FACULTAD CIENCIAS DE LA EDUCACIÓN

6 SM – PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

MODALIDAD EN LÍNEA

SUBJECT:

LEARNING EXPERIENCES: SECOND LANGUAGE ACQUISITION AND

BILINGUALISM

TEACHER:

MSc GARCIA BRITO OSWALDO EDISON

TOPIC:

Week 4

TASK 1

OBJECTIVE:

DEMONSTRATE UNDERSTANDING ABOUT PSYCHOLOGICAL AND

NEUROBIOLOGICAL FACTORS THAT ALLOW A HUMAN BEING TO ACQUIRE,
USE AND UNDERSTAND A LANGUAGE

STUDENT:

TALLEDO ALCIVAR MAITE YAEL

DATE:

05/01 /2023
 Unit 1
Introduction
Language is characterized as a social phenomenon, this is internally interrelated with

emotional, motivational, and intellectual aspects of the person. In addition, language is

presented as a key means for the generation and execution of social realities.

From this analysis we understand the multiple structures that make up the language

and how a second language is acquired from patterns and linguistic signs that converge to

develop a combination and key adaptation for the formation of words that are recognized as

understandable language. Through various studies, we know the most notorious patterns that

interact with children and young people who learn a language or a second language as well

as how the grammatical part plays a decisive role in structuring the language to show it in a

coherent and understandable way.

Development

Speech is structured in a system where words, sounds, and sentences combine and

form the base structure to create communication. This applies to children who are acquiring

a language, they begin to use these structures from their first years of life and as they grow

up, they integrate more linguistic pieces that are even able to form new words and structures

even if there is no previous model to create it. In addition, if we talk about the components

of language to associate words with objects, children identify from the sounds certain

components to form the language, according to the studies carried out by Saffran1 (2001).

1
See figure 1 annexes
 On the other hand, grammar has influenced the acquisition of a second language, but

it has been necessary to rethink new approaches that do not condition the communicative

competences necessary for a student learning a new language. This is the reason for the

emergence of more communicative approaches.

Reflection

I have learned that language is presented as a manager of intellectual understanding

between social individuals, and it manifests itself from our first linguistic expressions,

furthermore, it has been interesting to recognize how children learn basic expressions and

can put them together and understand linguistic structures that lack context. In addition,

knowing the components of language allows me to focus on the communicative approach to

teaching a new language without neglecting the grammatical part.

 Unit 2

Introduction

Language has a common objective to allow us to communicate, this contributes to the

creative field either in the interaction with others or in individual expression. Language and

its components are used either in a complex or simple way to evoke a statement and promote

an action, i.e. the functions of language allow us to generate actions, in turn, it is useful to

recognize the other parts that make up a complex and structured sentence, all these factors

converge in performance and competence that a speaker has in a certain language

Development

Language functions as a conduit for interpersonal communication, many authors have

studied how it influences the functions of language and it is interesting to know that most

conclude that the general function of language seeks to influence the receiver in various ways,

in addition to the 7 functions of language are important for memory and to create new

concepts as individual Halliday (1975).

Likewise, competence and performance according to Robins (1979) is the description

given by Saussure2 when referring to language and speech, therefore, language is

distinguished as part of a social act while parole3 is an individual and intentional form as a

concrete execution of the communicative activity.

On the other hand, learning to master a language is constituted by refining

communicative, phonological skills, and finally the modes of communication, such as

2
See figure 4 annexes
3
See figure 3 annexes
listening, speaking, reading, and writing,4 in the same way, it is important to develop

metalinguistics to use language consciously and effectively.

Reflection

Developing communicative skills effectively allows me to use language logically and

concretely. It is also important to develop phonological skills since they are a dominant factor

of the language and even more so when learning a second language, also exercises such as

reading comprehension, gesticulation, modulation exercises, and active listening can help to

build more accurate communicative patterns to use linguistic domains such as semantics,

syntax, pragmatics, morphology, and phonology, this analysis helps me to recognize the need

to create adequate linguistic habits not only to use it in my mother tongue but also for the

acquisition of a foreign language.

4
See figure 2 annexes
 References

Halliday, M. (1975). Learning how to mean: Explorations in the development of

language. London: Edward Arnold

Housen, Alex, Pierrard, Michel. (Editores). (2005). Studies on Language Acquisition:

Investigations n Instructed Second Language Acquisition. Berlin: DEU: Walter de

Gruyter & Co. KG Publishers. Disponible en:

http://site.ebrary.com/lib/bibliotecauptc/Doc?id=10194852&ppg=545

Kovacevic, V., Spetic, M., & Pleslic, M. (2018). Language as a social phenomenon in a

global context: Implications for teaching practice. New Trends and Issues

Proceedings on Humanities and Social Sciences, 5(3), 173182.

https://doi.org/10.18844/prosoc.v5i3.3922

Martinet, A. (1970). Elementos de lingüística general. Madrid: Gredos

Robins, R. H. (1979). A short history of linguistics. London ; New York : Longma

ROMERO FARFÁN, C. A., (2012). Lingüística, gramática y aprendizaje de lenguas

extranjeras(Investigación en proceso). Cuadernos de Lingüística Hispánica, (19),

169-184.

Saffran, J. R., Senghas, A., & Trueswell, J. C. (2001). The acquisition of language by

children. Proceedings of the National Academy of Sciences, 98(23), 1287412875.

https://doi.org/10.1073/pnas.231498898
 Anexes

Figure 1 from unit 1

Retrieved from slideplayer.com

/https://slideplayer.com/slide/3149950/11/images/2/Four+Theories+about+Languag

e+Acquisition.jpg

Figure 2 from unit 2

Retrieved from: englishclub.com https://acortar.link/vBpOT7

Figure 3

Retrieved from: mdresources.wordpress.com the Parole VS Langue dichotomy

Figure 4

Retrieved from:literaturein.com https://acortar.link/jy1WHy