Module name and code: TMN3701 Assessment number: 2
Due date: 9 May 2024 Total marks: 100
Unique number: 781160
Instructions:
This assignment is compulsory and must be completed and submitted by the due date.
The assignment questions are based on different learning units from your study guide.
Have your study guide at hand while completing this assignment, as you will need it to
answer the assignment questions.
Please make use of academic writing and proofread your assignment before submitting it.
Please complete the attached honesty declaration and submit it with your assignment.
HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND
CULTURE
Module code: TMN3701 Assessment date: 09 MAY 2024
1. I know that plagiarism means taking and using the ideas, writings, works, or inventions
of another as if they were one’s own. I know that plagiarism not only includes verbal
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks) or any attempt to
cheat the plagiarism checking system. I know that plagiarism covers the use of material
found in textual sources and from the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that copying
someone else’s
work, or part of it, is wrong, and that submitting identical work to others constitutes a form
of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I understand that my assignment/exam file/portfolio may be submitted automatically to
Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name: Lydia Mohlabane Student no: 53159098
Signed L.K Mohlabane . Date: 9 May 2024
, Question 1
1.1
The Critical Period Hypothesis (CPH) suggests that there is a naturally determined
period during which an organism's development is mostly profound to certain
environmental motivations. According to the CPH, there is a specific window of time
in early childhood during which individuals are most adept at acquiring their first
language(s). Beyond this critical period, language acquisition becomes increasingly
difficult. Studies propose that children who are bare to language during the critical
period develop native-like proficiency, while those who learn a language later in life
may struggle with pronunciation, grammar, and overall fluency. Research suggests
that younger learners tend to achieve higher proficiency levels in their second
language, there is also evidence that adults can achieve near-native proficiency with
sufficient exposure and motivation.
(Long, M. H. (1990). Maturational constraints on language development. Studies in
Second Language Acquisition, 12(3), 251-285.)
1.2
According to TMN3701 Study guide, page 13-14 – Cummins explains that the surface
features of the first and second language (illustrated at the tips of the iceberg) which
include phonology, syntax and lexicon are different for the first language and the
second language. In other words, each language will have its own set of phonology,
syntax and lexicon. These features are used for everyday conversation skills. While
these features are separate for each language there is a cognitive proficiency that is
common across the languages (as illustrated at the bottom of the diagram). This
common underlying proficiency makes it possible to transfer academic and literacy
proficiencies between the two languages. In a classroom environment the transfer of
skills, knowledge and concepts can occur by means of the common underlying
proficiency. The degree of transfer that takes place across the languages will depend
on the context of the school environment. In this regard the school’s motivation and
the opportunities that the children are given to develop both languages will also
depend on the degree of transfer that takes place (Cummins 1980). A key concept in
the learning of a first additional language is thus ‘language transfer’, also called ‘cross-
linguistic influence’. This occurs when a learner applies knowledge of the home
language to the additional language when speaking or writing. The transfer may have
a positive or a negative influence
1.3
PRINCIPLE 1: LISTENING, READING, SPEAKING AND WRITING MUST BE INTEGRATED –
Do activities that include reading a story allowing learners to share the opinions and
promote speaking skills where learners will share the prior knowledge and write what
they were reading about.
PRINCIPLE 2: LANGUAGE TEACHING MUST BE COMMUNICATIVE – do debate and role
play activities with the learners as they will practice speaking skills.
Due date: 9 May 2024 Total marks: 100
Unique number: 781160
Instructions:
This assignment is compulsory and must be completed and submitted by the due date.
The assignment questions are based on different learning units from your study guide.
Have your study guide at hand while completing this assignment, as you will need it to
answer the assignment questions.
Please make use of academic writing and proofread your assignment before submitting it.
Please complete the attached honesty declaration and submit it with your assignment.
HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE EDUCATION, ARTS AND
CULTURE
Module code: TMN3701 Assessment date: 09 MAY 2024
1. I know that plagiarism means taking and using the ideas, writings, works, or inventions
of another as if they were one’s own. I know that plagiarism not only includes verbal
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks) or any attempt to
cheat the plagiarism checking system. I know that plagiarism covers the use of material
found in textual sources and from the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that copying
someone else’s
work, or part of it, is wrong, and that submitting identical work to others constitutes a form
of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I understand that my assignment/exam file/portfolio may be submitted automatically to
Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name: Lydia Mohlabane Student no: 53159098
Signed L.K Mohlabane . Date: 9 May 2024
, Question 1
1.1
The Critical Period Hypothesis (CPH) suggests that there is a naturally determined
period during which an organism's development is mostly profound to certain
environmental motivations. According to the CPH, there is a specific window of time
in early childhood during which individuals are most adept at acquiring their first
language(s). Beyond this critical period, language acquisition becomes increasingly
difficult. Studies propose that children who are bare to language during the critical
period develop native-like proficiency, while those who learn a language later in life
may struggle with pronunciation, grammar, and overall fluency. Research suggests
that younger learners tend to achieve higher proficiency levels in their second
language, there is also evidence that adults can achieve near-native proficiency with
sufficient exposure and motivation.
(Long, M. H. (1990). Maturational constraints on language development. Studies in
Second Language Acquisition, 12(3), 251-285.)
1.2
According to TMN3701 Study guide, page 13-14 – Cummins explains that the surface
features of the first and second language (illustrated at the tips of the iceberg) which
include phonology, syntax and lexicon are different for the first language and the
second language. In other words, each language will have its own set of phonology,
syntax and lexicon. These features are used for everyday conversation skills. While
these features are separate for each language there is a cognitive proficiency that is
common across the languages (as illustrated at the bottom of the diagram). This
common underlying proficiency makes it possible to transfer academic and literacy
proficiencies between the two languages. In a classroom environment the transfer of
skills, knowledge and concepts can occur by means of the common underlying
proficiency. The degree of transfer that takes place across the languages will depend
on the context of the school environment. In this regard the school’s motivation and
the opportunities that the children are given to develop both languages will also
depend on the degree of transfer that takes place (Cummins 1980). A key concept in
the learning of a first additional language is thus ‘language transfer’, also called ‘cross-
linguistic influence’. This occurs when a learner applies knowledge of the home
language to the additional language when speaking or writing. The transfer may have
a positive or a negative influence
1.3
PRINCIPLE 1: LISTENING, READING, SPEAKING AND WRITING MUST BE INTEGRATED –
Do activities that include reading a story allowing learners to share the opinions and
promote speaking skills where learners will share the prior knowledge and write what
they were reading about.
PRINCIPLE 2: LANGUAGE TEACHING MUST BE COMMUNICATIVE – do debate and role
play activities with the learners as they will practice speaking skills.
