Language acquisition and language learning: the linguistic background of language developmentMarina Tzakosta

LaDiva coordinator

University of CreteDept. of Preschool Education,Faculty of Education

What is language?

• A system of communication

What is a system (of communication)?

• A network of ‘things’ governed by rules and principles

Human languages Animal languages

productivity

systematicity

Language levels – grammatical levels

• Pragmatics (meaning & implicatures)

• Semantics (words, sentences, texts)

• Syntax (sentences, phrases)

• Morphology (inflection, derivation, compounding – language typology)

• phonology (segments, syllables, stress, intonation, focus)

How is language developed?

• Network of factors determining language development/ acquisition/ learning

Environment

nature

imitation predisposition

Behaviors models of development

Generative models of development

Crucial terminology

• Language development

• Acquisition

• learning

Crucial terminology: the critical period hypothesis• Age plays a crucial role in development/

maturation

• ≥ 7 years of age (Lenneberg 1967)

Crucial terminology

learning

acquisition

development

Crucial terminology

• Monolingual & bilingual L1• Oral speechacquisition

• Second language acquisition (L2)

• Written speech (reading & writing)

learning

Factors influencing second language learning• Language-internal

• language typology, relation to the mother tongue

• Perception/ comprehension

• Proficiency level

• Order in language learning

Factors influencing second language learning• Language - external • Motives

• Social context/ civilization

• Teaching methods

• Perception/ comprehension

Crucial terminology

Second language vs. foreign language

Learning in natural environments

Learning in artificial environments

Second/ foreign languages

• Preschool education

• Primary school education

AgeTeaching/ learning techniques

LaDiVa: objectives

• To investigate how language develops in the speech of preschool and early primary school pupils in multilingual and multicultural environments, these environments being the countries of the participating institutions and

• To design, produce and apply original teaching material in true class settings

LaDiVa: objectives

• Given that students come from different countries (Greece, Latvia, Lithuania, The Netherlands, Norway, Turkey with different backgrounds in

- educational systems, - language learning and - language teaching

additional objectives

LaDiVa: objectives & great expectations

• the participating institutions will keep on exchanging ideas on teaching methods and new projects

LaDiVa: objectives & great expectations

• develop a strong multidisciplinary approach given the multidisciplinary orientation of the participating institutions

• add to our knowledge of how different linguistic systems are learned under various social and cultural conditions by populations differing in their level of education and their age

• A long-term outcome of the project is students’ training on how language can be taught in entrepreneurial intensive environments

What we expect you to do

• Interact, interact, interact!

• Work together & learn form each other

• Look for special features of your languages

• Look for special features of your culture

• Look for special features of the languages and cultures of your co-workers and compare

• Exploit your environment

• Produce teaching material

What we hope you get

• Provide you with all the necessary equipment (cultural, scientific etc.)

• Facilitate your work by any (rational) means required

Let’s start!