Considerations in Language Acquisition

Summary

This video explores the intricacies of language acquisition, highlighting four key considerations: neurological, cognitive, affective, and linguistic. It discusses brain lateralization and plasticity's role, cognitive development stages by Jean-Piaget, and the impact of emotions on language learning. The script also examines the differences in language learning strategies between children and adults, the benefits of bilingualism, and the 'natural order hypothesis' for grammatical morpheme acquisition, emphasizing the complexity and variability in second language acquisition.

Takeaways

• 🧠 Language acquisition involves neurological considerations, with the brain's left hemisphere typically handling analytical functions and the right hemisphere managing emotional and social needs.
• 🌟 Brain plasticity, or the ability to rewire neural connections, is crucial for language development from infancy through adulthood and is most flexible before puberty.
• 🧶 Lateralization, the process of assigning brain functions to one side of the brain, is a gradual process that begins in early childhood and is completed around puberty, affecting language learning.
• 🏆 Lateralization theory, supported by Nobel Prize winners, suggests that different brain hemispheres contribute to behavior, personality, creativity, and cognitive modes, influencing language acquisition.
• 🤔 Cognitive considerations in language acquisition are significant, with human cognition developing rapidly during the first 16 years of life, affecting how language is learned and processed.
• 🧩 Jean Piaget's stages of cognitive development provide a framework for understanding how children's intellectual growth impacts language learning at different ages.
• 💡 Equilibration, as described by Piaget, refers to the organization of knowledge and the process of moving from doubt to resolution, which is relevant to how learners adapt to new language concepts.
• 🌈 Effective considerations highlight the emotional aspects of language learning, such as empathy, self-esteem, and anxiety, which can significantly impact the language acquisition process.
• 👶 Children are less inhibited in language learning due to a less developed sense of self and ego, making them more open to language acquisition without fear of mistakes.
• 🔠 Linguistic considerations show that children learning two languages simultaneously use similar strategies, becoming coordinate bilinguals with separate meaning systems for each language.
• 📊 Research on the order of acquisition in language learning suggests that there may be a natural order for acquiring grammatical morphemes, although individual variation can alter this sequence.

Q & A

What are the four main considerations in language acquisition discussed in the video?

The four main considerations in language acquisition discussed in the video are neurological considerations, cognitive considerations, effective considerations, and linguistic considerations.

What is the role of brain plasticity in language acquisition?

Brain plasticity, or the ability of the brain to modify its connections or rewire itself, is crucial for language acquisition. It allows the brain to develop from infancy through adulthood and recover from brain injury, facilitating the learning of both first and second languages.

How does lateralization relate to second language acquisition?

Lateralization is the process where certain brain functions are assigned to one side of the brain. It plays a role in second language acquisition as it involves the brain's organization of language functions, which can affect how easily a second language is learned, especially before and after puberty.

What is the critical period hypothesis in language acquisition?

The critical period hypothesis suggests that there is an optimal period in a person's life, typically before puberty, during which language acquisition is easier and more effective. After this period, the brain's plasticity decreases, making language learning more challenging.

How do cognitive considerations impact language acquisition?

Cognitive considerations involve the intellectual development of a child, which goes through various stages as outlined by Jean-Pierre. These stages influence language acquisition as cognitive abilities develop, impacting the learner's capacity for abstraction, formal thinking, and problem-solving.

What is the significance of equilibration in cognitive development according to Piaget?

Equilibration, as described by Piaget, is the process of organizing knowledge in a step-wise fashion. It involves moving from states of doubt and uncertainty to stages of resolution and certainty, and back again. This concept is significant in cognitive development as it explains how individuals adapt and learn from new experiences, including language learning.

How do emotional factors influence language acquisition?

Emotional factors, such as self-esteem, extroversion, inhibition, and anxiety, play a significant role in language acquisition. These factors can affect a learner's motivation, willingness to participate, and the ability to overcome the fear of making mistakes, all of which are crucial for language learning.

What is the concept of 'language ego' in second language learning?

The 'language ego' refers to the identity a person develops in relation to the language they speak. It is influenced by the interaction of the native language and ego development. This concept helps explain the difficulties adults may have in learning a second language, as their established ego and self-identity can create a defensive mechanism against new language learning.

How do children and adults differ in their approach to second language acquisition?

Children and adults differ in their approach to second language acquisition in several ways. Children tend to acquire languages more holistically and are less inhibited about making mistakes. Adults, on the other hand, may rely more on their first language as a reference, leading to more interference but also using it as a tool to fill gaps in their second language knowledge.

