First and Second Language Aquisition

در این مطالعه قیدهای ساده و مرکب در دو گویش سورانی و کرمانجی با هم مقایسه می شوند و سپس نتایج با نمونه های انگلیسی بررسی می شوند. ابتدا ساخت قیدهای ساده و مرکب در انگلیسی بررسی شده اند و سپس دو گونه سورانی و کرمانجی در قیاس با هم و به صورت مقایسه ای با قیدهای انگلیسی مقایسه شده اند. همچنین جهت نشان دادن واژگان از حروف لاتین آمریکایی استفاده شده است. بر اساس درجه بندی سختی سه سطح تفسیر مجدد، تعمیم افراطی، تشخیص سبب ایجاد مشکل برای زبان آموزان کرد شده است و آگاهی از شباهت ها می تواند یادگیری زبان را برای کرد زبانان آسان کند (انتقال مثبت). با مطالعه و بررسی زبان های یاد شده چهار اصل آموزش را می توان برای کرد زبانان در نظر گرفت که شامل انتخاب (چه چیزی درس داده شود)، درجه بندی (چه زمانی درس داده شود)، آموزش به صورت مقابله ای (برنامه و واحد درسی) و امتحان (آزمایش آنچه آموخته شده است).

O livro ficou estruturado assim: na primeira parte, é feito um
breve relato de pesquisas extraclasses junto a mães de crianças da
segunda infância (de 3 a 5 anos) para recolha de suas primeiras
palavras; na segunda parte, apresentamos sucintamente como
montamos o Glossário de Aquisição da Linguagem e em seguida
disponibilizamos, alfabeticamente, os termos (psico) linguísticos
com foco na disciplina em tela; e na terceira e última parte,
oferecemos um questionário simplificado (meramente ilustrativo)
com 20 questões que cobrem os grandes tópicos de estudo em
Aquisição da Linguagem, seguido de indicação de leitura de
artigos disponíveis na Internet a partir de uma criteriosa seleção de
autores já consagrados na área psicolinguística

- Définitions de concepts clés : Théorie neurolinguistique du bilinguisme, Paradoxe grammatical, Acquisition/apprentissage, Littératie, Grammaire interne/Grammaire externe, Compétence implicite/Savoir explicite, Grammaire contextuelle, Processus de Transfert Approprié, Système limbique
- Entretien avec Claude Germain "Si vous ne voulez pas enseigner différemment, l'ANL n'est pas faite pour vous"
- Analyse par Steeve Mercier "La francisation et l'intégration des immigrants au Canada"
- Analyse par David MacFarlane "Le Nouveau-Brunswick, Mère patrie du "Français Intensif" "
- Enquête par Cécile Josselin "L'ANL à la conquête du monde"
- Analyse par Romain Jourdan-Ôtsuka "Préparer le DELF grâce à l'ANL"
- Témoignage par Olivier Massé "La révélation ANL"
- Analyse par Hidenori Konishi "L'ANL pour les francophones non natifs"

In the first part of this paper, the author discusses the importance of the first language in the process of learning English as a second language as explored by previous researchers. In the second part, the author describes the results obtained, in two small case studies, among the students of different ethnic backgrounds learning the English language. The present paper consists of two parts. The first part is comprised of online questionnaire answers provided by Georgian, Mandarin, Hindi and Lithuanian speakers, where participants were asked to answer questions regarding their experience while learning English and whether they were encouraged to use their MTs in the process. The second study was conducted at the International School of the Hague (ISH). Five students were interviewed and recorded as they shared their experiences of using their MTs during the learning process. The research generates mixed pictures, however most of the participants agree on the importance of their mother tongues in learning the target language.

This paper presents the results of a research project the objective of which was to characterize the beliefs students have when interacting with multimodal texts and when they are involved in a foreign language learning process. The study was conducted at the Centro de lenguas of the Universidad Pedagógica Nacional, with advanced learners of English. The literature review intended to determine the relation between Recibido: 8 de febrero del 2011 Aprobado: 15 de abril del 2011 Students' beliefs: Multimodal texts as pedagogical tools in foreign language learning 22

How the language teaching tool of Total Physical Response (TPR) has evolved into a language teaching method known as TPR Storytelling (TPRS).
In this paper TPR and TPRS English teaching techniques are linked to current language teaching theory, research into how the brains of language learners function and followed by suggestions for further research.

