Academic Division of Education and Arts

Subject: L2 Learning Processes

Teacher: Maria de los Angeles Hernandez Alipi
Group: 3DIDIC
• YESENIA Ramón Méndez
Team:3 MEMBERS
• Rubí Elizabeth Perez Leyva
• Nestor Argenis Morales Gonzalez
• Ruth Ortiz Piña
Much of children's language acquisition effort in the
late pre-school years is spent in developing their
ability to use language in a widening social
environment. And continue to learn vocabulary at the
rate of several words a day. They begin to acquire
less frequent and more complex linguistic structures
such as passives and relative clauses.
METALINGUISTIC!
 At the preschool......

In the pre school years Acquisition Identify

children also begin to develop At this point, children can
Language acquisition in the
metalinguistic awareness, the identify incorrect sentences
pre school years is
ability to treat language as an or as they silly, for example:
impressive.
object separate from the meaning drink the chair, eat the
it conveys. chair.
In the pre-school years, children also begin to develop metalinguistic
aware ness, the ability to treat language as an object separate from the
meaning it conveys. Three-year-old children can tell you that it's 'silly' to
say 'drink the chair', because it doesn't make sense. However, although
they would never say 'cake the eat', they are less sure that there's
anything wrong with it. They may show that they know it's a bit odd, but
they will focus mainly on the fact that they can understand what it
means. Five-year-olds, on the other hand, know that 'drink the chair' is
wrong in a different way from 'cake the eat’. They can tell you that one is
'silly' but the other is 'the wrong way around'.
 A quick mathematical exercise will show you just
how many hours children spend in language-rich
environments.

OChildren participate in conversations.

OChildren eavesdrop on other people's

conversations.

OChildren being read to

OChildren watch television

 Conclusión
•At 4-5 years, children are getting better at conversations. They can use longer
sentences and take turns speaking.

•Preschoolers can say what they’re thinking, tell stories and describe feelings.

•Adults can understand most of what preschoolers are saying.

Although pre-school children acquire complex knowledge and skills for

language and language use, the school setting requires new ways of using
language and brings new opportunities for language development.
Thank you!