Volume 03 Issue 04-2023
1
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Socio-biology is the Darwinian framework of aimless natural selection for random changes in matter in motion derives
an atheistic position from But from the first cosmic singularity to free will, explanatory gaps in the sociobiological
account of religion invite God's foot at the door. Yoga about the anatomical connection between humans and God By
interpreting the Taoist, Taoist, and Kabbalistic descriptions not as primitive, poetic tropes, but as internal receptions
of little-known, enigmatic, epigenetically repressed structures, Leissner fibers and called the nervous system. I
propose a new theistic sociobiological theory of religion. A valid belief in this theory could epigenetically awaken
repressed Leissner fiber genes and initiate empirical testing of the theory.
KEYWORDS
Language acquisition, native language, target language, language experience, age groups, cognitive characteristics,
the second language personality, global hypotheses.
INTRODUCTION
The native language is a language the child acquires
since being born. The foreign language is one of the
variants of the non-native languages. Another variant
of a non-native language is the second language. It is
admitted the native language as a functional language
because it is used for everyday communication. The
Research Article
THE MAIN CONCEPTIONS FOR LANGUAGE 1 AND LANGUAGE 2
ACQUIRING
Submission Date:
April 01, 2023,
Accepted Date:
March 05, 2023,
Published Date:
April 08, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue04-01
Burxonov Baxodirjon
Teacher Of Andizhan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 04-2023
2
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
second language usually refers to any language that is
not the first (native) one learns. While contrasting the
native, the second and foreign languages, the terms
«first language» (L1), «second language» (L2 or SL), and
«foreign language» (FL) are used.
-
The major difference between FL and SL
learning is that a FL is learned in the artificial language
environment, outside of the social environment, i.e. in
the teaching conditions. Besides, the FL is not the
means of everyday communication. But at the same
time, we cannot line out the distinction between them,
because the FL can become for learners as a SL or vice
verse. For instance, in the English speaking countries
migrants learn English as a SL, for Uzbekistan the EL is
the foreign language.
-
Between L1, L2 or FL acquisition we can point
out the following common theoretical features: 1) the
foundation for L2/ FL is built largely from a transfer of
the rules of L1; 2) only L2/ FL is constructed from prior
conceptual knowledge within the learner. The learners
of L2/FL use similar strategies to those learning their
first language. Although L2/FL learners go through
essentially the same process as L1 learners, they do it
much faster because they are usually more advanced
cognitively.
-
In the methodology the terms of FLT and FLL
are also distinguished. The FLT is a specially organized
process, during which as a result of interaction of a
teacher with students, the reproduction and acquiring
a
certain
experience
are
accomplished
in
correspondence with the given goal. The FLL is the
conscious and goal-oriented activity directed at
1
Clark J.L. Curriculum Renewal in School. Foreign
languages Learning. -OUP,1987. -P.55-56.
acquiring structural characteristics of the language
(pronunciation, vocabulary, grammar). The ELL is a
natural, cognitive process with learners ultimately
responsible for their own learning.
-
Language acquisition (L1, L2, FL) poses the
unconscious intuitive uncontrolled activity. It is
effective to learn or acquire the language in a real
language environment. Being outside of environment
of the native speakers is the main reason of the
appearance of the language barrier and fossilization.
Thus, one of the objectives of a teacher is maximal
approximation of teaching situation to the real
language environment involving the native speakers.
As J.L.Clark stressed, «Acquisition is not a linear
cumulative process but a gradual developmental one,
in which many knowledge elements are all growing at
once, at different rates, and at different levels of
perfection. Most knowledge is not immediately
accommodated on first presentation. A gestation
period, in which further exposure to the same
knowledge elements occurs in different contexts, is
normally necessary before data can be fully
incorporated into the implicit knowledge store.
1
»
-
Having already acquired an L1 non-native
students are aware of the intentionality of language
use and of the functions that language serves. They are
thus primed to seek out propositional meaning and
illocutionary value with all the faculties and experience
that they can
bring to bear on the matter. That’s why,
when interpreting real talk or text, FL beginners
devote most of their attention to processing the
Volume 03 Issue 04-2023
3
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
essential semantic units. The more or less redundant
language features can simply not be attended to.
