Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
asecondlanguagedonotalwaysprovidetheirstudentswithactivitiesthat
wouldfosterthedevelopmentofagenuinelanguage.Inturn,itisquitelikely
that
L2
learnerswillbeabletocommunicatesolelyintheclassroomcontext,but
notnecessarilyoutsideit.Moreover,theacquisition-gainedvslearnt-knowledge
distinctioncanalsohavesomeimplicationsforthewillingnesstouseagiv-
enmediumofcommunication,asaccordingtoMacIntyreetal.(1998,p.559),
H[d]iferencesbetweenlanguagelearningintheclassroomandlanguageacquisition
ininformalsocialsettingsmayengenderdiferencesin
WTC
[willingnesstocom
-
municate],suchasagreaterwillingnesstouseoralorwrittencommunication.”
10103FirstLanguageDevelopment
Regardlessofwhichlanguage-firstorsecond-oneanalyses,thepersoncom-
municatinginitwillfollowsomestagesandwithtimemovefromlessadvanced
tomoresophisticatedones.ThestudiesconductedmainlybyKrashen(1980,
1981,1982)butalsobyBrown(1973)haveproventheexistenceofaparticular
orderfortheacquisitionofgrammaticalstructures:
Brown(1973)reportedthatchildrenacquiringEnglishasafirstlanguage
tendedtoacquirecertaingrammaticalmorphemes,orfunctionswords,earlier
thanothers.Forexample,theprogressivemarkering(asinHHeisplaying
baseball”)andthepluralmarker/s/(Htwodogs”)wereamongthefirstmor-
phemesacquired,whilethethirdpersonsingularmarker/s/(asinHHelives
inNewYork”)andthepossessive/s/(HJohn’shat”)weretypicallyacquired
muchlater,cominganywherefromsixmonthstooneyearlater.DeVilliers
anddeVilliers(1973)confirmedBrown’slongitudinalresultscross-sectionally,
showingthatitemsthatBrownfoundtobeacquiredearliestintimewerealso
theonesthatchildrentendedtogetrightmoreoften.
(Krashen,1982,p.12)
Describingthesequenceoffirst(English)languageacquisition,Fromkin(1983)
andYule(1996,pp.178-182)enumeratethefollowingstages:
a)pre-languagestages:
•
cooing(3months)
•
babbling(6months)
•
late-babbling(10-11months)
1.1TheNatureofL2Communication
33
