Language itself as a means of communication as well as a carrier for thoughts, ideas and art is one of the factors that determine us as human beings. It distinguishes humans from animals and gives us the opportunity to pass along knowledge and memories. At the same time language is one of the most complex things our human brain has to master. It consists of a general concept of language, specific words and rules to use them. Moreover, language – in most cases – has to make sense in a specific context, otherwise it cannot be understood. Furthermore, the articulation of sounds and their reception is another highly complex process.
As speaking and listening is so complicated it has to be learned from the early childhood on by every single person. At a certain age children begin to feel the need to communicate their wishes and insights they already gathered from this totally new world – at least from their point of view. This is what we call first language acquisition. Another area of language learning is the one of second language acquisition. This term describes the learning of a new language that is different from the mother tongue, i.e. the language that was learned in first language acquisition. It is also used when a person learns his third or fourth language to distinguish between the language learned as a native tongue and the one(s) learned as (a) foreign language(s).
In both areas people somehow learn to communicate in a new way. Babies switch from pointing or crying to speaking and children or adults switch from using one language to using another. Here the question arises how they do it. Do they just learn some vocabulary by heart? Do they imitate other people's utterances and hope that they convey the meaning they hoped for? Today we know, that learning a language means using various learning strategies. These strategies are the topic of this paper. They are going to be presented to the reader first within the scope of second language acquisition. Later on I want to give some thoughts to whether the learning strategies described before may apply to first language acquisition as well. Finally some data on children's utterances shall be used to consolidate the previous considerations on learning strategies in first language acquisition.
Table of Contents
- 1. Introduction
- 2. Learning Strategies
- 2.1. Formulaic Speech
- 2.2. From Formulaic Speech to Creative Speech
- 2.3. Creative Speech
- 2.3.1. Establishing Rules
- 2.3.1.1. Hypothesis Formation
- 2.3.1.2. Hypothesis Testing
- 2.3.2. Automatizing Process
- 3. Learning Strategies and First Language Acquisition
- 3.1. Theories of Language Acquisition
- 3.1.1. Behaviourism
- 3.1.2. Nativism
- 3.1.3. Cognitivism
- 3.2. Formulaic Speech
- 3.3. Creative Speech
- 3.3.1. Hypothesis Formation
- 3.3.2. Hypothesis testing
- 4. Concerning Research Data
- 4.1. Items to look for
- 4.1.1. Formulaic speech
- 4.1.2. Creative Speech
- 4.2. Data Representing Learning Strategies
- 4.2.1. Pattern imitation
- 4.2.2. Overgeneralization
- 4.2.3. Extralingual inferencing
- 4.2.4. Metalingual hypothesis testing
Objectives and Key Themes
This paper aims to explore learning strategies in first and second language acquisition. It investigates how learners acquire language, moving from formulaic speech to creative speech. The study also examines the applicability of these strategies across both first and second language learning contexts. Finally, it analyzes research data to support the presented theories on language learning strategies.
- Learning strategies in second language acquisition
- The transition from formulaic to creative speech
- Theories of language acquisition (behaviorism, nativism, cognitivism)
- Application of learning strategies to first language acquisition
- Analysis of children's utterances to illustrate learning strategies
Chapter Summaries
1. Introduction: This introductory chapter establishes the fundamental importance of language in human development and communication. It highlights the complexity of language acquisition, distinguishing between first and second language acquisition. The chapter introduces the concept of learning strategies as the central focus of the paper and outlines the paper's structure, which involves exploring these strategies within second language acquisition, considering their relevance to first language acquisition, and finally analyzing data related to children's utterances to substantiate the discussion.
2. Learning Strategies: This chapter delves into the intricacies of language learning itself. It defines declarative knowledge (knowing what to say) and procedural knowledge (knowing how to say it), further subdividing the latter into social and cognitive components. The chapter emphasizes that procedural knowledge is crucial for language acquisition and use. It lays the groundwork for understanding the complex cognitive processes involved in acquiring a second language, focusing on the learning aspect of procedural knowledge as the most pertinent topic for this paper.