In the information-processing theory «bottom-up»
data-driven processing and «top-down» conceptually-
driven processing are defined (described in detail by
J.L.Clark
2
). «Bottom-up» data-driven processing
permits us to attend to perceptions, organize them,
and then extract meaning from them. «Top-down»
conceptually-driven processing enables us to obtain a
rapid expectation of what is likely to occur on the basis
of previous experience, and to match this against the
incoming sensory data. We don’t have to process all
the bottom-up information available to us through our
senses, since we use the top-down contextual clues
and expectations based on past experiences and
general knowledge to avoid having to process the
whole input. New information is thus derived as a
result of expectations produced by top-down
processing eventually merging with the data derived
from bottom-up processes where tasks encountered
present novel problems with little relationship to
existing schemata and with few contextual clues,
effective bottom-up processing becomes very
important where tasks present familiar problems, top-
down processing may provide rapid solution.
-
Two different kinds of information-processing
are distinguished
3
. Controlled-processing is involved
when conscious attention is required to perform a task;
this places demands on short-term memory. Automatic
processing is involved when the learner carries out a
task without awareness or attention, making greater
2
Clark J.L. Curriculum Renewal in School. Foreign
languages Learning. -OUP,1987. -P.59-60.
3
Richards J.C. Growing Up with TESOL// J. English
Teaching Forum. V.46, No1, 2008. -P.9.
use of information in long-term memory. Learning
involves the performance of behavior with automatic-
processing.
The
information-processing
model
explains as to why learner’s language use sometimes
shifts from fluent (automatic-processing) to less fluent
(controlled-processing) and why learners in the initial
stages of language learning need to put so much effort
into understanding and producing language
4
.
Learners are not simple input-output mechanisms, not
all acquired knowledge and information (input) can be
reproduced and produced in a novel context (output)
by them. Effective output depends on methods,
techniques and exercises which we use in classrooms.
Learner can acquire language from communication,
gradually the learners’ communicative resource
improves and expands, and approximates to the native
speakers. Very few learners can achieve a
communicative resource equal to that of a native
speaker, but given appropriate data and tasks, learners
can learn to communicate successfully in FL. While
linguistic
competence
is
necessary
to
all
communication, much can be done with minimal
grammar and adequate vocabulary.
Language experience
-
The EL as a subject at school, lyceum and
college is studied by students on the basis of the
language and social-cultural experience. By the
language experience we understand a language
practice of students in operating with language units
during communication. The language experience
4
Spada N.,Lightbown. Second language Acquisition/ In
An introduction to applied linguistics. Ed. N.Schmit. -
London: Arnold. 2002. -P.115-132.
Volume 03 Issue 04-2023
4
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
contents: educational informativeness, language store
(lexical, pronunciation, grammar, etc.), and ability of
transmission and getting the information in
correspondence to the syllabus requirements.
5
-
In
methodology
the
term
«language
awareness» as «development in learners of an
enhanced consciousness of and sensitivity to the forms
and functions of language»
6
is used. Other definitions
that reflect the core of language awareness is
consciousness-raising; form-focus instruction, form
interpretation tasks. Language awareness includes
itself awareness about grammar, lexical, phonological,
and discourse features, i.e. language data. The goal of
language awareness
is to develop in the learners’
awareness of and sensitivity to form, meaning and
function of the language units. Learners have to
explore structured input and develop an awareness of
particular linguistic features by performing certain
operations. It is not the same thing as practice, because
it involves input processing, noticing certain patterns
or relationships, discovering rules, and noticing the
difference between native and learned languages and
current inter-language
7
. Language awareness is data-
driven. Learners are not told the rule, but are given a
set of data from which they infer the rule or
generalization in their own way for using in
communication. It is process-oriented approach,
which includes steps of discovery, investigation, and
understanding, which contrasts markedly with the
5
Джалалов
Д.Д. Проблемы
содержания
обучения
иностранному языку.
-
Т.: ФАН,
1987. -
С.59.
6
Carter R. Key concepts in FLT: Language Awareness.//
J. ELT 57 (1), 2003. -P.64.
traditional product-oriented approach in which
learners are told the rules and have to drill and
memorize them.
-
Language awareness builds inter-language
which has to grow and develop; otherwise,
fossilization sets
–
learners may exhibit of the all-too-
familiar symptoms of language gaps. Many learners
seem to experience this gap and need remedial work in
order to eradicate fossilized errors.