What is the natural order hypothesis in second language acquisition?

The natural order hypothesis, proposed by Krashen, suggests that learners acquire the rules of a second language in a predictable order, regardless of the simplicity of the rules or the order in which they are taught. This order is influenced by the learner's cognitive development and linguistic experiences.

How do individual differences among learners affect the acquisition of a second language?

Individual differences among learners, such as sex, intelligence, social background, rate of learning, and experience with linguistic interaction, can affect the order and pace of second language acquisition. These differences can lead to variations in the strategies and processes learners use to acquire a new language.

Outlines

00:00

🧠 Neurological Considerations in Language Acquisition

This paragraph discusses the neurological aspects of language acquisition. It highlights how the brain matures and lateralizes certain functions to either the left or right hemisphere. The left hemisphere is associated with intellectual and analytical functions, while the right hemisphere handles emotional and social needs. The concept of brain plasticity, or the brain's ability to rewire itself, is crucial for language acquisition, especially before puberty. After puberty, the brain's plasticity decreases, making language acquisition more challenging. The paragraph also explores different theories regarding the age at which lateralization is complete, with opinions ranging from puberty to as early as age five. It suggests that language teaching methods should consider the brain's lateralization and incorporate activities that engage both hemispheres.

05:01

👶 Cognitive Development and Language Acquisition

The second paragraph focuses on cognitive considerations in language acquisition. It outlines Jean-Pierre's stages of intellectual development in children, ranging from the sensory-motor stage to the formal operational stage. The paragraph emphasizes the critical period around puberty for cognitive development and language acquisition, as it is a time when the individual becomes capable of abstraction and formal thinking. The concept of equilibration, which is the progressive organization of knowledge, is introduced as a key cognitive process. The paragraph also discusses the importance of meaningful learning over rote learning, suggesting that new language information is best acquired when related to existing knowledge and experiences.

10:01

🌟 Emotional Factors in Language Acquisition

This paragraph delves into the effective or emotional domain's role in language acquisition. It emphasizes that emotions are integral to human cognition and can significantly influence language learning. The paragraph discusses various emotional factors such as empathy, self-esteem, extroversion, inhibition, imitation, and anxiety, and how they can affect second language acquisition. It also touches on the concept of egocentricity and how it changes as children develop, affecting their language learning. The 'language ego' is introduced as a factor that can either facilitate or inhibit language learning, depending on the individual's comfort with their self-identity and language. The paragraph suggests that younger children are less inhibited in language learning due to their less developed sense of self, while adolescents and adults may face more challenges due to a heightened sense of self-consciousness.

15:03

👨‍👧‍👦 Age Differences in Language Learning

The fourth paragraph examines the differences in language acquisition between children and adults. It discusses how children learning two languages simultaneously use similar strategies as they are essentially learning two first languages. The paragraph differentiates between coordinate bilinguals, who have two separate meaning systems, and compound bilinguals, who have one meaning system for both languages. It also mentions that bilingual children often engage in code-switching. The paragraph highlights cognitive benefits of early childhood bilingualism and suggests that bilingual children show greater mental flexibility and creativity. It contrasts this with adult second language acquisition, which is more susceptible to interference from the first language. The paragraph concludes by noting that while there are similarities in linguistic processes between first and second language acquisition in children, adults' processes are more influenced by their first language.

20:03

📚 Linguistic Processes in Second Language Acquisition

The final paragraph focuses on the linguistic processes involved in second language acquisition. It discusses how children and adults acquire second languages and the strategies they use. The paragraph mentions that children learning two languages simultaneously do not typically mix them up and can be described as coordinate bilinguals. It also touches on the idea that bilingual children may have slightly delayed language acquisition but show cognitive benefits. The paragraph reviews research on the order of acquisition of grammatical morphemes, suggesting that there is a predictable order in which learners acquire language rules. However, it also notes that this order can vary among learners due to factors such as sex, intelligence, social background, and linguistic interaction experience. The paragraph concludes by emphasizing the individual variation in second language acquisition and the complex interplay of factors that influence the process.

Keywords

💡Neurological considerations

Neurological considerations refer to the role of the brain's structure and function in language acquisition. The video discusses how the brain's left hemisphere is associated with analytical and logical functions, while the right hemisphere handles emotional and social needs. This is crucial as it suggests that the brain's plasticity, or its ability to change and adapt, plays a significant role in language learning, especially before puberty. The concept is central to understanding the ease with which children can acquire languages compared to adults.