This paper is based on a presentation by the author on TPRS in 2011 about the author’s research; teaching experience of Japanese college students; and reflections from Susan Gross’s workshop on TPR Storytelling in 2010.

言語の教授法であるTPR法はいかにしてTPRS法に進化を遂げたのか。本論では、TPR法とTPRS法の教授技術が、最新の言語教授理論や、脳がどのようにして言語習得機能を持つのかについての研究と関連があることを述べている。

This research investigates the influence and usefulness of integrating Web 2.0 tools in teaching writing to B1 level students in
English and the extent to which the use of Web 2.0 tools motivate students in their writing process. The paper focuses on the
hypothesis that students of a B1 level are able to develop their writing skills successfully with the aid of Web 2.0 tools during the
English language learning process. For the needs of this research two students who attended private tuition and were preparing for
the KPG B1 / B2 May 2020 exams, participated in the research. They were both thirteen years old and belonged to the same
language level. Qualitative and quantitative findings were analyzed providing valuable information and suggestions for Web 2.0
tool implementation in English learning classes. The outcome of this research shed light on the influence of technology, and more
particularly on the application of Web 2.0 tools and differentiated instruction in the development of the writing skill of these two
students.

Colorful PDF slideshow of a presentation at the Japan Association for Language Teaching Kobe Chapter. There is much to read in the slideshow on all aspects of bilingualism in Japan, and the presentation contrasts a developmental bilingual perspective with the usual native speaker-oriented and monolingual second language acquisition paradigm.

La presente investigación describe las actitudes referentes al uso del inglés y el español de profesores y alumnos de segundo y cuarto semestre de una escuela de nivel medio superior de la Universidad Autónoma de Yucatán, a fin de conocer el lugar que tienen ambos idiomas, así como sus usos dentro del aula y la participación de los factores afectivos; asimismo, tiene como objetivo indicar la relación que puede haber entre dichas actitudes y los niveles de competencia , así como el sistema de creencias o metodología del profesor. Finalmente, busca comparar las actitudes de los profesores con las de los estudiantes. El estudio es de carácter descriptivo el cual hace uso de un método mixto de investigación con un diseño anidado concurrente de predominancia cuantitativa. Para su realización se elaboró, validó y aplicó una encuesta a los alumnos, otra encuesta similar a profesores y una entrevista semiestructurada a profesores con el fin de conocer más a fondo el porqué de sus actitudes y las razones pedagógicas, afectivas y contextuales de las mismas. Los datos cuantitativos fueron analizados a través del programa estadístico SPSS (Statistical Package for the Social Sciences) mientras que los datos cualitativos fueron grabados y posteriormente transcritos para su análisis y categorización. En general, se encontró una actitud neutra con respecto al uso del inglés y al español independientemente del sistema de creencias del profesor y el nivel de competencia, donde tanto docentes como alumnos estuvieron de acuerdo con utilizar el español en el aula pero se mostraron también a favor de maximizar el inglés. Así pues, mientras el inglés se espera como lenguaje que se debe fomentar en el aula de manera paulatina, el español sirve de apoyo para bajar el filtro afectivo y dar más seguridad a los estudiantes en varias situaciones que ocurren en el aula y en aspectos pedagógicos.  Dichas actitudes resultaron estar marcadas por el contexto.

