what are the theories of first language acquisition?
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Noam Chomsky, as you may already know, developed his theory of "Transformtional Grammar" and then expanded upon that with "Syntactic Structures" in which language is best taught with beginning sentances instead of the initial sounds and blends as is most commonly applied.  In Transformational Grammar, every sentence an individual speaks is governed by grammatical rules peculiar to that persons primary language. \n\nLanguage acquisition theories center around “nurture” and “nature” or on “empiricism” and “nativism”. Empiricism believes knowledge comes from experience.  Nativism says   knowledge is not acquired from the environment, but is genetic/innate.
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C- The Interactive Approach (Rumelhart, Stanovich, Eskey)\n\nFor those reading theorists who recognized the importance of both the text and the reader in the reading process, an amalgamation of the two emerged the interactive approach. Reading here is the process of combining textual information with the information the reader brings to a text. \nThe interactive model (Rumelhart 1977; Stanovich 1980) stresses both what is on the written page and what a reader brings to it using both top-down and bottom-up skills. It views reading is the interaction between reader and text. \nThe overreliance on either mode of processing to the neglect of the other mode has been found to cause reading difficulties for SL learners (Carrell 1988, p. 239) \nThe interactive models of reading assume that skills at all levels are interactively available to process and interpret the text (Grabe 1988). \nIn this model, good readers are both good decoders and good interpreters of text, their decoding skills becoming more automatic but no less important as their reading skill develops (Eskey 1988).\n\nAccording to Rumelhart's interactive model: \n1- linear models which pass information only in one direction and which do not permit the information contained in a higher stage to influence the processing of a lower stage contain a serious deficiency. Hence the need for an interactive model which permits the information contained in a higher stage of processing to influence the analysis that occurs at a lower stage. \n2- when an error in word recognition is made, the word substitution will maintain the same part of speech as the word for which it was substituted, which will make it difficult for the reader to understand. (orthographic knowledge) \n3- semantic knowledge influences word perception. (semantic knowledge) \n4- perception of syntax for a given word depends upon the context in which the word is embedded. (syntactic knowledge) \n5- our interpretation of what we read depends upon the context in which a text segment is embedded. (lexical knowledge)\n\nAll the aforementioned knowledge sources provide input simultaneously. These sources need to communicate and interact with each other, and the higher-order stages should be able to influence the processing of lower-order stages.\n\nAccording to Stanovich's interactive-compensatory model: \n* Top-down processing may be easier for the poor reader who may be slow at word recognition but has knowledge of the text topic. \n* Bottom-up processing may be easier for the reader who is skilled at word recognition but does not know much about the text topic. \n=> Stanovich's model states, then, that any stage may communicate with any other and any reader may rely on better developed knowledge sources when other sources are temporarily weak.\n\nTo properly achieve fluency and accuracy, developing readers must work at perfecting both their bottom-up recognition skills and their top-down interpretation strategies. Good reading (that is fluent and accurate reading) can result only from a constant interaction between these processes. \n=> Fluent reading entails both skillful decoding and relating information to prior knowledge (Eskey, 1988).\n\n<=> Reading is a bi-directional process that concerns both \nthe Reader & the Text. \nThe level of reader comprehension of the text is determined by how well the reader variables (interest level in the text, purpose for reading the text, knowledge of the topic, foreign language abilities, awareness of the reading process, and level of \nwillingness to take risks) interact with the text variables (text type, structure, syntax, and vocabulary) (Hosenfeld, 1979).\n\nhttp://www.sabes.org/resources/fieldnotes/vol10/f02abrah.htm\n\nAccording to Joanne Devine (1988), one thing needs to be taken into consideration: readers' internalized models of the reading process are extremely important. There is convincing evidence that readers do indeed have internalized
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I think only in siblings that it's most common. Kids have the ability to learn a seperate language so quickly when exposed to it like they are with siblings. I remember my older brother and I translating for my youngest brother to my mom, and I think it was only because we all lived together and still had our innate ability to learn a new language quickly.
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I know this might sound weird, but I'd buy some language learning kits, the ones with tapes or cds and a workbook in them... and then pop the tape in at night while you're sleeping, it helped me out some. Languages are learned best when the person is at a very young age but the older you are the harder it is to learn.
