First and Second Language Acquisition | Marjo Mitsutomi, Minna Kirjavainen [ACLL2014]

Marjo Mitsutomi is Professor and Executive Director of the Language Education Institute (LEI) at Osaka Gakuin University, Japan. Prior to her current position at OGU, she was academic director of three language acquisition programs at Akita International University, Japan. Her most notable contribution as a linguist was as co-author of the International Civil Aviation Organization (ICAO) aviation English proficiency standards for pilots and air traffic controllers worldwide. This ICAO proficiency standard (adopted by vote at the United Nations) governing both native and non-native speakers of English is the first global language mandate of its kind.
Minna Kirjavainen is an associate Professor at the Language Education Institute at Osaka Gakuin University. She received her undergraduate degree in English Language from the University of Sussex, UK in 2004 and was awarded a PhD in Psychology (Language Acquisition) at the University of Manchester, UK in 2008. Her research focuses on the acquisition of complex syntax and morphology in monolingual English- and Finnish-speaking children, which she studies by using corpus and experimental methods. She has worked on several research projects and has collected the largest Finnish child’s language dataset to date in collaboration with the Max Planck Institute for Evolutionary Anthropology.
Professor Mitsutomi and Dr Kirjavainen co-presented at The Asian Conference on Language Learning 2014 (ACLL2014) in Osaka, Japan. For more information about the ACLL conference, please visit acll.iafor.org/.
Their Featured Presentation looks at the process of first and second language acquisition and introduces some of their latest findings in the course of doing their research. Language acquisition is a process that has recently been described as “chaotic.” Many factors contribute to the learners’ ultimate level of language mastery, and no single theory can exhaustively explain the processes in the learners’ brain. Not only second language learners but also native speakers show clear differences in their ability to express themselves and produce meaning in written and spoken form.
iafor.org/

[@zarapine4072]

Ever since my children were born i spoke to them in normal sentence structure and vocabulary and I would explain to them what I was doing or where we were going and what we were looking. When they started talking they had great sentence/ structure and vocabulary very early on.

[@umarhussain1089]

an insightful lecture, the experience of the Finnish lady was remarkable and her ability to deliver a lecture was beautiful.

[@paulkiss1981]

I'm a professional ESL teacher. Thanks for the video, it's given me some new revelations.

[@naziakhan1677]

P

[@mmeqradh5175]

Thank you for this nice lecture.

[@DDranks]

Fantastic lecture, really inspirational. Thanks for mentioning the Chaos Theory approach. As someone writing my graduation thesis (University of Helsinki, although currently studying at University of Tokyo) on SLA and acquiring the Japanese lexical pitch accent, this was really interesting.

[@sanakovich]

i wanna be there with this ladies >_< really good video we're waiting for more .

[@Gemakuri13]

This is a very interesting and helpful video! Do you know where I can see the results of their research?

[@user-rd7bi7mm7q]

🎯 Key Takeaways for quick navigation: 🧠 First language acquisition (FLA) and second language acquisition (SLA) are distinct fields of study, but there are overlaps where insights from FLA research can inform SLA practices. 🤝 Mitsutomi and Kirjavainen are collaborating to develop a language education program at Osaka Gakuin University, focusing on English learning for Japanese freshmen. 🌐 Mitsutomi's background is in FLA, particularly studying syntax and morphology in typically developing children aged 2 to 6, from a usage-based constructivist viewpoint. 🎓 Key aspects Mitsutomi investigates include how children acquire language, what influences their language development, and the role of caregivers' language input. 🧒 Children learn language gradually, making errors along the way, and their linguistic competence is influenced by factors like exposure, cognitive processes, and language input. 💬 In SLA, learners face challenges due to the presence of their first language, varying starting points, and individual differences in learning contexts, motivations, and identities. 📚 SLA theories and approaches differ, but there are commonalities such as the importance of negotiation for meaning, noticing linguistic gaps, and the dynamic, nonlinear nature of language learning. 💡 Mitsutomi emphasizes the complexity of language learning, highlighting the need for teachers to be adaptable and supportive, creating a safe environment for learners to experiment and make mistakes. 💭 Differences exist in language acquisition between first language learners, who typically master language effortlessly, and second language learners, who face challenges such as maintaining focus and motivation. 🎓 Second language learners have more control over their learning process compared to first language learners, with the ability to choose levels of engagement and effort. 🌪️ Chaos Theory is suggested to explain the complexity of second language learning, emphasizing the dynamic and unpredictable nature of the process. 🤝 Authentic contact with the language, creating original thoughts, and negotiating meaning are crucial for second language learners to become fluent. 📚 Teachers must understand the linguistic aspects of the target language to effectively teach it, unlike parents who don't need such knowledge to facilitate their children's language acquisition. 🏫 Mitsutomi and Kirjavainen aim to apply insights from first language acquisition research to their language education program, focusing on providing authentic language experiences for students. 📊 Diagnostic tests reveal a variety of English proficiency levels among students, despite their academic performance, highlighting the importance of motivation in language learning. 🎯 The language education program targets eager learners with passive language knowledge but limited experience in producing original sentences, emphasizing the need for more effective teaching approaches. Made with HARPA AI

