Language acquisition and language learning: the linguistic background of language developmentMarina Tzakosta
LaDiva coordinator
University of CreteDept. of Preschool Education,Faculty of Education
What is a system (of communication)?
• A network of ‘things’ governed by rules and principles
Human languages Animal languages
productivity
systematicity
Language levels – grammatical levels
• Pragmatics (meaning & implicatures)
• Semantics (words, sentences, texts)
• Syntax (sentences, phrases)
• Morphology (inflection, derivation, compounding – language typology)
• phonology (segments, syllables, stress, intonation, focus)
How is language developed?
• Network of factors determining language development/ acquisition/ learning
Environment
nature
imitation predisposition
Behaviors models of development
Generative models of development
Crucial terminology: the critical period hypothesis• Age plays a crucial role in development/
maturation
• ≥ 7 years of age (Lenneberg 1967)
Crucial terminology
• Monolingual & bilingual L1• Oral speechacquisition
• Second language acquisition (L2)
• Written speech (reading & writing)
learning
Factors influencing second language learning• Language-internal
• language typology, relation to the mother tongue
• Perception/ comprehension
• Proficiency level
• Order in language learning
Factors influencing second language learning• Language - external • Motives
• Social context/ civilization
• Teaching methods
• Perception/ comprehension
Crucial terminology
Second language vs. foreign language
Learning in natural environments
Learning in artificial environments
Second/ foreign languages
• Preschool education
• Primary school education
AgeTeaching/ learning techniques
LaDiVa: objectives
• To investigate how language develops in the speech of preschool and early primary school pupils in multilingual and multicultural environments, these environments being the countries of the participating institutions and
• To design, produce and apply original teaching material in true class settings
LaDiVa: objectives
• Given that students come from different countries (Greece, Latvia, Lithuania, The Netherlands, Norway, Turkey with different backgrounds in
- educational systems, - language learning and - language teaching
additional objectives
LaDiVa: objectives & great expectations
• the participating institutions will keep on exchanging ideas on teaching methods and new projects
LaDiVa: objectives & great expectations
• develop a strong multidisciplinary approach given the multidisciplinary orientation of the participating institutions
• add to our knowledge of how different linguistic systems are learned under various social and cultural conditions by populations differing in their level of education and their age
• A long-term outcome of the project is students’ training on how language can be taught in entrepreneurial intensive environments
What we expect you to do
• Interact, interact, interact!
• Work together & learn form each other
• Look for special features of your languages
• Look for special features of your culture
• Look for special features of the languages and cultures of your co-workers and compare
• Exploit your environment
• Produce teaching material
What we hope you get
• Provide you with all the necessary equipment (cultural, scientific etc.)
• Facilitate your work by any (rational) means required
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