💡Brain plasticity

Brain plasticity, also known as neuroplasticity, is the brain's capacity to reorganize itself by forming new neural connections throughout life. The video emphasizes that this plasticity is highest before puberty, which is why language acquisition is easier during early childhood. It allows the brain to adapt to new experiences, such as learning a new language, by rewiring neural pathways.

💡Lateralization

Lateralization is the process by which brain functions become specialized in one hemisphere of the brain. The video explains that language functions are typically lateralized to one side of the brain, with the left hemisphere often taking the lead in language processing. Lateralization is a gradual process that begins in early childhood and is usually completed around puberty, which is a critical period for language acquisition.

💡Cognitive considerations

Cognitive considerations in language acquisition involve the mental processes and faculties that contribute to learning a language. The video outlines how human cognition, including intellectual development, changes throughout life, with significant milestones occurring around puberty. It suggests that cognitive development plays a key role in the ability to abstract and think formally, which is crucial for language learning.

💡Piaget's stages of cognitive development

Piaget's stages of cognitive development are a series of stages that describe how children understand and interact with the world around them. The video references Jean-Piaget's outline of intellectual development, which includes the sensory-motor, pre-operational, concrete operational, and formal operational stages. These stages are significant for language acquisition as they reflect the cognitive abilities and limitations of learners at different ages.

💡Equilibration

Equilibration, as introduced by Piaget, is the process by which individuals move from a state of cognitive disequilibrium (doubt or uncertainty) to equilibrium (resolution and certainty). The video suggests that this concept is relevant to language learning as it involves the organization of knowledge in a step-wise fashion, which is essential for making sense of new language information.

💡Affective considerations

Affective considerations relate to the emotional aspects of language learning. The video discusses how emotions, such as self-esteem, anxiety, and attitudes, can significantly impact language acquisition. It highlights that emotional factors are central to the learning process, as they can either facilitate or hinder the ability to learn and use a second language.

💡Language ego

The language ego is a concept introduced to account for the identity a person develops in relation to the language they speak. The video explains that a child's ego is more flexible and adaptable, making it easier for them to learn a new language without it posing a threat to their self-identity. In contrast, adults may experience more difficulty due to a more established language ego that is protective and defensive of their self-identity.

💡Linguistic considerations

Linguistic considerations in language acquisition focus on the actual language processes and structures that learners must master. The video delves into how children and adults learn the linguistic elements of a second language, including the acquisition of grammatical morphemes and the development of strategies for language use. It also discusses the differences in language learning strategies between children and adults.

💡Bilingualism

Bilingualism refers to the ability to use two languages fluently. The video discusses the cognitive benefits of early childhood bilingualism, suggesting that bilingual children exhibit greater mental flexibility and concept formation. It also touches on the idea that bilinguals are not simply two monolinguals in one head, indicating that bilingualism involves unique cognitive processes.

💡Code-switching

Code-switching is the practice of alternating between two or more languages in the context of a single conversation. The video mentions that bilinguals often engage in code-switching, which can be a natural part of their language use. This phenomenon is relevant to understanding how bilingual individuals manage and utilize their linguistic resources.

Highlights

Neurological research suggests that brain functions are lateralized, with the left hemisphere controlling analytical functions and the right hemisphere handling emotional and social needs.

Thomas Koval proposed a relationship between brain lateralization and second language acquisition, noting that brain plasticity before puberty facilitates language learning.

Brain plasticity is essential for development and recovery from brain injury, allowing the brain to modify its connections.

Lateralization begins around age two and is completed around puberty, with language functions being assigned during this period.

Theories on the timing of lateralization vary, with some arguing it completes around puberty and others suggesting it occurs earlier.

Cognitive development is rapid during the first 16 years of life, with Jean-Pierre outlining various stages of intellectual development.

Piaget's theory of equilibration explains how cognition develops through a process of moving from doubt to resolution.

Ossable distinguishes between broad and meaningful learning, suggesting that most learning is meaningful and related to existing knowledge.

Emotions play a significant role in language acquisition, with the effective domain including factors like self-esteem and anxiety.

The language ego concept explains the identity a person develops in relation to the language they speak and can affect second language learning.

Children are less inhibited in language learning due to a less developed sense of self and are less aware of the potential for mistakes.

Adults may face challenges in second language learning due to a more established identity and greater inhibitions.

Research on second language acquisition in children and adults often focuses on the interfering effects of the first language.

Children learning two languages simultaneously acquire them using similar strategies, often becoming coordinate bilinguals.

