Language Learning Theory

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Basic Language Learning Theory and it's application in the classroom.

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  • I love investigating the theories of learning the language, particularly the mother tongue. I am appealing to all my brothers and sisters in the field of English Education to please help me accomplishing my study on related studies for MTB-MLE in relation with the K+12 curriculum on basic education. Thanks a lot.
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  • i hope i can freely download your slides... im conducting some studies on second language acquisition, particularly on variations of dialect.. thanx!
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  • I'm a HUGE fan of Stephen Krashen's language acquisition theories too, and try as much to apply the natural approach in my classes.
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  • During my education, I have learned a lot of theory, including, but not limited to management theory, personnel theory, theory of theory development, organizational theory, and others. The most applicable theory I have learned over the years has been the language learning theory that I will present to you. We will go over a few of the most important aspects AND how to adapt your lessons to this theory.
  • Language Learning Theory

    1. 1. How we learn a language and practical applications
    2. 2. <ul><li>We hear it </li></ul><ul><li>We say it </li></ul><ul><li>We read it </li></ul><ul><li>We write it </li></ul>
    3. 3. <ul><li>Times Tables </li></ul><ul><li>Recite the 50 States </li></ul><ul><li>Driving </li></ul><ul><li>Operating a computer </li></ul>
    4. 4. <ul><li>Language learned naturally </li></ul><ul><li>Meaning more important than structure </li></ul>
    5. 5. <ul><li>Reinforcement of ‘Real World’ Language Acquisition </li></ul><ul><li>Language acquisition will accelerate based on increased vocabulary and syntax </li></ul>
    6. 6. <ul><li>Natural Order </li></ul><ul><li>Affective Filter </li></ul><ul><li>First language interference </li></ul><ul><li>L+1 </li></ul>
    7. 7. <ul><li>They produce single words . </li></ul><ul><li>They string words together based on meaning and not syntax. </li></ul><ul><li>They begin to identify elements that begin and end sentences . </li></ul><ul><li>They begin to identify different elements within sentences and can rearrange them to produce questions. </li></ul>
    8. 8. <ul><li>Motivation </li></ul><ul><li>Self-confidence </li></ul><ul><li>Anxiety </li></ul>
    9. 9. <ul><li>The pick-up truck and the muddy road </li></ul><ul><li>Overgeneralizations – I eated my vegetables </li></ul><ul><li>Those wonderful exceptions in English </li></ul><ul><li>Prepositions </li></ul>
    10. 10. <ul><li>Teach at the student’s level +1 </li></ul><ul><ul><li>Students using one or two-word sentences, you use 3-4 word sentences </li></ul></ul><ul><ul><ul><li>Here homework </li></ul></ul></ul><ul><ul><ul><li>Johnny has his homework </li></ul></ul></ul>
    11. 11. <ul><li>No dictionaries or translators </li></ul><ul><li>Follow 1 st language acquisition </li></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Speaking </li></ul></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Writing </li></ul></ul>
    12. 12. <ul><li>Listening – Ask students questions – teaching the form ‘to be’ </li></ul><ul><li>Speaking – Students respond to questions – write responses on the board </li></ul><ul><li>Reading – Students work through drills using the form ‘to be’ </li></ul><ul><li>Writing – Students write what was practiced in class </li></ul>

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