UNIVERSITY EXAMINATIONS
JAN/FEB 2024
TMN3701
TEACHING ENGLISH FIRST
ADDITIONAL LANGUAGE
STUDENT NUMBER:
STUDENT NAMES:
100 MARKS
3 HOURS
EXAMINERS:
FIRST: MS KC MILLER
SECOND: PROF M NIEMAN
QUESTION 1
1.1. The Role of First Language in Second Language Acquisition (10):
The first language (L1) plays a crucial role in the acquisition of a second
language (L2). This phenomenon is known as transfer or cross-linguistic
influence. Positive transfer occurs when the structures, vocabulary, or
, pronunciation patterns of the first language aid the learning of the second
language. However, negative transfer, or interference, can also happen when
the structures of the first language hinder the acquisition of the second
language. Understanding the similarities and differences between the two
languages can provide insights into potential challenges and advantages for
learners. Additionally, the cognitive skills developed through L1, such as
metalinguistic awareness, can positively impact the learning of a second
language.
1.2. Criticism of the Critical Period Hypothesis (10):
The critical period hypothesis posits that there is a biologically determined
window of time during which language acquisition is optimal. This hypothesis
has faced criticism for several reasons. Firstly, there is substantial individual
variation in language learning abilities, challenging the idea of a fixed critical
period. Additionally, some learners show remarkable success in acquiring a
new language even after the proposed critical period. Neuroplasticity research
suggests that the brain remains adaptable beyond the supposed critical
period, allowing for continued language acquisition. Critics argue that external
factors, such as motivation and exposure, are equally or more crucial than
age in determining language learning success.
1.3. Role of Interaction in Teaching an Additional Language (5):
Interaction is a vital component in teaching an additional language. It provides
learners with opportunities to practice and apply language skills in authentic
contexts. Through interaction, learners develop communicative competence,
including linguistic, sociolinguistic, discourse, and strategic competence.
Interaction also fosters a supportive and engaging learning environment,
promoting language acquisition through meaningful exchanges. In the
language classroom, interaction can take various forms, such as pair work,
group discussions, and collaborative projects, allowing students to actively
engage with the language and each other.
1.4. Promoting Interaction in the Classroom (5):
As a teacher, promoting interaction within the classroom involves creating a
communicative and inclusive learning environment. Strategies include:
Pair and group activities: Design activities that require collaboration,
discussion, and problem-solving among students.
Role-play and simulations: Provide opportunities for students to use the
language in real-life scenarios, enhancing their communicative skills.
Classroom discussions: Encourage open discussions on various topics,
allowing students to express their opinions and ideas.
Use of technology: Incorporate digital tools that facilitate online discussions,
language games, or collaborative projects.
JAN/FEB 2024
TMN3701
TEACHING ENGLISH FIRST
ADDITIONAL LANGUAGE
STUDENT NUMBER:
STUDENT NAMES:
100 MARKS
3 HOURS
EXAMINERS:
FIRST: MS KC MILLER
SECOND: PROF M NIEMAN
QUESTION 1
1.1. The Role of First Language in Second Language Acquisition (10):
The first language (L1) plays a crucial role in the acquisition of a second
language (L2). This phenomenon is known as transfer or cross-linguistic
influence. Positive transfer occurs when the structures, vocabulary, or
, pronunciation patterns of the first language aid the learning of the second
language. However, negative transfer, or interference, can also happen when
the structures of the first language hinder the acquisition of the second
language. Understanding the similarities and differences between the two
languages can provide insights into potential challenges and advantages for
learners. Additionally, the cognitive skills developed through L1, such as
metalinguistic awareness, can positively impact the learning of a second
language.
1.2. Criticism of the Critical Period Hypothesis (10):
The critical period hypothesis posits that there is a biologically determined
window of time during which language acquisition is optimal. This hypothesis
has faced criticism for several reasons. Firstly, there is substantial individual
variation in language learning abilities, challenging the idea of a fixed critical
period. Additionally, some learners show remarkable success in acquiring a
new language even after the proposed critical period. Neuroplasticity research
suggests that the brain remains adaptable beyond the supposed critical
period, allowing for continued language acquisition. Critics argue that external
factors, such as motivation and exposure, are equally or more crucial than
age in determining language learning success.
1.3. Role of Interaction in Teaching an Additional Language (5):
Interaction is a vital component in teaching an additional language. It provides
learners with opportunities to practice and apply language skills in authentic
contexts. Through interaction, learners develop communicative competence,
including linguistic, sociolinguistic, discourse, and strategic competence.
Interaction also fosters a supportive and engaging learning environment,
promoting language acquisition through meaningful exchanges. In the
language classroom, interaction can take various forms, such as pair work,
group discussions, and collaborative projects, allowing students to actively
engage with the language and each other.
1.4. Promoting Interaction in the Classroom (5):
As a teacher, promoting interaction within the classroom involves creating a
communicative and inclusive learning environment. Strategies include:
Pair and group activities: Design activities that require collaboration,
discussion, and problem-solving among students.
Role-play and simulations: Provide opportunities for students to use the
language in real-life scenarios, enhancing their communicative skills.
Classroom discussions: Encourage open discussions on various topics,
allowing students to express their opinions and ideas.
Use of technology: Incorporate digital tools that facilitate online discussions,
language games, or collaborative projects.
