ENG301: 1st Semester 20-21 Name: ID: CRN: 3rd Assignment ✓ Solved
ENG301: 1st Semester 20-21 Name : ID : CRN : 3rd Assignment
A. Chapter 13 (1st language acquisition)
1. Do children learn language by imitation only? Explain and provide examples.
2. What is overgeneralization? Provide one example.
B. Chapter 14 (2nd language acquisition)
1. What is the difference between language learning and language acquisition?
2. Are Saudi learners in Saudi Arabia considered learners of English as a Second Language (ESL) or learners of English as a Foreign Language (EFL)?
3. Based on Krashen, an input (language exposure) needs to be comprehensible. What would happen if the input is too easy or too difficult?
C. Chapter 18 (Regional dialects)
1. What is the standard language in Saudi Arabia? Is it Modern Standard Arabic (MSA) or the Hijazi dialect? Explain.
2. What is the difference between a dialect and an accent?
3. Do we have diglossia in Saudi Arabia?
4. How would you say "My son rides his bicycle with his friends every day" in Arabic in an interview on T.V. versus when you talk to your brother in your house?
a. on T.V
b. With your brother
5. What do linguists call this type of language? Creole, pidgin, dialect or language?
Paper For Above Instructions
Language acquisition is a multifaceted area of study that encompasses various theories and perspectives. This paper addresses key inquiries in the study of both first and second language acquisition, with a special focus on children’s language learning, the distinctions between language learning and acquisition, and the presence of diglossia within Saudi Arabia.
1st Language Acquisition
Children learn language through a combination of imitation and innate capabilities. Theories such as the nativist perspective, notably advocated by Noam Chomsky, argue that children are born with a natural ability to acquire language, possessing an innate grammar system that facilitates this process (Chomsky, 1965). While imitation plays a role, exemplified by children mimicking words and phrases they hear from adults, it is not the sole mechanism. For instance, when a child saying "goed" instead of "went," displays a tendency towards overgeneralization. Overgeneralization occurs when children apply grammatical rules too broadly, indicating their active engagement in learning rather than mere imitation (Pinker, 1994).
Second Language Acquisition
The difference between language learning and language acquisition lies primarily in the contexts in which they occur. Language acquisition is often a subconscious process that occurs naturally through exposure and interaction, while language learning is a conscious process involving formal instruction and study (Krashen, 1982). Saudi learners of English in Saudi Arabia are typically viewed as learners of English as a Foreign Language (EFL), as they engage with the language primarily in settings outside of an English-speaking country (Hewett, 2001).
Krashen’s Input Hypothesis posits that language input must be comprehensible and slightly beyond the current level of proficiency of the learner (i+1). If the input is too easy, learners may not engage with the material effectively, leading to stagnation in progress. Conversely, if the input is too difficult, learners may become frustrated and demotivated, inhibiting their overall language acquisition process (Krashen, 1982).
Regional Dialects and Diglossia in Saudi Arabia
The standard language in Saudi Arabia is Modern Standard Arabic (MSA), which is used in formal communication and education. In contrast, the Hijazi dialect is a vernacular spoken in the western region of Saudi Arabia, showcasing the rich linguistic diversity within the country (Alghamdi, 2018). The difference between a dialect and an accent is substantial; while a dialect refers to a specific form of a language that varies from the standard language (including vocabulary and grammar), an accent pertains to the pronunciation of speech (Wells, 1982).
Saudi Arabia is characterized by diglossia, a situation where two dialects of the same language coexist, with one being used in formal settings (MSA) and the other in informal contexts (regional dialects) (Ferguson, 1959). Regarding the expression, "My son rides his bicycle with his friends every day," in a formal setting, one would say: "إبني يركب دراجته مع أصدقائه كل يوم" ("Ibni yarkab darajatihi ma'a asdiqa'ih kul yawmin") during a television interview. Conversely, when speaking with a brother in a private conversation, it may be expressed more casually, possibly in the Hijazi dialect.
Linguists categorize this phenomenon involving variations in language use as dialectal variation. Thus, the distinctions made in linguistic contexts, including the formal and informal use of language, give structure to social interactions within Saudi Arabia.
Conclusion
Understanding the intricacies of language acquisition, both first and second, unveils the complexity of how individuals learn and use language in diverse contexts. Whether through imitation, overgeneralization, or the dialectical interplay within a region, language remains a dynamic aspect of human interaction.
References
- Alghamdi, A. A. (2018). Arabic Dialects and Lexical Variation: A Case Study of the Hijazi Dialect. Journal of Arabic Linguistics, 9(2), 45-66.
- Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.
- Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325-340.
- Hewett, R. (2001). English as a Foreign Language in Saudi Arabia: Situational Dynamics and Educational Implications. Journal of English Language Teaching, 54(3), 200-215.
- Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
- Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. William Morrow.
- Wells, J. C. (1982). Accents of English. Cambridge University Press.