Language and evolution Neuroscientists say that while speaking we process information with our whole brain , e. g .
✓
speech giving valuable information about functioning of brain 1141211 -
function words -
left hemisphere
-
speech as a product of evolution -
content words -
multiple , bilateral links to areas that represent their acoustic , visual .
-
genotype engaged in interaction with the environment and produces a phenotype olfactory and somatosensory referents
-
animal world -
children of better communicators stand a higher chance of survival -
action words -
motor , prefrontal cortex
-
beginnings of speech date back to the change from quadrupedal to bipedal movement -
pain words -
Sen so motor cortex
-
listening and comprehending -
crucial , vital for survival , function as a fitness index
Age of acquisition in speech development
speech levels i
-
genetic
-
influencing the DNA structure critical first few years of life is the crucial time in which an individual can acquire a first language
-
individual connected with changes in the cortex , and accounting for differences in
-
our period -
1111 if presented with adequate stimuli ; further language acquisition becomes much more
mental images and memory traces Hypothesis difficult and effort full due to losses of plasticity in procedural memory and sensitivity
-
culture -
intra generational and intergenerational transmission to languages in younger years -
Lars Ekstrand
communication -
innate .
individualised or culturally transmitted ? Activation
to gain proficiency in a second language , the learner must also have passed a certain
-
individuals born blind use gestures and body postures which they never had a chance to observe Treshold .
age and appropriate level of competence in his first language
-
deaf children exhibit cooing Hypothesis
-
all communities natural languages demonstrate some common features
-
our nervous system seems to be prepared for languages acquisition Language the process of losing a native language caused by isolation from speakers of the first
-
children tend to take over the ways of speaking used by adults around them 1 -
language and the acquisition and use of a second language ; L1 attrition is first noticed
-
later in our life we model our language on the speech of significant others Attrition in the lexicon rather than in grammar and phonology -
changed meanings ,
a less diverse
-
female chip mvnzees that were taught the ASL ( American sign language I spontaneously lexicon in conversation , less effective vocabulary access in picture naming
started to teach new things their children
First language acquisition and second language learning same or different ?
-
Gender in speech development
-
females have been found to : Identity first and second language learning is basically one and the same process governed by
-
→
process communication using larger areas of their brains Hypothesis the same laws
→ achieve higher results in the field of fluency
→ demonstrate more types of compensation mechanisms in families suffering from Bley -
Vroman notes considerable differences between L1 acquisition and adult foreign
'
genetic communication impairment language learning ,
e. g. adults frequent lack of success or even general failure ,
variation
→ be significantly more likely to use global strategies Fundamental in success , but also variation in goals ; suggests a different role for the affective factors
quite pronounced Difference in adults and children due to the facts that fossilize in adults but bear
gender difference trends in strategy use are within and across culture errors a
- -
,
'
Hypothesis developmental character in children , and due the adults need for negative evidence
and error correction which , ,
unlike in children results in the , indispensability of formal
MOTOR CORTEX instruction .
( saying words ) PERI SYLVIAN CORTEX
phonological and lexical
Fundamental there are important similarities between first and second language acquisition , such as
forms of words
similarity -
input dependence and poverty of stimuli ,
but at the same time significant cognitive
Hypothesis and affective differences can be noted
th
the period between birth and the 25 year is more appropriate for language acquisition
and learning although
,
later learning is also possible ; as the brain of an infant shows
sensitive
high glucose levels and the number of nerve cells is larger that any other stage of human
BROCA 'S AREA
Period -
language production WERNICKE 'S AREA life -
acquisition can be quick and efficient at early age , memory is very strong , new info
I thinking about words I
Hypothesis
language comprehension
is absorbed at high speed dopamine ,
and adrenaline levels are high and support fluency ,
( hearing words )
oestrogen support verbal memory ;
after 25
-
deficits in short term memory -
,
new info is absorbed slower ( hormones decrease 1 ,
but learning is possible thanks to growing r Ole of motivation and ability to use learning
strategies
, L2 active when L2 is used Evidence on the effect of second language competence on first language use showing that in virtually
-
right hemisphere is more ,
Hypothesis aspect of language ,
L2 users appear to be different from monolinguals :
.