3. Learning Strategies and First Language Acquisition: This chapter explores how the learning strategies discussed in the previous chapter relate to first language acquisition. It examines various theoretical perspectives on language acquisition, including behaviorism, nativism, and cognitivism. By comparing and contrasting these theories, the chapter provides a comprehensive overview of how children acquire their first language, further contextualizing and supporting the arguments presented regarding learning strategies. The chapter specifically addresses formulaic and creative speech within the context of first language acquisition.
4. Concerning Research Data: This chapter focuses on the analysis of empirical data to validate the theoretical frameworks presented in earlier chapters. It outlines specific elements to look for in the data, particularly concerning formulaic and creative speech. The analysis of data representing learning strategies—including pattern imitation, overgeneralization, extralingual inferencing, and metalinguistic hypothesis testing—serves as evidence to support the claims and theories discussed in relation to learning strategies in first language acquisition.
Keywords
First language acquisition, second language acquisition, learning strategies, formulaic speech, creative speech, hypothesis formation, hypothesis testing, behaviorism, nativism, cognitivism, declarative knowledge, procedural knowledge, child discourse, language acquisition theories.
Frequently Asked Questions: A Comprehensive Language Preview
What is the overall focus of this paper?
This paper explores learning strategies in both first and second language acquisition. It examines the process of language acquisition, from formulaic speech to creative speech, and analyzes how these strategies apply across different language learning contexts. The study uses research data to support its theories on language learning strategies.
What are the key themes covered in the paper?
Key themes include learning strategies in second language acquisition, the transition from formulaic to creative speech, theories of language acquisition (behaviorism, nativism, cognitivism), the application of learning strategies to first language acquisition, and the analysis of children's utterances to illustrate learning strategies.
What are the different learning strategies discussed?
The paper delves into the concept of learning strategies, distinguishing between declarative knowledge (knowing what to say) and procedural knowledge (knowing how to say it). It emphasizes the importance of procedural knowledge, particularly its social and cognitive components, in language acquisition. Specific strategies analyzed include pattern imitation, overgeneralization, extralingual inferencing, and metalinguistic hypothesis testing.
How does the paper address first language acquisition?
The paper explores the relevance of the discussed learning strategies to first language acquisition. It examines different theoretical perspectives on first language acquisition, such as behaviorism, nativism, and cognitivism, comparing and contrasting them to provide a comprehensive understanding of how children acquire their first language. The role of formulaic and creative speech in first language acquisition is also examined.
What types of research data are analyzed in the paper?
The paper analyzes empirical data to validate its theoretical frameworks. The analysis focuses on identifying formulaic and creative speech in children's utterances. Specific elements examined include pattern imitation, overgeneralization, extralingual inferencing, and metalinguistic hypothesis testing. This data is used to support the claims and theories about learning strategies in first language acquisition.
What is the significance of formulaic and creative speech?
The paper highlights the transition from formulaic speech (using pre-learned phrases) to creative speech (generating novel utterances) as a crucial aspect of language development. It examines how learners progress through these stages in both first and second language acquisition. The analysis of both types of speech in research data is central to the paper's findings.
What theoretical frameworks are used to explain language acquisition?
The paper draws upon several prominent theories of language acquisition, including behaviorism, nativism, and cognitivism. These theories are used to contextualize and explain the observed learning strategies and the transition from formulaic to creative speech in both first and second language acquisition.
What are the key takeaways from each chapter?
Chapter 1 introduces the concept of learning strategies and outlines the paper's structure. Chapter 2 details the complexities of language learning, focusing on procedural knowledge. Chapter 3 connects learning strategies to first language acquisition by examining various theories. Chapter 4 analyzes research data to support the presented theories and learning strategies.
What are the key words associated with this research?
Key words include: First language acquisition, second language acquisition, learning strategies, formulaic speech, creative speech, hypothesis formation, hypothesis testing, behaviorism, nativism, cognitivism, declarative knowledge, procedural knowledge, child discourse, language acquisition theories.
- Citar trabajo
- Matthias Gebhardt (Autor), 2006, Learning Strategies in First and Second Language Acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/66292