Η λειτουργία της εργαζόμενης μνήμης διαδραματίζει σημαντικό ρόλο στις σύνθετες γνωστικές δεξιότητες, όπως η κατανόηση της γλώσσας και η ευκολία εκμάθησης ξένης γλώσσας. Επιπλέον, όσο μεγαλύτερο είναι το εύρος της λεκτικής μνήμης, τόσο πιο εύκολη είναι η απόκτηση μιας ξένης γλώσσας. Πρώτος στόχος της μελέτης ήταν η διερεύνηση της σχέσης της χωρητικότητας της εργαζόμενης μνήμης και των γλωσσικών ικανοτήτων μαθητών/μαθητριών A΄ Γυμνασίου, ελληνικής καταγωγής και τυπικής ανάπτυξης, οι οποίοι/οποίες γνώριζαν την αγγλική γλώσσα σε επίπεδο Α1. Δεύτερος στόχος της έρευνας ήταν η αξιολόγηση της επίδρασης των γνωστικών επιδόσεών τους στην αυτοαποτελεσματικότητά τους κατά την εφαρμογή της στρατηγικής της αντίστροφης/ανεστραμμένης τάξης (flipped class). Για τις ανάγκες της έρευνας δημιουργήθηκαν δύο ομάδες, όπου η Πειραματική Ομάδα αποτελούνταν από 40 μαθητές/μαθήτριες (Μ.Ο. = 156.54 μήνες και Τ.Α. = 3.13) με επίπεδο επάρκειας γνώσης της αγγλικής ως ξένης γλώσσας Α1, ενώ η Ομάδα Ελέγχου αποτελούνταν από 40 μαθητές/μαθήτριες Α΄ Γυμνασίου (Μ.Ο. = 156.44, Τ.Α. 3.12), χωρίς πιστοποίηση επάρκειας γνώσης της αγγλικής ως ξένης γλώσσας Α1. Οι δυο ομάδες εξετάστηκαν σε δοκιμασίες μέτρησης της λεκτικής εργαζόμενης μνήμης. Η αναγνωστική ικανότητα των δύο ομάδων αξιολογήθηκε με το Τεστ-Α (Παντελιάδου & Αντωνίου, 2007). Τα ευρήματα έδειξαν ότι η ομάδα των συμμετεχόντων/συμμετεχουσών με τη γνώση μιας ξένης γλώσσας (αγγλικής) φάνηκε να έχει υψηλότερες επιδόσεις στις μετρήσεις αξιολόγησης της λεκτικής εργαζόμενης μνήμης σε σύγκριση με την ομάδα των μαθητών/μαθητριών χωρίς πιστοποίηση επάρκειας. Τέλος, τα προκαταρκτικά ευρήματα της μελέτης αποκαλύπτουν σημαντική επίδραση της γνώσης της ξένης γλώσσας στην αυτοαποτελεσματικότητα των συμμετέχοντων/συμμετεχουσών της Πειραματικής Ομάδας στην εφαρμογή της διδακτικής προσέγγισης της αντίστροφης/ανεστραμμένης τάξης.

This study aims at evaluating two popular B1 level textbooks which are currently used both in Foreign Language Centers in Greece and in private tuition, namely Connect B1 and Incredible 5. They are evaluated with reference to the reading component based on criteria set in a preconstructed checklist and through interviews. Fifty respondents-teachers working both in the private sector and in the public sector completed the checklist. Eight interviews were also conducted. The evaluation aims at finding to what extent the reading component of the two books meets the criteria of the checklist, as well as to identify the strengths and weaknesses of the reading texts and tasks of the particular books in order to offer suggestions for improvement and, thus, to offer maximum gains both for students and teachers. This paper rounds off with the limitations of the research and proposals for further research.

El siguiente trabajo presenta un estudio de caso sobre la enseñanza del español en la secundaria francesa. En este estudio participaron 43 profesores de español de los cuales 5 son también formadores. A través de ellos, encuestamos a 296 estudiantes. La problemática abordada fue ¿Cuál es la presencia y el rol del francés en la enseñanza del español en la secundaria francesa?
Para responder a la pregunta dividimos el trabajo en cuatro partes: Primero, hicimos una revisión bibliográfica de lo que se ha dicho respecto a la utilización de la L1 en el aula de L2/LE. Segundo, describimos el contexto de enseñanza del español en Francia. Tercero, presentamos el estudio de caso, la metodología y sus etapas. Finalmente, analizamos los datos recogidos.
Este trabajo tiene como objetivo proponer un espacio de reflexión sobre la enseñanza del español, principalmente sobre la presencia y el rol que tiene el francés actualmente en la clase de ELE.