phonology -
articulation changes in the mother tongue of L2 user , such as voice on set time
Balanced -
lexicon -
also activated when processing words from L1 , indicating that two lexicons are not kept
Bilingual
-
bilinguals activate their right hemisphere more for both languages totally separately ,
but rather reinforce each other
Hypothesis syntax subtly altered by the second language he/she knows , as regards processing of word order
. -
left hemisphere -
language learning in formal situations like school
,
or courses ; .
pragmatics -
people who know two languages interpret e movie sentences differently from monolinguals
stores linguistic competence and knowledge
what is a foreign language ?
right hemisphere language learning -
in informal situations like interaction with native
,
speakers ; stores pragmatic competence Language subsystems :
u
phonological
separate language in the brain or multi competence ? -
graphic
-
lexical
Unitary .
grammatical
competence -
in the initial stages of language acquisition children don't differentiate languages
Hypothesis Language skills :
-
receptive -
listening and reading comprehension
separate .
productive speaking and writing
-
systems
-
separate languages from the very beginning .
interactive -
integrating listening and speaking in oral exchanges , reading and writing in written correspond
Hypothesis .
processing -
text and information simplytying
, or expanding a text , converting formal to informal and
vice versa , retelling a written text orally and vice versa
" " "
Multi competence -
the compound state of mind with two grammars at first ,
later revised to the
"
knowledge of more than one language in the same mind or the same community ; Language as social construct :
" "
often referred as the hidden part of an iceberg ,
not stable -
as exposure to both .
foreign language study is seen as mental exercise
" "
languages ,
contexts and situations cause constant interactions between the factors -
language serves primarily real life communication purposes
-
" "
influencing learner 's repeitorie → dynamic model of multi competence .
learning 12 involves mastering building blocks and learning rules
" "
'
L2 is a vehicle for classroom communication
" "
→
dynamic -
competence levels change through interrelation -
language is a social process
→ holistic -
various types of factors at play biological , social
:
and personality
Language and culture :
lexicon is common , but syntactic rules are separate ; some believe that two different -
language is a part of culture and vice versa , cannot be separated without losing significance
lexicons for two languages are kept separate , while others hold an one -
lexicon view -
-
acquisition of a second language is also acquisition of a second culture
segregated or integrated ? selective or non -
selective access to our lexicon in word -
learners and teachers of a second language need to understand cultural differences between group
recognition ? Today researchers are finding evidence in favour of non -
selective access and cultures ,
what stereotypes there are and how to avoid them
and interaction between vision and hearing in language development .
any separation between language and culture leads to losing the significance of language or culture
-
language acquisition does not follow an universal sequence , but differs across culture
How does our mind cope with a new language ?
'
the process of becoming a member of society is realised through exchanges of language in particular
social situations
Procedural modularity modules-
are separate , but cooperate in the brain ; the neuro functional .
acquiring the ability to communicate efficiently with the native speakers of the target language -
without
Linguistic -
modules contain a phonological ,
a morpho syntactic and semantic module , cross -
linguistic the study of culture , foreign language instruction is inaccurate and incomplete
competence influence is only possible within one module and cannot take place across modules
second culture acquisition , acculturation and culture shock
phonological morphological
,
and syntactic properties of native language , semantic
procedural
-
properties of lexical units ; engaged by the 1st and other early acquired and mastered → stage 1 -
excitement and euphoria over the newness of the surroundings
Memory
in natural context languages → stage 2 -
culture shock ; individuals feel the intrusion of more and more cultural dif ferenc es into their
own images of self and security
knowledge of form meaning -
relationships of lexical units and metalinguistic knowledge → stage 3 -
gradual recovery ; beginning of acceptance and empathy towards second culture
Declarative
-
which is treated as a resource in learning and communication ; engaged by 2nd and 3rd , → stage 4
-
near or full recovery , acceptance of the new culture and self -
confidence in oneself as the
Memory "
later learned , in a formal , classroom context on lower or average level language
"
new person that has developed in this culture
✓
speech giving valuable information about functioning of brain 1141211 -
function words -
left hemisphere
-
speech as a product of evolution -
content words -
multiple , bilateral links to areas that represent their acoustic , visual .