[@st.9554]

Such an academic and educative video. Being Japanese myself, I must admit it is notorious that English education in Japan has been considerably input-based resulting less interactive and communicative classes.

[@kliudrsfhlih]

Did they publish their findings? I'm looking for that paper on the web but I can't find it.

[@iuliia8051]

Does anybody know where I can find the video with the results?

[@d7dh523]

I want to know what happened next after the end of the year plz

[@sdnino3083]

I like this video how can I get more videos about the classes of the 17 students that you have chosen for this program I'm interested in this field??? I look forward to hearing miss Minna Kirjavainen :)

[@minnakirjavainen8788]

Dear SD nino, Thank you for your comment and interest towards the LEI program. You can find some videos of our students and teaching methods here: www.osaka-gu.ac.jp/research/academy/lei/index.html If you have any questions please do hesitate to contact me directly via email. You can find my email address in one of the comments below. Kind regards, Minna

[@sdnino3083]

Minna Kirjavainen Thanks Minna

[@brettohde]

Enthroned

[@brettohde]

Works

[@dannyhyun6832]

I am really wondering what your curriculum is for your students. It sounds like very similay situation in Korea as well like in Japan. We spent a lot of time and money to learn English but we just focus on how to teach students to get a good score not considering any authentic approach. So, many children are very afraid of speaking in English and this situation continues when they become adults. I am an English instructor in Korea and I am always thinking about making a good curriculum not only for childeren but for auldts. But it is not easy one.

[@minnakirjavainen-morgan70]

Dear Mr Hyun, Yes, Korea sounds very much like Japan. Please contact me via email (leimk followed by @ogu.ac.jp), and we can discuss your question in more detail. I look forward to hearing from you!

[@sdnino3083]

Minna Kirjavainen-Morgan Great job miss wish you all the success in you research.

[@mohannarabbaee5348]

Chulho Hyun how can I help you . I made a research about how to aquire any language

[@bridgetleonard6702]

As a native English speaker I did not know that Marjo Mitsutomi was not a native speaker until she said it.

[@futurez12]

Really? I knew instantly from the accent. I'm guessing you're American, not English? She has mimicked the English accent but English people can tell straight away that it isn't a native accent.

[@brettohde]

FWIW up

[@GeorgeDeCarlo]

They are making this too complicated. Prof. Krashen clearly explains how all humans acquire language. See the Poly-glot-a-lot KZbin channel with Prof. Brown. Scroll to the bottom of the videos for the main instruction and few other videos. It is a simple process. There is explanation for classroom and one-in-one acquisition of language. I am doing this with Tagalog. I am up to 450 hours as will be explained in the video. I am understanding. The goal is 1,100 hours for basic conversation. No practice needed. In fact a teacher with a method based upon Krashen in Thailand found those students not trying to speak and practice too soon ended up sounding like a native speaker. Oh, correction means nothing. Children and second language acquirers correct themselves.

[@mohannarabbaee5348]

What did you do or show is known before shakespeare was born since what you show is simple and known info ...where is your point ...you just fall in love with your show, body language, sound and the word dynamic

[@mohannarabbaee5348]

H9nestly, this is a silly lecture amd waste of time ...go and readore and more especially about Chomosky