Bilingualism in children is associated with cognitive benefits such as improved concept formation and mental flexibility.

Adult second language learners may manifest more interference from the first language, but this can also serve as a facilitating factor.

Research on the order of acquisition of grammatical morphemes suggests a common sequence for first language learners.

Inter-learner variation and first language influence can affect the order of acquisition in second language learning.

Transcripts

[Music]

have you ever wondered how you were able

to acquire a language

this video tackles important

considerations in language acquisition

there are four considerations in

language acquisition they are

neurological considerations cognitive

considerations effective considerations

and linguistic considerations we will

first tackle the neurological

considerations

there is evidence in neurological

research that as the human brain matures

certain functions are assigned are

lateralized to the right hemisphere

intellectual logical and analytical

functions appear to be largely located

in the left hemisphere of the brain

while the right hemisphere controls

functions related to emotional and

social needs

Thomas Koval in 1969 as cited in brown

1994 put forward a relationship between

lateralization and second language

acquisition

the plasticity of the brain before

puberty enables first and second

language acquisition to take place

easily after puberty the brain loses its

plasticity and lateralization is

accomplished what is brain plasticity

neuroblasticity or brain plasticity is

the ability of the brain to modify its

connections or rewire itself without

this ability any brain not just the

human brain would be unable to develop

from infancy through adulthood or

recover from brain injury

and what is lateralization

it is a slow process that begins around

the age of two and is completed around

puberty during this time the child is

neurologically assigning functions

little by little to one side of the

brain or the other included in this

function is language

[Music]

the lateralization theory developed a

Nobel Prize winners Rogers Perry and

Robert hornstein helps us to understand

our Behavior our personality our

creativity and our ability to use the

proper mode of thinking while performing

particular tasks

certain arguments are put forth in the

issue as to when lateralization takes

place Eric Lambert contends that it's

complete around puberty

while Norman cheshwin believes is that a

much earlier age than that and Stephen

krashen says is that around the age of

five

Koval in 1984 cautioned against assuming

with crashes but lateralization is

complete by age five otherwise one must

be careful to distinguish between

emergence of lateralization at Birth but

quite evident of five and completion

only evident and about puberty

if lateralization is not completed until

puberty then one can still construct

Arguments for a critical period based on

lateralization

cognitively lateralization enables the

person to reach the capability of

abstraction of formal thinking and of

direct perception which start from

puberty on this shows that adults

possess Superior cognitive capacity due

to left hemisphere dominance

research findings say that although

research is inconclusive about left and

right hemispheric participation in

language acquisition a number of

empirical and observational studies and

Decay that adults might benefit from a

healthy dose of right brain oriented

activities in the foreign language

classroom

implications for teaching

some approaches to language teaching

such as Total Physical response the

natural approach Advocate a last

analytical approach and a more

psychomotor integrated approach

promoting the social atmosphere and the

classroom what are some typical right

brain oriented activities that you have

seen or would use in the language

classroom

well you can bring in the charts graphs

and thematic maps and the like when

presenting text for reading or

organizing literary elements such as the

plot characters

Etc

maps and graphs make use of the students

strong right brain visual spatial skills

or have some time for group activities

where students can interact with their

peers right brain students enjoy the

company of others

we will now tackle the cognitive

considerations in language acquisition

human cognition develops rapidly

throughout the first 16 years of life

and lasts rapidly thereafter

some cognitive changes are critical

others are more gradual and difficult to

detect

jean-pierge outlined the course of

intellectual development in a child

through various stages one sensory motor

stage from birth to two

too

pre-operational stage from ages 2 to 7.

3. operational stage ages 7 to 16.

4. concrete operational stage ages 7 to

11.

five formal operational stage ages 11 to

16.