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The premises of a Montessori approach to teaching and learning include the following:\n\n    * A view of children as competent beings capable of self-directed learning.\n    * That children learn in a distinctly different way from adults.\n    * The ultimate importance of observation of the child interacting with his environment as the basis for ongoing curriculum development. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher's observation that the child has mastered the current exercise(s).\n    * Delineation of sensitive periods of development, during which a child's mind is particularly open to learning specific skills or knowledge, including language development, sensorial experimentation and refinement, and various levels of social interaction.\n    * A belief in the "absorbent mind", that children from birth to around age 6 possess limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories, such as exhaustive babbling as language practice leading to language competence.\n    * That children are masters of their environment, which has been specifically prepared for them to be academic, comfortable, and allow a maximum amount of independence.\n    * That children learn through discovery, so didactic materials that are self-correcting are used as much as possible.\n    * Independent problem solving is encouraged.
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Dude, you need to go back to school and learn some grammer.\nLanguage is learned by imitation and vocalization.  It is possable to teach a child two languages from the start.  Learning from TV could be any language that is spoken on that network, like the spanish stations.
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Many linguists believe that there is a limited period of time in which language acqusition can occur. This is known as the "Critical period Hypothesis." This period is thought to lasts from birth until around the age of 12 or puberty. Many linguists believe that if *no language at all* is learned during this period, it will never be learned in a normal or fully functional sense and that though language *can* be learned to perfection after this period, it will be on the syntactic level and speakers exhibit marked performance deficits in the language, most notably the lack of a native-like accent.\nThe base of this hypothesis is neurological research that suggest that after puberty brain functions become lateralized-- that is to say that certain functions become specifically left or right brain located. Aspects of language seem to be controlled by the left side. It is thought that before puberty, fuctions are not fully assigned to specific parts/sides of the brain. The brain is seen as elastic with the assignment/lateralization of brain functions occuring just after or during puberty.\nAlso, the the pre-pubescent brain is seen as more like a 'sponge', which absorbs all learning and knowlegde and experiences. The fact that language is absorbed to 'non-specici' parts of the brain is thought to make it easier on a younger child to learn and first and/or second language than an adult.\n\nHowever, do not get discouraged. Use this knowlegde to concentrate on what needs the most work. To work on accent, do specific pronunciation drills and/or compare specific speech sounds of the first language to the second.   \n\nI would also add that this is not the only theory that is out there and not all liguists believe this theory.\n\nThere are other theories that deal with language appitude (as measured by standard tests) and attitude (affective variables) in second language acquisiton.\nThis theory is just the one I chose to write about and I know the most about.
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Talk by Noam Chomsky:  http://www.chomsky.info/talks/20040517.htm\n\nPress release on computational biolinguistics:  http://www.eurekalert.org/pub_releases/2002-09/cmu-na092702.php\n\nBiolinguistics: Exploring the Biology of Language, book by Lyle Jenkins\n\nVariation and Universals in Biolinguistics, book by Lyle Jenkins\nStructure & Processes of Expression with General Intro. to Biolinguistics\n\nStructure & Processes of Expression with General Intro. to Biolinguistics, book by Clarence L.; Muyskens, John H. Meader
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Let her use the language in a communicative way since the start, this encourages them to continue with their learning process because they feel they are actually learning something and they will be proud of sharing what they learned with their family later.  Depending on her decision as to why learn English and her actual level devise a short conversation, pick out some words you can introduce as vocabulary before you teach it to her; have her repeat the conversation after you a couple of times and then take turns being one of the persons in the conversation.  When she gets confident enough have her substitute some of the information with her own examples or add to this conversation by providing more details.  You can pick out a grammatical point from the same conversation, for example "pronouns" and do some more exercises based on that.
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Language learning is easier at an early age because the brain is still actively diciphering english words. You hear kids say lieberry, instead of library and think, aww cute, but we take advantage of our skill to extract the pieces of the word when we say it. Kids constantly work to do this and at first their speech is a little muddy and hard to understand.
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I would bring some age-appropriate materials to give them a sense of how our language mixes with our culture.\n\nSomething like a menu from McDonald's or KFC would be ideal as they are most likely well aware of may items on the menu in their own language.\n\nYou could also introduce them to some American summer camp ideas like different camp foods, games and classic sing-along songs.\n\nThe key is to engage them as directly as possible and encourage them to interact utilizing the language as much as possible.\n\nIn terms of "what" you should teach, I think it is prudent to see where they are coming form.  Many of them may already have a basic understanding of English.  Context may be the issue there.  If they are staring with NO vocabulary, start with the conversational basics.
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There is a web called www.teachspanish.com, maybe it can be useful.
