MERA PATRICIO.ACTIVITY OF LANGUAGE

ACQUISITIONLearning activity 2.1.

Prepare a power point presentation of 15 slides with the most important information of the book “principles of language learning

and teaching” by H. Douglas Brown.

DIFFFRENT APROACH TO TEACH ENGLISH.

BEHAVIORISTIC APPROACH

NATIVIST APROACH

FUNCTIONAL APROACH

BEHAVIORISTIC APROACH

THE MOST IMPORTANT THING IN THE HUMAN

BEHAVIOR INMEDIATELY PERCEIVE ASPECTS OF LINGUISTICS BEHAVIOR BETWEEN RESPONSES

AND EVENTS.

BEHAVIOR MIGHT CONSIDER EFECTIVE

LANGUAGE BEHAVIOR CORRECT

STMULLITY CORRECT

REINFORCED

IT BECOMES HABITUALHABITUAL

OR CONDITIONED

CHILDREN PRODUCE

LINGUISTICS RESPONSES

IT MUST BE REINFORSED FOR THAT RESPONSE

SKINNER´S THEORIESBABY ASK

MILKMOTHER

CONGRATULATED MOTIVATED

INCREASE IN STRENGTH

AND PERHAPS FREQUENCY

BABY ASK PEPER FELL THE PUNISH

BEHAVIOUR IS

WEAKENED AND IS

EXTINGUISHED

NATIVIST APROACH

LANGUAGE AQUISITION IS

INNATELY DETERMINED.

WE ARE BORN WITH GENETIC CAPACITY

IT IS A INTERNAL SISTEM OF LANGUAGE

INNATENESS HYPOTHESES

INNATENESES HYPOTESES

ERIC LENNEBERG 1967

CHOMSKY 1965 MC NEILL 1966

ERIC LENNEBERG 1967

LANGUAGE: “IT IS BELONG TO A SPECIES SPECIFIC”

IS BIOLOGICAL DETERMINED

CHOMSKY 1965

THE EXISTENCE OF INNATE

PROPERTIES OF LANGUAGE

CHILD BE MASTERY OF A NATIVE LANGUAGE IN SUCH SHORT TIME

IS EMBOIDED IN A LILTLE BLACK BOX LANGUAGE ACQUISITION DEVISE

MC NEILL 1966

DESCRIBE L.A.D FOUR INNATE LINGUISTICS PROPERTIES:

THE HABILITY TO

DISTINGUISH SOUNDS FROM OTHER SOUNDS

IN THE ENVITROMENT

HABILITY TO ORGANIZE

LINGUISTICS DATA INTO VARIOUS

CLASES THAT CAN LATER

BE DEFINED

KNOWLEDGE THAT ONLY

CERTAIN KINDS OF

LINGUISTIC SYSTEM IS POSIBLE

WHILE IN OTHER KINDS

ARE NOT.

THE HABILITY TO ENGAGE IN CONSTANT

EVALUATION IN LIGUISTIC SYSTEM

TO CONSTRUCT THE SISTEM INPUT

HUMAN BEING COMES GENETICALLY EQUIPED

WITH HABILITIES THAT HELP US TO ACQUIRE LANGUAGE

ANOTHER IMPORTANT ASPECT IS THE ENVIROMENTAL STIMULITI (HEARING AND BE

ENVOLVED WITH THE LANGUAGE)

FUNCTIONAL APROACHES

.

SEARCHERRS SEE THE LANGUAGE AS THE MANIFESTATION OF THE COGNOTIVE AND AFFECTIVE

HABILITY WITH OTHERS AND WITH SELF

LANGUAGE IS ABSTRACT ,FORMAL , EXPLICIT AND QUITE LOGICAL

FORMS AND FUNTION OF LANGUAGE CONSTRUCT FROM THE SOCIAL INTERACTION

FORMS: MORPHEMES, WORDS, SENTENCES, AND

RULES

FUNCTIONS: INTERACTIVE PORPOSES, WITH SOCIAL PRAGMATIC.

WE COMPLISH WITH THE FORMS.

COGNITION AND LANGUAGE DEVELOPMENT

PIAGET AND INHELDER 1969: THE DEVELOPMENT OF THE LEARNING PROCES OF CHILDREN IS DUE TO THE CHILDREN

INTERACTION WITH THE ENVIROMENT

GLEITMAN AND WARNNER (1992) “ CHILDREN APEAR TO APROACH LANGUAGE LEARNING EQUIPPED WITH CONCEPTUAL INTERPRETIVE ABILITIES”

WANNER : SAIDCHILDREN APEAR TO APROACH

LANGUAGE LEARNING EQUIPPED WITH

CONCEPTUAL INTERPRETIVE ABILITIES FOR

CATEGORIZING THE WORLD.

Social Interacción and Language Development•HOLSMAN SAYS: A RECIUPROCAL BEHAVIORAL

SYSTEM OPERATES BETWEEN LANGUAGE – DEVELOPING INFANT CHILD AND THE COMPETENCE (ADULT) LANGUAGE IS USE TO SOCILIZING – TEACHING NOCTURING

PERSONAL POINT OF VIEW

AS I SEE AND I AM LEARNING CHILD LEARN MORE AND MORE AS HAVE INTERACTION AND COMUNICATIONS ASKING AND ANSWERING EVERY DAY AS WELL IF NOT IT WILL BE LIKE SLOW PROCCES ISTEAD HUMAN

BEING HAVE THE HAVILYTY AND THE EQUIPMENT TO LEARN AND SPEAK, FOR THAT REASON ADULTS HAVE THE RESPONSABILITY TO TEACH IN THE

GOOD WAY. CONTRARY IF CHIDREN BY ACCIDENT WILL BE CARE FOR CHIMAPANCES OR WOLFS OR OTHER CRATURES AS WE SAW IN THE

STORY OF HUMANITY LIKE THE MOVIE WERE A SPIDER WERE CARING TWO CHILDREN

WE AS HUMAN CAN SPEAK AND COMUNICATE WITHOUT RESTRICTION.