a critical stage for a consideration of

the effects of age and second language

acquisition appears to occur in vijay's

outline at puberty that is age 11 in his

model in this stage a person becomes

capable of abstraction a formal thinking

which transcends concrete experience and

direct perception the lateralization

hypothesis may prove another key to

cognitive differences between child and

adult language acquisition as child

matures into adulthood the left

hemispheric which controls the

analytical and intellectual functions

becomes more dominant than the right

hemisphere which controls the emotional

functions

another construct that should be

considered in examining the cognitive

domain is the Piaget notion of

equilibration

equilibration is a progressive

organization of knowledge and a

step-wise fashion and related to the

concept of equilibrium

that is cognition develops as a process

of moving from the states of doubt and

uncertainty or this equilibrium to

stages of resolution and certainty or

equilibrium and then back to further

doubt that is in time also resolved the

final consideration in the cognitive

domain is the distinction that ossable

makes between Broad and meaningful

learning noting the people of all ages

have little need for Road mechanistic

learning that is not related to existing

knowledge and experience rather most

items are acquired by meaningful

learning by anchoring and relating new

items and experiences to knowledge that

exists in the cognitive framework

it is myth to contend that children are

good road Learners making good use of

meaningless repetition and mimicking

now we have the effective considerations

human beings are emotional creatures at

the heart of all thought and meaning and

action is emotion

as intellectual as we would like to

think we are influenced by our emotions

it is only logical then to look at the

effective or emotional domain for some

of the most significant answers to the

problems of contrasting the differences

between first and second language

acquisition

research on the effect of domain and

second language acquisition has been

mounting steadily for a number of

decades Studies have been inspired by a

number of factors

linguistic theory is now asking the

cheapest possible questions about human

language with some applied linguists

examining the inner being of the person

to discover it in the effective side of

human behavior there lies an explanation

to the mysteries of language acquisition

foreign

the effective domain includes

manufacturers empathy

self-esteem

extroversion inhibition

imitation

anxiety attitudes the list could go on

some of these may seem at first rather

far removed from language learning but

when we consider the pervasive nature of

language any effective Factor can

conceivably be relevant to second

language learning thank you

a keys in point is a role of

egocentricity in human development

very young children are highly

egocentric the world revolves around

them and they see all events as focusing

on themselves as children grow older

they become more aware of themselves

more self-conscious as they seek both to

Define and to understand their

self-identity

in pre-adolescence children develop an

acute consciousness of themselves as

separate and identifiable entities but

once in their still wavering insecurity

they need protecting they therefore

develop inhibitions about this

self-identity fearing to expose too much

self-doubt

at puberty these inhibitions are

heightened in the trauma of undergoing

critical physical cognitive and

emotional changes

adolescence must acquire a totally new

physical cognitive and emotional

identity

their egos are affected not only in how

they understand themselves but also and

how they reach out Beyond themselves how

they relate to others socially and how

they use the communicative process to

bring on effective equilibrium several

decades ago Alexander giora a researcher

in the study of Personality variables in

second language learning proposed what

he called the language ego to account

for the identity a person develops in

reference to the language he or she

speaks for any monolingual person the

language ego involves the interaction of

the native language and ego development

the language ego make answer to the

difficulties that adults have in

learning a second language the child's

ego is dynamic and growing and flexible

through the age of puberty thus a new

language at this stage does not pose a

substantial threat or inhibition to the

ego an adaptation is made relatively

easily as long as there are no undue

confusing social cultural factors such

as for example a damaging attitude

toward a language or language crew at a

young age

at this point the simultaneous physical

emotional and cognitive changes of

puberty give rise to a defensive

mechanism in which the language ego

becomes protective and defensive the

language ego which has now become part

and parcel of self-identity is

threatened and thus a context develops

in which you must be willing to make a

fool of yourself in the trial and error

struggle of speaking and understanding a

foreign language

younger children are less frightened

because they are less aware of language

forms and the possibility of making

mistakes in those forms mistakes that

one really must make in an attempt to

communicate spontaneously and does not

concern them greatly

it is no wonder then that the

acquisition of a new language ego is an

enormous undertaking not only for young

adolescents but also for an adult who is

prone comfortable and secure in his or

her own identity and he possesses

inhibitions that serve as a wall of

Defense of protection around the ego

research findings it is common to find

research that compares children and

adults acquiring second languages with

the assumption that the two categories

are easily defined but not enough

research examines differences between

younger that is six to seven year old

and older that is 10 to 11 year old

children

teaching implications

[Music]

