013105

LANGUAGE DEVELOPMENT
Week 1
29 July, 2015

WELCOME
Keiko Yasukawa
Subject coordinator & lecturer (Wed 7-9)
Tel. 9514 3478
Office: CB10.9.112
Email: keiko.yasukawa@uts.edu.au

Agenda
Welcome
Overview of the subject
Developing L1 (first language)
Linguistic theory

Homework for week 2

Overview of the subject

SUBJECT DESCRIPTION:
Students explore how we learn languages, particularly second
languages, and apply a range of theories to professional
practice.
SUBJECT LEARNING OBJECTIVES
develop a critical understanding of theories of language
development
explore linguistic, psychological and social dimensions of
language learning
relate theory to classroom practice
produce professional and academic writing which is cohesive
and accurate.

Overview of the subject contd

CONTENT:
1. Developing L1
linguistic theory
learning theory
2. Developing L2
SLA and bilingualism
3. Comparing L1 and L2 development
formal models
functional models
connections
4. Learner variables and language learning
psychological dimensions
sociological dimensions
5. Bilingualism and language learning

Overview of the subject contd

Assessment
Assessment Task 1: Analytical
Report

Value: 40%
Due Date: week 6
Task: Respond to key questions
which guide you to analyse the
theories presented in Units 1 and 2
of this subject.
(This is an individual written task.)
Length: 1,200 words

Assessment Task 2: Case study

analysis
Value: 60%
Due Date: week 12
Task: Drawing upon a Case Study
provided, explore how the following
factors influence the learners L2
development:
i) similarities and differences
between L1 and L2
ii) psychological factors
iii) social factors.
Then consider implications for
language teaching/learning.
Length: 1,800 words

Overview of the subject contd

REQUIRED REFERENCES:
How Languages are Learned,
by P. Lightbown & N. Spada.
Oxford: Oxford University Press.
Either the most recent, 4th
edition (2013); or the 3rd edition
(2006).
A booklet of readings compiled
by UTS (available in softcopy on
UTSOnline).
To purchase the hardcopy

booklet, order at the Union

Shop (bldg 1, level 3) for
CN5125 ($23)

Overview of the subject contd

MINIMUM REQUIREMENTS:
Attendance at classes is important because the
subject takes a collaborative approach which involves
essential interchange of ideas with other students
and the lecturer. An attendance roll will be taken at
each class. Where possible, students should advise
the lecturer in a timely manner if they are unable to
attend. If more than one session is missed, additional
make-up work will be assigned. Students who fail to
attend 85% of classes may be refused to have their
final assessment marked (see UTS Rule 3.8).

DEVELOPING L1
Part 1 L1 learning in early childhood

L1 learning in early childhood:

What are some of the questions people ask about L1 development?

1. When does L1 development start?

This subject - mainly English, but any L1 [Chinese, Arabic, Spanish, etc].
. L1 starts in the mothers womb [last 10 weeks before birth].
. Baby responds to the rhythm and intonation of mothers speech
. Mothers read a story aloud for 6 weeks pre-birth

babies recognise at birth - are soothed

[DeCasper & Spence 1986]

. Our L1 is a profound part of us.

. L2 never completely replaces it.
Quiz 1: Linguistic Terminology

What are some of the questions people ask about L1 development?

(contd)

2. How does L1 develop in the early years?

Measured by
i.

Grammar [syntax and morphology]

ii.

Lexis

iii. Phonology

2. How does L1 develop in the early years?

(contd)

i. Grammar:
Syntax: word order
Morphology: word parts
morphemes:

(a) free eg Study hard, and believe.

(b) bound eg Studying harder, and un-believ-abl-y.

i.

Grammar (contd)
Syntax
Negation
No / not / does not /

Questions
Intonation / wh / embedded

Telegraphic speech
content words - function words

MLU
Mean length of utterance

i.

Grammar (contd)

Morphemes
In what order do children acquire grammatical
morphemes? Why?
Small group work

i.

Grammar (contd)

Morphemes order of acquisition

Grammatical morphemes [selection only]
. dog running [present continuous]
. books [s plural]
. went, came, fell [irregular simple past]
. sleeps, eats, goes [ 3rd person singular s]
. dog is running [auxiliary to be]
(Brown 1973)

Morphemes (contd):
Why this order?

1. How often does the child hear it?

- frequency
2. How easy is it to hear/say?
- phonological salience
3. How transparent is the meaning?
- cognitive complexity

ii. Lexis: over-extension

word

first
referent

extensions

quack duck

all birds, all insects

apple apple

tomato, cherry, onion, ball

box

lift / elevator

box

ii. Lexis (contd)

.Lexis continues to develop through the lifespan, eg:

- colour
- architecture
- cooking
as Field knowledge develops.

iii. Phonology
.Intonation comes first, followed by sounds
3 days knows Ms voice
4 days recognises the mother-tongue
.English: First consonant sounds? / p b m n h w /

[by age1;6]
.English: Last consonant sounds? By which age?
Age 4;6 think //
5;0 this //
6;0 measure //
Pair Discussion: Other Languages?

Implications for teaching?

The child learns broad patterns first.

[sounding, wording, meaning]

Over time, s/he forms more distinctions of meaning and
form.
Adults can construct knowledge as sets; but does this

help children to learn?

(i) lexical sets:

eg Parts of the Body; The Weather

(ii) grammatical sets:

eg Possessive Pronouns [my OHT]; Phrasal Verbs

Further readings for L1 development

OGrady, W. 2005. How children learn language.

Cambridge University Press, Cambridge.

Foley, J. & Thompson, L. 2003. Language

learning: A lifelong process. Arnold, London.

HOMEWORK
Required: Lightbown & Spada: Ch 1
(available on UTSOnline)

NEXT WEEK
L1 Development part 2
Explaining L1 development with learning
theories