-
genotype engaged in interaction with the environment and produces a phenotype olfactory and somatosensory referents
-
animal world -
children of better communicators stand a higher chance of survival -
action words -
motor , prefrontal cortex
-
beginnings of speech date back to the change from quadrupedal to bipedal movement -
pain words -
Sen so motor cortex
-
listening and comprehending -
crucial , vital for survival , function as a fitness index
Age of acquisition in speech development
speech levels i
-
genetic
-
influencing the DNA structure critical first few years of life is the crucial time in which an individual can acquire a first language
-
individual connected with changes in the cortex , and accounting for differences in
-
our period -
1111 if presented with adequate stimuli ; further language acquisition becomes much more
mental images and memory traces Hypothesis difficult and effort full due to losses of plasticity in procedural memory and sensitivity
-
culture -
intra generational and intergenerational transmission to languages in younger years -
Lars Ekstrand
communication -
innate .
individualised or culturally transmitted ? Activation
to gain proficiency in a second language , the learner must also have passed a certain
-
individuals born blind use gestures and body postures which they never had a chance to observe Treshold .
age and appropriate level of competence in his first language
-
deaf children exhibit cooing Hypothesis
-
all communities natural languages demonstrate some common features
-
our nervous system seems to be prepared for languages acquisition Language the process of losing a native language caused by isolation from speakers of the first
-
children tend to take over the ways of speaking used by adults around them 1 -
language and the acquisition and use of a second language ; L1 attrition is first noticed
-
later in our life we model our language on the speech of significant others Attrition in the lexicon rather than in grammar and phonology -
changed meanings ,
a less diverse
-
female chip mvnzees that were taught the ASL ( American sign language I spontaneously lexicon in conversation , less effective vocabulary access in picture naming
started to teach new things their children
First language acquisition and second language learning same or different ?
-
Gender in speech development
-
females have been found to : Identity first and second language learning is basically one and the same process governed by
-
→
process communication using larger areas of their brains Hypothesis the same laws
→ achieve higher results in the field of fluency
→ demonstrate more types of compensation mechanisms in families suffering from Bley -
Vroman notes considerable differences between L1 acquisition and adult foreign
'
genetic communication impairment language learning ,
e. g. adults frequent lack of success or even general failure ,
variation
→ be significantly more likely to use global strategies Fundamental in success , but also variation in goals ; suggests a different role for the affective factors
quite pronounced Difference in adults and children due to the facts that fossilize in adults but bear
gender difference trends in strategy use are within and across culture errors a
- -
,
'
Hypothesis developmental character in children , and due the adults need for negative evidence
and error correction which , ,
unlike in children results in the , indispensability of formal
MOTOR CORTEX instruction .
( saying words ) PERI SYLVIAN CORTEX
phonological and lexical
Fundamental there are important similarities between first and second language acquisition , such as
forms of words
similarity -
input dependence and poverty of stimuli ,
but at the same time significant cognitive
Hypothesis and affective differences can be noted
th
the period between birth and the 25 year is more appropriate for language acquisition
and learning although
,
later learning is also possible ; as the brain of an infant shows
sensitive
high glucose levels and the number of nerve cells is larger that any other stage of human
BROCA 'S AREA
Period -
language production WERNICKE 'S AREA life -
acquisition can be quick and efficient at early age , memory is very strong , new info
I thinking about words I
Hypothesis
language comprehension
is absorbed at high speed dopamine ,
and adrenaline levels are high and support fluency ,
( hearing words )
oestrogen support verbal memory ;
after 25
-
deficits in short term memory -
,
new info is absorbed slower ( hormones decrease 1 ,
but learning is possible thanks to growing r Ole of motivation and ability to use learning
strategies
, L2 active when L2 is used Evidence on the effect of second language competence on first language use showing that in virtually
-
right hemisphere is more ,
Hypothesis aspect of language ,
L2 users appear to be different from monolinguals :
.
