Language is the way that human communicates each other through which knowledge

, belief,

and behavior. It can be experienced, explained, and shared. This knowledge can be share

, based on systematic, conventionally used signs, s

ounds, gestures that a group of community shares and accepts.

 

The process in which language is development into the brain is very complex. The human brain displays a number of physiological and structural characteristics. First, the cerebrum, consisting of a cortex (the outer layer) and a subcortex, is also divided into two hemispheres joined by a membrane called the corpus callosum.  There are a few points which must be made about the functioning of these two cerebral hemispheres.

 

The right hemisphere controls spatial acuity, while the left hemisphere controls abstract reasoning and physical tasks. It is important that in adults, the left hemisphere also controls language; even in most left-handed patients, lateralization of language skills in the left hemisphere is completed by the age of puberty. Language skills are localized in the cortex of the left hemisphere in all but about 2.5% of the cases. 

 

In the past twenty five past year, linguistics psychologists, sociologists, philosophers, anthropologist, teachers, speech therapist and numerous others have realized that language is of crucial importance in their life and work. Neurolinguistics, is the study of how the brain (neuro) permits us to have language (linguistics). Neurolinguistics study brain and nerve systems.

 

To conclude, first humans are born with the innate capacity to acquire the extremely complex, creative system of communication that we call language. Second, the natural ability for acquiring language normally diminished rapidly somewhere around the age of puberty. There is a critical age for acquiring fluent native language. And finally, in most adults the language organ is the perisylvian area of the left hemispheric cortex.

 

 

 

 

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Second language acquisition

 

Krashen’s Theory

 

 

        The theory developed by Stephen Krashen consists of five hypotheses:

 

•     The Acquisition-Learning: In this hypothesis, there are two independent systems the first one is the acquired system or acquisition, is the product of a subconscious process. It requires natural communication, in which speakers are concentrated in the communicative act. The second one is the 'learned system' or learning,  is the product of formal instruction and it comprises a conscious process.

   

 

•  

  The Monitor hypothesis explains the relationship between acquisition and learning. It defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. The acquisition system is the statement initiator, The monitor acts in a planning, editing and correcting function when three specific conditions are met.

   

 

•     The Natural Order hypothesis explains that the acquisition of grammatical structures follows a 'natural order' which is predictable. Krashen points out and rejects grammatical sequencing when the goal is language acquisition.

   

 

• The Input hypothesis is concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.

   

 

 

•     The Affective Filter hypothesis, explains that affective variables play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen says that learners with positive affect are better equipped for success in second language acquisition.

 

 

 

Krashen, Stephen D.  Principles and Practice in Second Language Acquisition.  Prentice-Hall International, 1987.

 

Krashen, Stephen D.  Second Language Acquisition and Second Language Learning.  Prentice-Hall International, 1988.

 

 

 

 

 

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                Connectionism                      

 

 

 

Connectionism.ppt

 

 

 

 

 

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Affective Factors

 

 

  motivation.ppt  

 

 

 

 

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CHRONOLOGY OF CHILD LANGUAGE
	Understanding	Utterance
3 month	Recognizes human voice.   No memory.   Bound to present   Little co-ordination between grasping and mouthing	Social smile. Spontaneous, disorganized sounds. Babbling
6 month	Recognizes friendly and un friendly tones.	Many vowel sounds. Lallation
9 month	Reacts to gesture.   Preference for certain words	All varieties of sound and sound combinations
12 month	Responds to simple commands	Verbal play. Jargon stage. First few words as conditioned responses.
18 month	Points to simple things on command.   Follows simple directions.	About a dozen words or more. Verbal behavior accompanied by gesture. Beginning of language as communication. Jargon begins to disappear. Beginning of two-word phrases. Vocabulary begins sharp rise.
2 years	Understands commands referring to present situation.   May understand several hundred words.	Jargon dropped. Language as communication. Great individual variation in pronunciation. Vocabulary in the hundreds. Simple phrases. Pronouns. Verbalizes wants.
3 years	Understand questions referring to past.	Large increase in vocabulary. Gets structure right. Plurals, tenses, parts of speech, sentences patterns. Narrates past experiences. Language as a substitute for action.
4 years	Great range of understanding.   Still confuses periods of time.	Speech skills perfected. No baby talk. Rambling torrent of speech. Age of loquacity
5 years	Understands past events of childhood.   May understand over two thousand words.	Briefer and more critical responses. Begins counting and printing. More complex sentences. Large vocabulary.
6-8 years	Complete understanding of everyday utterances.   Begins reading, thus increasing passive vocabulary.	Complete speech habits of the language. Only need is reinforcing them through practice. Holds on to patterns learned