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YOur question requires a much more complex answer than can be given in this format.  \n\nIf you check the links I've attached they will give you detailed information on language, speech and communicaton development beginning at six months of age.\n\nI hope this information is helpful to you.
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The problem with this question is that no one has personal experience at learning a language in two different ways, so no one has the ability to compare two ways of learning a language in personal experience and see which one was more effective.  If we believe a certain thing helps language learning, we will think that thing helped us inasmuch as we believe that we are good language learners.  Imagine that I believe that standing on one leg is helpful for language learning, so I take a German class and make sure to stand on one leg while I take my class and do my assignments.  If I learn German later, I'll say, "See, I knew that standing on one leg helped."  But in reality, it was probably other things I was doing that helped.  Therefore, it's important not to just do what people say from personal experience, but to follow what research says on the topic.\n\nAnd, since you asked, I'm a linguist and I study second language acquisition, so here are some things that I think work, based on my knowledge of linguistics research:\n1. Get as much exposure to language that you understand as possible.  Read in the language, watch movies in the language, watch television programs, listen to the radio, etc.  Try to choose materials that you will understand.  For example, you can choose books or magazines on topics that you already know well, so your general knowledge of that topic will help you to understand the material in a new language.  Part of going to a language class is doing this too, because when your teacher talks to you in the language, he/she should do things that help you understand more of what he/she is saying, such as use pictures and gestures, repeat, and slow down.  The more you understand, the more your mind has to work with when it's trying to figure out how to speak that language.  Therefore, songs, games, listening to other people, and many other activities are all helpful, because they help you get exposure to meaningful material in the new language.  By the way, a site that has radio stations from all over the world is www.mikesradioworld.com.\n\nWhatever you do, don't do a lot of work that involves your native language.  It's okay to explain grammar in a person's native language once in a while, but don't watch a movie with English subtitles, for example.  If your brain has subtitles to read, it won't have to pay attention at all to the language that you are trying to learn, and you won't get that much out of it.  Likewise, exercises where you translate to and from your native language aren't always that helpful.  Also, don't try to practice something before you've been exposed to it.  This would be like trying to do long division before you know how to do subtraction -- the material just isn't in your brain.  The good news is that, if you've been exposing yourself to authentic materials in the target language, you'll be exposed to a lot of things.\n\n2. I think that most researchers and language teachers nowadays believe that some type of practice is important.  So, find a willing conversation partner.  This could be a classmate (a non-native speaker) or a native speaker.  Research has shown that non-native speakers don't learn "mistakes" from each other, only good things.  So speak away!  (And don't forget to write, if you want to learn how to do that, too.)\n\n3. Have realistic goals for what proficiency level you want to get, what kinds of things you want to learn, and how long it will take.  Language learning is sometimes hard work, and it can involve discipline to expose yourself to the target language if you aren't in an environment where it is used all the time.  Likewise, it's not realistic to expect yourself to be fluent in a new language if you only study it once a week for about a year.  Finally, consider exactly what you want to do with the language, and focus on learning that.  I don't really need
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I believe the best way to learn any language, especially for children, is the way you learn your first language--through listening and speaintimidatedeating, and repeating.  One word at a time will build vocabulary in words we use everyday.  For example, start with breakfast.  Name the foods in English.  Begin with a few.  Add new words as old are mastered.  Don't try to do more than the children can handle.\n\nMusic is also excellent.  There are many wonderful English language children's songs that make learning fun.  For example "Coconut Soap" teaches parts of the body.  "Wash my cheeks"  you rub cheeks.."wash my arms" you rub arms etc.  This can also be used with teens if you tell them they need to learn it to teach the younger children (otherwise they might be "too cool" to sing a kid's song).\n\nThere are also numerous ESL schools that cater to children.\n\nIf your children are older you might connect them with an English speaking e-pal so that they can practice their writing and at least feel unintimidated by using a foreign language.\n\nBest of luck.  A TESOL Certified teacher.\n\nThe most important thing is to keep learning fun and interesting.
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There's also an interesting section on how birdsong matches some very intellectual Music Theory in the book Animals in Translation.  The conclusion seems to be that music might be a precursor to language in brain formation.\n\n(Check around page 278 on Look Inside at the Amazon link below, or search for "birdsong")
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1. we shud know our own language 1st then  head for the globle one.\n2.one shud get mature enuff to opt and learn a language he/she wishes to.\n3. children shud be made to learn one language at a time.\n\n\nits better to speak against the topic!