phonology -
articulation changes in the mother tongue of L2 user , such as voice on set time
Balanced -
lexicon -
also activated when processing words from L1 , indicating that two lexicons are not kept
Bilingual
-
bilinguals activate their right hemisphere more for both languages totally separately ,
but rather reinforce each other
Hypothesis syntax subtly altered by the second language he/she knows , as regards processing of word order
. -
left hemisphere -
language learning in formal situations like school
,
or courses ; .
pragmatics -
people who know two languages interpret e movie sentences differently from monolinguals
stores linguistic competence and knowledge
what is a foreign language ?
right hemisphere language learning -
in informal situations like interaction with native
,
speakers ; stores pragmatic competence Language subsystems :
u
phonological
separate language in the brain or multi competence ? -
graphic
-
lexical
Unitary .
grammatical
competence -
in the initial stages of language acquisition children don't differentiate languages
Hypothesis Language skills :
-
receptive -
listening and reading comprehension
separate .
productive speaking and writing
-
systems
-
separate languages from the very beginning .
interactive -
integrating listening and speaking in oral exchanges , reading and writing in written correspond
Hypothesis .
processing -
text and information simplytying
, or expanding a text , converting formal to informal and
vice versa , retelling a written text orally and vice versa
" " "
Multi competence -
the compound state of mind with two grammars at first ,
later revised to the
"
knowledge of more than one language in the same mind or the same community ; Language as social construct :
" "
often referred as the hidden part of an iceberg ,
not stable -
as exposure to both .
foreign language study is seen as mental exercise
" "
languages ,
contexts and situations cause constant interactions between the factors -
language serves primarily real life communication purposes
-
" "
influencing learner 's repeitorie → dynamic model of multi competence .
learning 12 involves mastering building blocks and learning rules
" "
'
L2 is a vehicle for classroom communication
" "
→
dynamic -
competence levels change through interrelation -
language is a social process
→ holistic -
various types of factors at play biological , social
:
and personality
Language and culture :
lexicon is common , but syntactic rules are separate ; some believe that two different -
language is a part of culture and vice versa , cannot be separated without losing significance
lexicons for two languages are kept separate , while others hold an one -
lexicon view -
-
acquisition of a second language is also acquisition of a second culture
segregated or integrated ? selective or non -
selective access to our lexicon in word -
learners and teachers of a second language need to understand cultural differences between group
recognition ? Today researchers are finding evidence in favour of non -
selective access and cultures ,
what stereotypes there are and how to avoid them
and interaction between vision and hearing in language development .
any separation between language and culture leads to losing the significance of language or culture
-
language acquisition does not follow an universal sequence , but differs across culture
How does our mind cope with a new language ?
'
the process of becoming a member of society is realised through exchanges of language in particular
social situations
Procedural modularity modules-
are separate , but cooperate in the brain ; the neuro functional .
acquiring the ability to communicate efficiently with the native speakers of the target language -
without
Linguistic -
modules contain a phonological ,
a morpho syntactic and semantic module , cross -
linguistic the study of culture , foreign language instruction is inaccurate and incomplete
competence influence is only possible within one module and cannot take place across modules
second culture acquisition , acculturation and culture shock
phonological morphological
,
and syntactic properties of native language , semantic
procedural
-
properties of lexical units ; engaged by the 1st and other early acquired and mastered → stage 1 -
excitement and euphoria over the newness of the surroundings
Memory
in natural context languages → stage 2 -
culture shock ; individuals feel the intrusion of more and more cultural dif ferenc es into their
own images of self and security
knowledge of form meaning -
relationships of lexical units and metalinguistic knowledge → stage 3 -
gradual recovery ; beginning of acceptance and empathy towards second culture
Declarative
-
which is treated as a resource in learning and communication ; engaged by 2nd and 3rd , → stage 4
-
near or full recovery , acceptance of the new culture and self -
confidence in oneself as the
Memory "
later learned , in a formal , classroom context on lower or average level language
"
new person that has developed in this culture