While challenging the widely held belief that students in English as a foreign language (EFL) classroom do not prefer their teachers to use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on a mixed-method study that used survey questionnaire (N= 50) and interviews (N=15), the researcher identified a number of speech acts that are performed by teachers’ and students’ exploitation of an L1. The findings revealed that both teachers and students had a positive attitude towards using L1; however, they held the belief that the overuse of L1 may impede the language learning. Although the teachers seemed to discourage the use of Nepali (L1) in lessons aiming at developing learners’ communicative competence, they used Nepali to help learners comprehend complex concepts of grammar and lexis. Although the excess use of Nepali was seemingly associated with teachers’ lack of communicative competence and creativity in delivering EFL lessons, students preferred their teachers to use the L1.

Second language acquisition/competence does not happen pronto; it gradually and steadily evolves. It is the result of painstaking, but constant language input and output processes. According to Ellis (2008), there are four theoretical perspectives of language inputs: the behaviorist, mentalist, interactionist, and socioculturalist viewpoints. All the perspectives agree that input plays a role in L2 acquisition. They differ, however, on the nature, degree of the role and its importance. This paper examines first, the role/ importance of input in L2 acquisition based on the four theoretical viewpoints. Then, it isolates Krashen's (1985) Input Hypothesis for further examination and discuss. It concludes that despite the criticisms from some quarters against it, Kreshen's Input Hypothesis may remain topical in L2 discourse for a long time in the future.

The socio-cultural changes taking place in Greek classrooms over the last years have rendered the modification and revising of the existing teaching material critical. It is argued that in classes with cultural minorities, students" needs should be put at the forefront, and teaching objectives should be adapted accordingly. The aim of the present study is to investigate the effectiveness of differentiated instruction and alternative assessment in the teaching of English to diverse population classes within a three-month period. The research focuses on the effect these approaches primarily have on triggering students" motivation and, secondarily, on their overall linguistic development. In particular, the study examines the outcomes of two groups of diverse population students attending the third grade of primary school. The experimental group was taught through differentiated instruction, while the control group attended the traditional class. The tools employed were a needs analysis questionnaire, a pre-and post-test, portfolio evaluation checklists and semi-structured interviews. The results of the questionnaires showed students" preference for non-traditional teaching strategies. The findings of the pre-and post-tests revealed that there is a greater progress regarding the skills of the experimental group. However, the statistical analysis (SPSS 26) showed that there are no significant differences. The answers of the portfolio assessment checklists, although scarce, featured the motivating role of portfolios in students" engagement. The results of the semi-structured interviews showed the student"s positive overall attitude towards the employed strategies. Nevertheless, the wide attendance outflow, the short research period, the limited sample, as well as the lack of equipment provision suggest more extended future research.

Este trabalho pretende analisar o português falado em Timor-Leste, apresentando uma característica notória dessa variedade que é o uso de certos advérbios como marcadores aspectuais e modais do verbo, principalmente o emprego de já como marcador de aspecto perfectivo, ainda marcador de aspecto progressivo/durativo, ainda não como modalizador negativo. Argumenta-se aqui que a influência principal na existência desses marcadores é a língua materna (L1) do falante, já que a maioria das línguas nativas de Timor-Leste é de origem austronésia, com a presença de um grande número de marcadores pré-verbais e pós-verbais para expressar diversas categorias gramaticais no verbo.

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two diffe...

El diccionario moderno no debería ser solamente un repositorio del vocabulario vigente de un idioma. En él, las palabras tendrían que definirse de un modo tal, que cualquier usuario de la lengua (nativo o extranjero) pudiera aprehender, junto con su significado, el modo en que ellas se usan. En lexicografía española, esto se ha buscado insistentemente desde la institución del método del contorno por Manuel Seco (1967). Sin embargo, en los diccionarios actuales de español, no siempre se señalan (todos) los contornos de los definidos, y cuando se los llega a señalar, aparecen mal delimitados o se utilizan procedimientos de demarcación (corchetes, etc.) que no solo atentan contra el principio de sencillez, sino que además entorpecen la inteligibilidad de las definiciones. Lo que aquí queremos proponer es que, empleado de manera apropiada, el método en cuestión se convierte en un valioso instrumento para destacar la red argumental completa de los definidos y, consecuentemente, para propiciar el aprendizaje eficaz del léxico de un idioma. Palabras claves: definición, contorno, unidades léxicas, adquisición vocabulario. Abstract The modern dictionary should not be just a repository of existing vocabulary of a language. In it, the words would have to be defined in such a way that any user of the language (native or foreign) could grasp their meanings, and also the way they are used. In Spanish lexicography, this has been sought from the institution of " contour " method by Seco (1967). However, in current Spanish dictionaries the contours are not always indicated; moreover, poorly defined demarcation procedures are used (brackets, etc.), wich not only attempts against the principle of simplicity, but also hinder the intelligibility of the definitions. What we propose here is that, properly used, the method in question becomes a valuable tool to highlight the complete predicative network of the entrance and, consequently, to promote effective learning of a language lexicon.

