisition and learning, particularly focusing on the impact of age on second language acquisition (SLA). It examines the differences and similarities between first language (L1) and second language (L2) acquisition, drawing on linguistic theories to differentiate between acquisition and learning processes. A key objective is to explain Ziegésar's acquisition-based approach to grammar teaching and evaluate its effectiveness within a classroom setting.
- Distinction between language acquisition and learning
- Comparison of L1 and L2 acquisition processes
- The influence of age on SLA
- Analysis of Ziegésar's acquisition-oriented grammar teaching method
- The role of the foreign language classroom in instructed SLA
Chapter Summaries
Introduction: This introductory chapter establishes the context of second language acquisition (SLA), highlighting the increasing importance of multilingualism in Europe and the European Commission's role in promoting it. It introduces the core questions of the paper: how language acquisition differs from language learning, and how age impacts this process. The chapter sets the stage for a discussion of Li Wei's adaptation of Chomsky's questions for linguistics, framing the study of bilingualism and multilingualism within this framework. It concludes by stating the paper's objectives: explaining Ziegésar's acquisition-based approach to teaching grammar and assessing its application in the classroom.
Similarities between second language acquisition and bilingualism: This chapter explores the various definitions of bilingualism, ranging from very inclusive (anyone who uses more than one language) to highly exclusive (native-like proficiency in two or more languages). It discusses the distinction between passive (receptive) and active (productive) competence and introduces Weinreich's categorization of bilinguals into coordinate, compound, and subordinate types, depending on the cognitive processes involved in language use. This lays the groundwork for a deeper understanding of the cognitive processes involved in multilingualism and its relationship to SLA.
Keywords
Second language acquisition (SLA), bilingualism, multilingualism, language acquisition, language learning, age factor, critical period hypothesis, Ziegésar's method, grammar teaching, L1 acquisition, L2 acquisition, interlanguage, cognitive processes.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this document?
This document provides a comprehensive preview of a text exploring the relationship between language acquisition and learning, particularly focusing on the impact of age on second language acquisition (SLA). It examines the differences and similarities between first language (L1) and second language (L2) acquisition, and analyzes Ziegésar's acquisition-based approach to grammar teaching.
What topics are covered in the document?
The document covers a range of topics, including: the similarities between second language acquisition and bilingualism; the distinction between acquisition and learning; differences between L1 and L2 acquisition; the concept of interlanguage; developmental stages of grammatical morphemes; the impact of age on SLA (including the critical period hypothesis); and Ziegésar's acquisition-oriented method. It also includes chapter summaries and key words.
What are the key objectives of the text?
The key objectives are to distinguish between language acquisition and learning; compare L1 and L2 acquisition processes; analyze the influence of age on SLA; analyze Ziegésar's acquisition-oriented grammar teaching method; and examine the role of the foreign language classroom in instructed SLA.
What is Ziegésar's method, and how is it discussed in the document?
The document explores Ziegésar's acquisition-based approach to grammar teaching, aiming to explain the method and evaluate its effectiveness in a classroom setting. Specific details about the method itself are not provided in this preview.
How does the document address the age factor in second language acquisition?
The document extensively discusses the influence of age on SLA. It examines arguments for and against the "younger the better" position, including the critical period hypothesis and alternative perspectives. It explores different viewpoints on the relationship between age and ultimate success in second language acquisition.
What is the role of bilingualism and multilingualism in the document?
The document explores the relationship between bilingualism and second language acquisition, examining various definitions of bilingualism and discussing the distinction between passive and active language competence. It uses bilingualism as a framework to understand the cognitive processes involved in SLA.
What is the overall structure of the text?
The text is structured with an introduction, followed by chapters covering specific aspects of language acquisition and learning. It concludes with a summary and key words. The preview itself includes a detailed table of contents and chapter summaries.
What are some key terms used in this document?
Key terms include: Second language acquisition (SLA), bilingualism, multilingualism, language acquisition, language learning, age factor, critical period hypothesis, Ziegésar's method, grammar teaching, L1 acquisition, L2 acquisition, interlanguage, and cognitive processes.
- Quote paper
- Sylwia Ekmann (Author), 2017, Language Learning vs. Acquisition Based Theory. Special Regards to the Age Factor, Munich, GRIN Verlag, https://www.grin.com/document/387654
