Felt 1 Module-Week 1-2

Republic of the Philippines
FELIX O. ALFELOR SR. FOUNDATION COLLEGE, INC.

San Juan Avenue, Sipocot, Camarines Sur
COLLEGE OF EDUCATION
MODULE IN FELT 1: PRINCIPLES AND THEORIES OF

LANGUAGE ACQUISITION
A. COURSE OVERVIEW
Examines principles, factors, and context of language acquisition and learning based on
theories and research findings.
LEARNING OUTCOMES:
The students should be able to:
1. Explain how language is acquired by humans
2. Determine the best methods to teach/learn a language
3. Explain how the different parts of the brain fulfill specific language-related functions.
B. COURSE CALENDAR
WEEK DATE TOPIC ASSESSMENT
1 February 15-19,  Discussion of PCVVMGO of Familiarization of
2021 the university PCVVMGO
 Creation of online classroom
based on the student’s list
from the registrar.
 Discussion of course syllabus
and classroom rules.
2 February 22-26,  Theories of Origin of Human Reaction paper
2021 Language
3 March 1-5, 2021  First Language Acquisition Journal writing
VS. Second Language
Acquisition
4 March 8-12, 2021  Acquisition VS. Learning Reflection paper
 Competence VS. Performance
5 March 15-19, 2021  Language and the Brain Graphic Organizer
6 March 22- 26, 2021  Stages in Language Reflection paper
Acquisition
7-15 March 29- May 28,  Theories of Language Essay
2021 Acuisition
16-18 May 31-June 18,  FLA/SLA Process Reaction Paper
2021
C. TEACHING TEAM/PROF./INSTRUCTOR
MS. ROANNE MAE SJ. REYES, LPT.

College Instructor
She is a part-time college instructor in Felix O.
Alfelor Sr. Foundation College, Inc. She has a bachelor
degree in Secondary Education major in English. She is
currently affiliated at the College of Education and Business
Administration, handling General Education and Professional
Education subjects. She is guided by the saying, “you can
teach a student a lesson for a day; but if you can teach him to
learn by creating curiosity, he will continue the learning
process as long as he lives.”
WEEK 1
DISCUSSION OF PVMGO
The first week is intended for the orientation of University Philosophy, Core Values,
Vision, Mission, Goals and Objectives. As well as directives of the classroom policy of the
teacher.
Philosophy: Education: Green light to a brighter future
Core Values: Honesty
Leadership
Excellence
Faith in God
Vision: The Felix O. Alfelor Sr. Foundation College, Inc. is a dynamic institution that develops
and produces well-rounded, productive, nature and God-loving, and value-oriented individuals.
Mission: To create a learning environment that promotes quality, relevant and responsive
instruction through a democratic leadership; committed, effective and competent teaching non-
teaching staff; and equally supportive stakeholders.
Goal: Develop individuals with functional knowledge, skills and values to become globally
competent and well-rounded graduates.
Objectives:
 Ensure the provision of quality instruction and service through the effective and efficient
management of the institution;
 Motivate individuals to further hone their talents, critical thinking, creativity and
leadership skills;
 Provide avenues for societal development through research, production, and extension.
GENERAL INSTRUCTIONS
 All activities include should be carefully read and performed accordingly.

 Activities should be in font size 12 and font style “Times New Roman”. Don’t forget to
type your name, year & section, week no., and date.
 Agree with your classmates to create a GC named “PRINCIPLES AND THEORIES OF
LANGUAGE ACQUISITION” and add me on. Your subject instructor will provide you
further instructions or activities through it. Update and check the GC from time to time.
 Deadline is deadline. Late submissions will no longer be catered.
 Don’t hesitate to ask questions
Stay safe at home ☺. God Bless!

WEEK 2
LESSON 1: THEORIES OF ORIGIN OF HUMAN LANGUAGE
What was the first language? How did language begin—where and when? Until recently,
a sensible linguist would likely respond to such questions with a shrug and a sigh. As Bernard
Campbell states flatly in "Humankind Emerging" (Allyn & Bacon, 2005), "We simply do not
know, and never will, how or when language began."
The absence of such evidence certainly hasn't discouraged speculation about the origins
of language. Over the centuries, many theories have been put forward—and just about all of
them have been challenged, discounted, and often ridiculed. Each theory accounts for only a
small part of what we know about language.
Here, identified by their disparaging nicknames, are five of the oldest and most common
theories of how language began.
THE BOW-WOW THEORY

According to this theory, language began when our ancestors started imitating the natural
sounds around them. The first speech was onomatopoeic—marked by echoic words such as moo,
meow, splash, cuckoo, and bang.
What's wrong with this theory?

Relatively few words are onomatopoeic, and these words vary from one language to
another. For instance, a dog's bark is heard as au au in Brazil, ham ham in Albania, and wang,
wang in China. In addition, many onomatopoeic words are of recent origin, and not all are
derived from natural sounds.
THE DING-DONG THEORY

This theory, favored by Plato and Pythagoras, maintains that speech arose in response to
the essential qualities of objects in the environment. The original sounds people made were
supposedly in harmony with the world around them.

Apart from some rare instances of sound symbolism, there is no persuasive evidence, in
any language, of an innate connection between sound and meaning.
THE LA-LA THEORY

The Danish linguist Otto Jespersen suggested that language may have developed from
sounds associated with love, play, and (especially) song.

As David Crystal notes in "How Language Works" (Penguin, 2005), this theory still fails
to account for "... the gap between the emotional and the rational aspects of speech expression...”
THE POOH-POOH THEORY

This theory holds that speech began with interjections—spontaneous cries of pain
("Ouch!"), surprise ("Oh!"), and other emotions ("Yabba dabba do!").
No language contains very many interjections, and, Crystal points out, "the clicks, intakes
of breath, and other noises which are used in this way bear little relationship to the vowels and
consonants found in phonology."
THE YO-HE-HO THEORY

According to this theory, language evolved from the grunts, groans, and snorts evoked by
heavy physical labor.

Though this notion may account for some of the rhythmic features of the language, it
doesn't go very far in explaining where words come from.
As Peter Farb says in "Word Play: What Happens When People Talk" (Vintage, 1993):
"All these speculations have serious flaws, and none can withstand the close scrutiny of present
knowledge about the structure of language and about the evolution of our species."
But does this mean that all questions about the origin of language are unanswerable? Not
necessarily. Over the past 20 years, scholars from such diverse fields as genetics, anthropology,
and cognitive science have been engaged, as Kenneally says, in "a cross-discipline,
multidimensional treasure hunt" to find out how language began. It is, she says, "the hardest
problem in science today."
As William James remarked, "Language is the most imperfect and expensive means yet
discovered for communicating thought."

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Republic of the Philippines

FELIX O. ALFELOR SR. FOUNDATION COLLEGE, INC.

MODULE IN FELT 1: PRINCIPLES AND THEORIES OF

MS. ROANNE MAE SJ. REYES, LPT.

 All activities include should be carefully read and performed accordingly.

Stay safe at home ☺. God Bless!

THE BOW-WOW THEORY

What's wrong with this theory?

THE DING-DONG THEORY

What's wrong with this theory?

THE LA-LA THEORY

What's wrong with this theory?

THE POOH-POOH THEORY

THE YO-HE-HO THEORY

What's wrong with this theory?

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