-
Learners need communicative data, because
these provide the essential input upon which their
mental language learning process can operate. It is
important to provide them with appropriate level of
contextual support to assist them, and to encourage
them to transfer to the language learning situation the
same strategies that they use to predict and guess
meaning through context and word-building elements.
Communicative data in English classroom contents:
teacher’s talk; other classroom talk; recordings of talk
(audio and video); pedagogically-inspired written
information; other classroom information; realia and
written texts from outside the classroom
8
.
-
A receptive capacity is developed earlier then
productive capacity. It means that much of the
communicative data understood by the learners will
reappear in their talk in the early stage. They can
produce speech at the minimal-communicative level.
Learners move gradually through stages of inter-
7
Bourke J.M. A Rough Guide to Language Awareness.//
J. English Teaching Forum. V.46, No1, 2008. -P.14-15.
8
Clark J.L. Curriculum Renewal in School. Foreign
languages Learning. -OUP, 1987. -P.204-205.
Volume 03 Issue 04-2023
5
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
language development which contain errors, toward
native speaker norms. The learner’s mental processes
concentrate first and foremost on finding meaning. It
is therefore the semantic content of the words and
basic word order that will be internalized first and it is
these features that will appear in production first. The
more redundant grammatical features will be attended
to and internalized only when sufficient mental
capacity is available to permit this.
-
Study the table thoroughly and express
your attitude to the given statements about L1 and L2
acquisition. What points will be different if the second
language is learned in natural setting (for example, an
English family has moved to France)?
The second language personality
In linguistics by the language personality is understood
multilevel and multicomponental set of language
abilities and skills to be ready to speech behaviour
which are classified according to the language level
and speech activities (speaking, listening, writing and
reading).
-
According to U.Karaulov, there are the
following levels:
-
1) zero level
–
verbal-
semantic or individual’s
lexicon including phonetic and grammar knowledge.
-
2) first level: logical-
cognitive as individual’s
thesaurus of knowledge backgrounds.
-
3) second level
–
actions for communicative
needs as individual’s pragmaticon.
-
Description of the second language personality
for methodological aims can be presented on the basis
of the cognitive-acting approach.
-
Cognitive acting approach presupposes the
language is a means of cognitive activity which is
functioning on two levels: 1)cognitive connected with
the thinking (intellectual) operations; 2) action-
oriented, connected with the process of production
and comprehension of the discourses. That’s why
cognitive level is the library of meanings and the acting
is the library of texts. From the methodical point of
view by the cognitive we understand the level of
acquiring foreign codes, acting is the level of
development of communicative culture.
-
Cognitive aspect includes itself thesaurus-1
related to the associative-verbal net of the language
that forms the language picture of the world, the
thesaurus-2 forms the conceptual (global) picture of
the world.
-
Taking account into consideration cognitive
process in acquiring the language we can point out the
following levels: 1) the level of rules - realization of the
speech action in accordance with the rules; 2) the level
of meaning - understanding meaning of the used
language units; 3) the level of speech activity - scheme
of production of the utterances; 4) cultural level -
understanding the social and cultural context;
5)cognitive level - understanding the cognitive
strategies for the speech production and having
opportunity to evaluate of the language and speech
levels himself/herself.
REFERENCES
1.
Jalolov J.J., Makhkamova G.T., Ashurov Sh.S.
English
language
Teaching
Methodology.
Tashkent:Fan va texnologiya, 2015.
2.
Robinson P. Cognition and second language
instruction.
–
Cambridge University Press, 2001.
Volume 03 Issue 04-2023
6
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
I
SSUE
04
Pages:
01-05
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Online
publication:
October
2010.
http://dx.doi.org/10.1017/CB09781139524780.
3.
Leaver B.L., Ehrman M., Shekhtman B. Achieving
success in second language acquisition.
–
Cambridge
University
Press,
2005.
Online
publication:
November
2009.
http://dx.doi.org/10.1017/CB09780511610431
4.
Singleton D.M., Ryan L., 2004 Language
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2004
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–
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https://books.google.ru/books?id=uSdE2Sd2niQC&
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Ghazali F.A. First Language Acquisition Vs Second
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http://usir.salford.ac.uk/22469/1/First_Language_A
cquisition_Vs_Second_Language_Learning.pdf
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