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Behaviourist Theory. Nativist Theory Cognitive Theory Interactionist Theory.

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What effect does parental talking have on the input children learning their native language receive? Can children understand words they have never ever heard before but not be able to produce them later on? Do slips of the tongue and performance variables such as hesitations, memory limitations, and distractions account for the level of competence and performance?

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How are the efficiency and success of language learning determined by our innate ability to learn languages and by the environment? Is there a fixed systematic process to learn the first language? Can children learn and forget patterns of the language? Does language affect thought or the reverse? Which theories or hypothesis account for each position?

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Why can children become poor imitators of the surface structure of the language? (nobody don´t like me) Why is interaction necessary for children to learn features of discourse such as intended or pragmatic meaning? How does the frequency of meaningful occurrence affect children´s comprehension practice?

Applied Lingustics.

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Practice and practice. Small children repeat things over and over again, they pratice all the time. This is what we must do when learning a FL. Imitate! Just like children we should imitate everything Natural Order. First we practice sounds, then words, then sentences, we should do the same when learning a FL.

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Speech development. Children listen first then they speak. This must be the right order of presenting the skills in a foreign language. Avoid translation! Children do not need to translate to be able to learn the first language, the same happens in SLA. Use language! Children do not learn formal grammar. It is unnecessary to use grammatical conceptualization when teaching a foreign language.

Ausubel (1964): ` Practice drilling lacks the meaningfulness necessary for successful first and second language acquisition. ` Adults learning a foreign language could, with their full cognitive capacities, benefit from deductive presentations of grammar.

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The written form of the language could be beneficial. The natural speed of language could be overwhelming, they could benefit from ³teacher talk´. Native language of second language learners is not just an interferring factor.

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It is illogical to compare children FLA with adult SLA. We should compare children FLA and SLA We should also compare children and adult SLA.

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Critical Period Hypothesis Hemispheric lateralization Biological timetables Right hemispheric participation Cognitive considerations* Affective considerations* Linguistic considerations*

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Clear pronunciation and tone of voice. Knowledge of the topic (plagiarism). Creativity (use of audiovisual tools). Research (mention sources).