DEFINITIONS
1. child grammar, p. 59
2. cognitive view, p. 59
3. creative construction, p. 59
4. developmental errors, p. 62
5. error analysis, p. 61
6. hypotheses in language learning, p. 59
7. interlanguage vs. intralanguage errors, pp. 61-62
8. LAD, p. 58
9. nativistic view, p. 58
10. neurophysiological, p. 53
11. open and pivot classes, p. 58
12. syntax, p. 55
DISCUSSION
1. Discuss the similarities and differences between first- and second-language learning.
2. Summarize the two basic interpretations of first-language learning. What are the similarities and differences between the two?
3. What are the implications of each interpretation for second-language teaching?
4. What has been learned from the study of language learners' errors?
5. Discuss the implications of interlanguage errors and intralanguage errors.
6. Which of the implications of first-language learning do you feel to be the most important in the second-language class? Which can you, as a second- language teacher, most easily and most productively incorporate into your teaching philosophy? Which, in your opinion, are not applicable?
7. How can the productive aspect of first-language learning be duplicated in second-language learning?
ACTIVITIES
1. Interview a non-native speaker of English and list his errors.
2. Talk to a young child and note her errors.
3. If class interest and class time permit, each class member might read one article on bilingual education, an important area of language teaching that is not being considered in this text, and summarize its contents for the class.
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