CHILDREN SLA

1. 1When you know a language, you know the sounds, the words, the rules for their combination

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2. 2The only tasks mentioned in chapter 1 are learning the:
   1. Phonology
   2. Semantics
   3. Syntax
   

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3. 3Phonology refers to learn and discriminate the sound units of language and to produce them in their own speech.

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4. 4Children first master the rule that applies to the general case, and only later acquire more specific rules.

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5. 5Macnamara (1972) has argued that infants first determine linguistically the meaning a speaker intends to communicate to them.

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6. 6A child who calls all four-legged creatures "doggie" obviously has not yet learned the adult extension of the word "dog."

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7. 7To be a skilled speaker in a language, it is necessary to know the rules that make it possible to construct new sentences that can he understood by others

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8. 8Children also learn to switch codes depending on their communication partner. They talk differently to other children than to their parents, they change their speech when addressing small children, and they use a different code when dealing with teachers, ministers, and other "formidable strangers" (Gleason, 1973).
   This refers to Phonology component

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9. 9Children in the natural situation typically hear the language used around them and have to adjust their own speech to their hearers if they are to communicate

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10. 10A "tactic" is a superordinate, abstract, constant and long -term process

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11. 11Classroom language is different from language used outside the classroom.

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12. 12Formal language is highly implicit and interactive, it is context-bound and personal.

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13. 13If the, witer is elliptical or chooses the wrong word or grammatical form, the reader can successfully recover the writer's intentions from nonverbal cues

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14. 14For children whose L1 skills are less well developed in certain respects, intensive exposure to L2 in the initial years (of schooling), is likely to impede the continued development of L1. This will, in turn, exert a limiting effect on the development of L2.

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15. 15There are two general aspects of a child's knowledge of language:
    1. 'vocabulary-concept knowledge"-specifically
    2. metalinguistic insights

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16. 16Krashen, Long and Scarcella (1979) have argued that adults acquire the morphology and syntax of a second language faster than young children but that child learners will ultimately attain higher proficiency.

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17. 17Children learning English as a first language follow a common "invariant" sequence in the acquisition of 14 function words, e.g., noun and verb inflections, articles, auxiliaries, copulas, and prepositions.

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18. 18Universal-cognitive mechanisms are the basis for the child's organization of the target language end that it is second language system, rather than the first language, that guides the acquisition process.

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19. 19The learner first language plays an important role in determining the order in which second language learners acquire English morphemes

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20. 20Errors in second language learners corpus are predominantly interlingual usually involves coding the omission of high frequency morphemes

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Descripción

Test sobre CHILDREN SLA, creado por Aleyda Fonseca Estepa el 29/04/2020.

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Aleyda Fonseca Estepa

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English

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