Language Castle LLC Challenging behaviors in young children can result from a variety of factors that may interact to make it difficult for teachers to find effective instructional solutions. The authors of this article provide an overview of research that focuses on understanding challenging behavior in young children. It describes a research-based model, the Pyramid model, intended to support the development of social competence in young children. Classroom practice suggestions with some vignettes are provided to illustrate how teachers may implement this model with children that experience challenging behaviors and ways in which their practice could be transformed. The article concludes with recommendations for teachers on different techniques they can use as proactive supports or interventions in order to prevent challenging behaviors from reoccurring in emergent bilingual preschoolers.

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two diffe...

This study attempts to examine differentiated instruction and its implications in the teaching of oracy skills to young EFL learners. Within this aim, the EFL educational context investigated upon, was a private language centre in Greece where differentiated teaching approaches were applied to enhance students' oral and aural skills through the implementation of a task-based pedagogical intervention. Two groups of monolingual Greek students, were tested in English through a pre-test, which was of an A1 level, according to the Common European Framework of Reference for Languages (CEFR). There was a sample of eight students (N=8) in the control group and eight students (N=8) in the experimental group. The control group was taught through a conventional coursebook-based syllabus, whereas the 2 experimental group was taught through differentiated instruction. The comparison between the two groups revealed that the performance achieved by the students of the experimental group was significantly higher. The results, of this research, suggest that the pedagogical intervention used in the experimental group aided the development of students' oral and aural skills.

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students' first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students.

Challenging behaviors in young children can result from a variety of factors that may interact to make it difficult for teachers to find effective instructional solutions. The authors of this article provide an overview of research that focuses on understanding challenging behavior in young children. It describes a research-based model, the Pyramid model, intended to support the development of social competence in young children. Classroom practice suggestions with some vignettes are provided to illustrate how teachers may implement this model with children that experience challenging behaviors and ways in which their practice could be transformed. The article concludes with recommendations for teachers

本研究旨在讨论中文作为第二语言课程发展与实施过程中的课堂语言
政策问题，特别是课程设计者、教师及学生在实际教学环境中如何看
待并使用学生母语进行第二语言教学的问题。本文回顾了香港中文二
语教育对保障少数族裔教育权利的重要性，梳理了教学媒介语与教学
法的相互依存关系，并分析了两种主流课堂语言政策的理论源头与实
践情况。在此基础上，本文以一门初级中文二语课程为研究案例，利
用问卷、小组焦点访谈，个人访谈及课堂观察的混合型研究方法调查
了课程主要持份者对课堂语言使用的态度。研究发现，课程设计者、
教师及学生对于课堂媒介语政策的态度存有明显分歧，对中文二语教
学中使用英文作为通用语言的态度差异较大。本文认为目前香港中文
二语教学实践所推崇的沉浸式教学模式不符合实际教学需求，一刀切
的单语教学政策更不是迅速提升少数族裔中文水平的灵丹妙药。香港
在制定少数族裔中文第二语言学习政策时，应尊重中文作为第二语言
教学的规律，重视学生母语在目的语教学中的重要作用，加强相关实
证研究和教师培训。

