Causative Variables in

Language Acquisition
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 Objectives

 Explain the causative variables that

influences the child’s second
language acquisition
 Explain the causative variables that
influences the child’s second
language acquisition
Causative Variables in
Language Acquisition
 Language Teaching

Exposure Variables
Contents
Contents

Age

Acculturation
Causative Variables
FIND ME!
Causative Variables
 Causative Variables

A B
Acquisition is more  Comprehensible
important than  A low or weak affective
learning filter to allow the input
"in".
L

T
 FIND ME!
The abbreviation of our
next destination is
represented by the letters I
hide during our journey.
What have you found?
LT
Language Teaching
 Language Teaching

V The more we know The classroom should

about language and help only to the extent it
language learning, the supplies comprehensible
E more informed decisions input in an environment
we make about conducive to a low filter.
language teaching.
 FIND ME!
The letters I left in Peppa
Pig’s destination are?
EV
Exposure Variables
 Exposure Variables

Performance, brought about by

the extent of the learner’s
reliance on ‘learnt’ knowledge.
G A

E
The rate and the extent
acquisition as a result of the
amount of comprehensible
input received, and the
strength of the affective filter.
 FIND ME!
I've put a letter in baby
pig's destination that will
inform us where we'll be
going next. What have
you discovered?
Age
 1. It has been popularly assumed that age itself is a
predictor of second language proficiency, that younger

Age acquirers are better at second language acquisition than

older acquirers.
2. Affects the amount of comprehensible input that is
obtained

1 3. Influences the affective state of the learner

4. After puberty the affective filter is likely to increase in strength
2 5. Younger learners may get more than older learners
6. Age also affects ‘learning’; older learners are
3 better in studying language form and using ‘learnt’
knowledge in monitoring

1 A
2
3
Age
Krashen, Long, and Scarcella (1979)

1 reviewed the available empirical research on the

effect of age and second language acquisition

2 and concluded that all published studies were

consistent with these three generalizations

3
1
2
3
 Three Generalization

Older children acquire Acquirers who begin

Adults proceed through the
faster than younger natural exposure to
early stages of second
children, time and exposure second languages during
language development
held constant. childhood generally
faster than children do
achieve higher second
language proficiency than
those beginning as
adults.
 FIND ME!
I have left a letter in
Peppa's lollipop at
Daddy Pig's destination.
What have you found?
A
Acculturation
 Acculturation
Accord
(2002) ing to Maxw
,
proces acculturation ell
s wher is the
and/or e b y
behavi the attitudes
B ro wn f ro m o n our of p
in gt o i s the e cultu eople
o r d i o n as a re re are
Ac c c cu ltu ra t p ted sult of modifie
9 ) , a d a c d
12
(1980: of becomin e.
g a differen ontact with a
s r t cultur
proces a new cultu e.
to

P
 Schumann (1978b)
has hypothesized that acculturation is the
"major casual variable in second
language acquisition"
 Two Types of Acculturation

Learner is socially integrated with the TL group

and, as a result, develops sufficient contact with
TL speakers to enable him to acquire the TL. In
addition, he is psychologically open to the TL such
that input to which he is exposed becomes intake.
P
Type two acculturation has all the characteristics
of type one, but in this case the learner regards
the TL speakers as a reference group whose life
styles and values he consciously or unconsciously
desires to adopt.
 FIND ME!
It is the abbreviation of
our PowerPoint
presentation theme.
PP
Peppa Pig
 Activity

Create a concept map

showing the causative
variables of language
acquisition
Rubric
Thank you!