For example: The mother is dressing her little boy, and she put her clothes, her pant, her coat, and then she finish.
Stage 3 -- Post-emergence; differentiated use of 'his' and 'her' but not correctly when the possessed object has gender.
For example: The girl fell on her bicycle. She look his father and cry.
Stage 4 -- Error free use of 'his' and 'her' in all contexts.
For example; The little girl with her dad play together. And the dad take his girl on his shoulder and he hurts his back (Lightbown and Spada 89-90).
In examining the developmental sequence of relative clauses, Lightbown and Spada (90) report a definitive sequence, presented below.
Subject -- The girl who was sick went home.
Direct object -- The story that I read was long.
Indirect object -- The man who (m) Susan gave the present to was happy.
Object of preposition -- I found the book that John was talking about.
Possessive -- I know the woman whose father is visiting.
Object of comparison -- The person that Susan is taller than is Mary. (Lightbown and Spada 90).
They also explain that the acquisition of relative clauses is highly influenced by the first language.
As second language learners acquire the ability to use past tense verbs, they pass through a developmental sequence similar to young children acquiring knowledge. Additionally, the process seems to be similar regardless of the first language (Lightbown and Spada 91). The first stage involves no reference to time (My son come. He work in a restaurant.) The second stage involves the addition of a grammatical morpheme (Me working long time). Second language learners typically acquire past tense of irregular verbs before regular verbs.
Lightbown and Spada (96) outline three other areas of communicative competence. These include vocabulary, pragmatics, and pronunciation. Vocabulary is an important skill for second language learner; however, it is an area that is often neglected. Additionally, Lightbown and Spada (96) explain that while vocabulary development for first language learners is almost effortless, second language learners do not have as much exposure to vocabulary. Therefore, development becomes more difficult. Lightbown and Spada (99) add that exposure to frequently used...
Second Language Acquisition Advantages and Disadvantages of Bringing up Children Bilingually Much of the debate on bilingual education is wasteful, ironic, hypocritical, and regressive. It is wasteful because instead of directing attention to sound educational practices, it has led to advocating specific "models" based solely on what language should be used for what purpose. It is ironic because most attacks on bilingual education arise from an unfounded apprehension that English will be
These people are also, reportedly, more creative, and also excellent at problem solving. One Moroccan individual was injured in an accident, she was a bi-lingual, and she could speak both French and Arabic before the accident. During her recovery, she found to her amazement, tat she could speak French one day but not Arabic, and one day, Arabic and not French. After three months, she could speak both fluently. Today,
" Stated to be indentified in this framework are three categories of knowledge that represent "key components in the process of cognitive appraisal" which are those of: 1) Person knowledge; 2) Task knowledge; and 3) Strategy knowledge. Task knowledge is stated to "acknowledge the successes or failures in one's learning. Person knowledge is related to one's learning abilities and knowledge about internal and external factors that affect the success of failure in one's learning."
ICT, SA, and Oral Practice in Second Language Faculty's Name Importance of ICT, SA and Oral Practice in Second Language Acquisition (Applied Linguistics) Information Communication Technology (ICT) is one of the most attracted terminology in the field of education. This very concept has managed to bring a great deal of finesse in the traditional method of teaching. Where ICT has now, a fundamental importance in the traditional methods of teaching, it has also
Right from the Beginning Lightbown and Spada present six proposals for teaching second and foreign language. The first of these is called "Get it right from the beginning" (138). This approach, known also as audiolingual teaching, was formed as a reaction to the grammar translation method. Lightbown and Spada (138) explain that with grammar translation, students translate a text line by line from the second language to their first language.
Issues in English Second Language Acquisition Introduction All students have different learning styles and for Second Language learners or English-as-Second-Language (ESL) learners, the challenge faced by the ESL instructor is not only about using a differentiation-based method of instruction to convey the lesson (Peregoy & Boyle, 2013) but also about using a variety of methods to assess the ESLs (Gottlieb, 2006). ESLs come from a variety of different backgrounds; they have unique
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now