you were teaching two groups of children

a 67 year old crew and a 10 to 11 year

old crew how would your approach and

classroom activities differ

finally let us tackle linguistic

considerations

we have so far looked at Learners

themselves and considered a number of

different issues in age and acquisition

now we turn into some issues that Center

on the subject matter itself language

a growing number of researches are now

available to shed some light on the

linguistic processes of second language

learning and how those processes differ

between children and adults it is clear

that children learning two languages

simultaneously acquire them by the use

of similar strategies they are in

essence learning two first languages and

the key to success is in distinguishing

separate contexts for the two languages

people who learn a second language in

such separate contexts can often be

described as coordinate bilinguals they

have two meaning systems as opposed to

compound bilinguals who have one meaning

system from which both languages operate

children generally do not have problems

with mixing up languages regardless of

the separateness of contacts for use of

languages moreover bilinguals are not

two monolinguals in the same head that

is according to cook in 1995. most my

linguals however engage in code

switching that is the act of in certain

words phrases or even longer stretches

of one language into the other

especially when communicating with

another bilingual

in some cases the acquisition of both

languages in bilingual children is

slightly lower than the normal schedule

for first language acquisition however

irrespectable stockpile of research

Reynolds in 1991 shows a considerable

cognitive benefit of Early Childhood

bilingualism supporting Lambert's 1972

contention that bilingual children are

more facile at concept formation and of

a greater mental flexibility

bilingualism in children is positively

related to cancer formation

classification creativity and analogical

reasoning a study conducted with

Japanese students studying English in

gifu Japan and native English students

from Ontario Canada where the

participants took the icon level test in

order to compare the cognitive abilities

of bilingual versus monolingual children

the results were in favor of the

bilingual students let us know just

cause the interference between first and

second languages

a good deal of the research and

non-simultaneous second language session

then both children and adults has

focused on the interfering effects of

the first and second languages

for the most part research confirms that

the linguistic and cognitive processes

of second language learning in young

children are in general similar to first

language processes

Urban trip in 197-4 and others concluded

that similar strategies and linguistic

features are present in both first and

second language learning in children for

example Julian bird in 1974 found that

86 percent of more than 500 errors made

by Spanish-speaking children learning

English reflected normal developmental

characteristics that is expected

interlingual strategies not interference

errors from the first language

Hansen and bead Madden 7-5 examined such

linguistic structures as possession

gender word order verb forms questions

and negation in an English-speaking

three-year-old child who learned Urdu

upon moving to Pakistan

in spite of some worked linguistic

contrasts between English and Urdu the

child's acquisition did not appear to

show first language interference and

exact predication showed similar

strategies and rules for both the first

and the second language adult second

language linguistic processes are more

vulnerable to the effect of the first

language on the second especially the

farther apart the two events are whether

adults learn a foreign language in a

classroom or out in the arena the

approach the second language either

vocally or peripherally systematically

and they attempt to formulate linguistic

rules on the basis of whatever

linguistic information is available to

them information from the native

language the second language teachers

classmates and peers

adults more cognitively secure appear to

operate from the solid foundation of the

first language and thus manifest more

interference that it was planted out

earlier that adults too manifest errors

similar to some of the errors children

make the result of creative perception

the second language had an attempt to

discover its rules apart from the rules

of the first language the first language

however may be more readily used to

bridge gaps that the adult learner

cannot fill the generalization within

the second language in this case we do

well to remember that the first language

can be a facilitating factor and not

just an interfering Factor order of

acquisition

researchers have tried to find out if

there is an order of acquisition in

acquiring grammatical morphines the

findings are important but contradictory

and have implications on first and

second language acquisition

more theme studies aimed to investigate

the acquisition of grammatical functions

such as articles or inflectional

features such as the plural as

an important research in this field is

that of Roger Brown a sighted in

McLaughlin 1987.

there is a common invariant sequence of

acquisition for at least 14 function

words in English as a first language

noun and verb inflections

prepositions and articles

findings of these studies pointed out

that there is a definite order in the

acquisition of morphemes in English

first language Learners other morphine

studies were carried out on various

functions and Order of acquisition dos

exist light bound and is PETA in 2006

review studies on the acquisition of

question words what where who why when

and how and they show a great similarity

in first and second language position

based on the morphine studies and second

language acquisition crashing in 1982

put forward the natural order hypothesis

which he developed to account for second

language acquisition

he claimed that we acquire the rules of

language in a predictable order

this acquisition order is not determined

by Simplicity or the order of rules

taught in the class

thus far it seems as if first language

acquisition and second language

acquisition follows similar rules

however other morpheme Studies have

shown that not all first language

Learners follow the order of acquisition

predicted there appears to be inter

learner variation in the order of

acquisition

wells in 1986 cited in Ellis 1994

proposes inter learner variables

affecting the order of acquisition as

sex intelligence social background rate

of learning and experience of linguistic

interaction

furthermore McLaughlin in 1987 claims

that learner's first language has an

effect on acquisitional sequences which

either slows their development or

modifies it additionally considerable

individual variation in how Learners

acquire a second language such as

different learning performance and

communication strategies obscure the

acquisitional sequences for certain

constructions therefore McLaughlin in

1987 argues the prussians claim that an

invariant natural order is always found

is simply not true

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foreign

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