This study is a conceptual and descriptive review of the working field of language ecology from a postmodernist perspective. It looks into the pluricentric, holistic, intercultural and multidisciplinary implications of language ecology and English as a lingua franca in a variety of EU glocal, i.e. global and local, sociolinguistic scenarios. Positing a semiotic construct of language as an open and inclusive process and a close interrelationship between language and power dynamics (Bourdieu, 1982,1986,1991), the analysis gives an overview of theoretical questions related to the import of language ecology, diversity, bi/ multiligualism and the functional role of English as a lingua franca and lingua mundi in the EU, in a geocentric, contextual, action-oriented and critical approach to language as opposed to the anthropocentric, decontextualized and fractional constructs of 20th century rational structuralism. Grounded in hands-on English-teaching experience, it aims to spotlight the weaknesses of a monolingual and monocultural mindset and focuses on the dilemma between a de facto English dominance and glocal bilingual and multilingual concerns across the European Union. Capitalizing on Foucalt's inspiring paradigm of «problemati-zation» (1972, 1977, 1980, 1985), the article is meant to stimulate critical thought and discussion of ELF application to educational and occupational settings for the purpose of a sit

En la adquisición de una lengua, la competencia pragmática resulta imprescindible, puesto que de su conocimiento se deben derivar hábitos y actitudes positivas hacia el entorno. Este hecho tiene una especial relevancia cuando se trata del aprendizaje de una lengua minorizada, obligada a compartir funciones con otra de mayor peso simbólico. En este artículo, analizamos las percepciones lingüísticas de uno de los tres grupos de primer año que han cursado, a lo largo del primer cuatrimestre del año académico 2017-2018, la asignatura Lengua Catalana y su Didáctica, del Grado en Educación Infantil de la Universidad de las Illes Balears (UIB). Pretendemos confirmar la correlación entre actitudes y hábitos favorables al catalán con el logro de los objetivos curriculares de aprendizaje. La influencia del entorno, más allá de las políticas lingüísticas que se aplican para la normalización del catalán en la docencia universitaria balear, acaba determinando el rendimiento lingüístico del alumn...

En la adquisición de una lengua, la competencia pragmática resulta imprescindible, puesto que de su conocimiento se deben derivar hábitos y actitudes positivas hacia el entorno. Este hecho tiene una especial relevancia cuando se trata del aprendizaje de una lengua minorizada, obligada a compartir funciones con otra de mayor peso simbólico. En este artículo, analizamos las percepciones lingüísticas de uno de los tres grupos de primer año que han cursado, a lo largo del primer cuatrimestre del año académico 2017-2018, la asignatura Lengua Catalana y su Didáctica, del Grado en Educación Infantil de la Universidad de las Illes Balears (UIB). Pretendemos confirmar la correlación entre actitudes y hábitos favorables al catalán con el logro de los objetivos curriculares de aprendizaje. La influencia del entorno, más allá de las políticas lingüísticas que se aplican para la normalización del catalán en la docencia universitaria balear, acaba determinando el rendimiento lingüístico del alumn...

Esse estudo analisa a estratégia de seleção de formas homorgânicas no desenvolvimento fonológico de três crianças adquirindo o Português Brasileiro de 1;4 a 2;4 (ano;mês). A análise delimitou-se à aquisição de ponto (labial, coronal e dorsal) em posição de ataque silábico. Os resultados indicam que durante um primeiro momento, de 1;4 a 1;10, a seleção de alvos homorgânicos atinge 49% das produções, diminuindo para 32% no período de 1;11 a 2;4. Além disso, verificou-se que as seleções homorgânicas com coronais correspondem à 57%, seguidas pelas labiais (30%) e pelas dorsais (13%), refletindo a ordem de aquisição de ponto na língua. Vê-se que a seleção de alvos homorgânicos é uma estratégia ativa durante a aquisição de ponto no PB, priorizando-se coronais e labiais.

ABSTRACT The subject of the research is the use of first language in the process of learning second language in the second language classroom. In this research, two usages will be considered: teachers’ use, and students’ use. Several teaching methods are used by the teachers in the second language classroom: the holistic approach (including visual, auditory and kinesthetic learning style), the silent way, and total physical response. In this paper two methods will be considered: analytic and comparison. Implications of this research can be used in the classroom to improve classroom management making the input comprehensible and easy to follow, to lower affective filters allowing deeper and more profound input of the second language, to reduce the levels of language anxiety thus improving communication and comprehension of the second language, and also for psychological and pedagogical teaching improvements. Keywords: First Language(L1), Second Language (L2), Second Language Acquisition (SLA), Classroom management, Affective filters, Language anxiety