September+24th

Rachel's notes--hope these are helpful :)

Phil’s sorry for the wibbly-wobbly board. Get contracts A.S.A.P. for term papers We reviewed the questions for chapter one in groups and then as a class. These are the comments made. See Phil’s webpage for the list of questions. See Phil’s powerpoint for more information. :)

1. Cannot have language without a mind. 3. Vast parameters (environment, motivation) 4. noise—crying, screaming vowels articulate syllables repetition basic grammar word order negation concepts of time cause & effect 5. morpheme—smallest unit carrying meaning. Added to change a word (-s) list: if they know the bottom, they know the top, but not always the other way around. (see p. 3 in your book) irregular past: higher frequency words, so children learn them first. Different ages and rates of learning: due to frequency? Saliency? Simplicity? Mixed? 6. Children learn patterns & can apply them. ---Does NOT support U.G., but can be //used// as support. 7. Start small & work bigger. ESL—communicative competence. Understand? Then move on. 8. //How// is more complex than //what// What where & who  whyHow & when BEGIN NEXT WEEK FROM THE PRE-SCHOOL YEARS --Derek gave his presentation comparing L1 & L2 3 approaches for the 2 being similar: Monitor Theory, Cognitive Theory, Universal Grammar 3 approaches against: Inaccessibility of U.G., Language Transfer, Linguistic Interdependence Hypothesis For more information, check out his summary/powerpoint

Teaching methods shouldn’t mimic L1 but use what learners know.
 * Know the Bley-Vroman (1989) paper on Fundamental Difference Hypothesis**

Homework: Answer the following question: From what we’ve learned & looked at so far with regard to learning sequences (words, morphemes, word order, negatives, questions—the stuff today), to what degree do you think this reflects Second Language Learning progress? Look at child/adult and ESL/EFL