Teaching English To Young Learners3 1 3 3 1 AlicePresentation Transcript
Chapter 3 Learning the spoken language Section 3.1 Learning the spoken language: guiding principles 主讲： Alice Lu 指导老师： Victor GAO 教材： Teaching English to young learners
guiding principles ● Meaning must come first :
if children do not understand the spoken language, they cannot learn it.
● participate in discourse ● build up knowledge and skills for participation
A brief introduction of chapter 3 ◆ Section 3.3: meaning in discourse
a child's search to find meaning in language can drive language learning but will need support from the teacher.
◆ Section 3.4: the talk of pupils and teacher is analyzed in some detail
using the concepts of demand and support
A brief introduction of chapter 3 ◆ Section 3.5: the literature about children's discourse development ◆ Section 3.6: ways of classroom activities
Those activities can support children's discourse skills development in the foreign language
to explore the discourse skills
A brief introduction of chapter 3 ◆ Section 3.7: Examples of short language practice activities
activities that can be developed from a single set of pictures
◆ Section 3.8: discusses the use of dialogues in the classroom and their relation
Chapter 3 Learning the spoken language Section 3.2 Discourse and discourse events 主讲：陆霞飞 制作：浙江第二师范学院 08 级英语演讲队 指导老师：高歌 教材： teaching English to young learners
A simple example: a shopping list
use and user factors are part of any analysis of discourse, and help explain content and form.
The second use of discourse: in contrast to sentence, when it refers to a piece of language longer than the sentence
‘ Discourse’ in foreign language learning needs Senses. both
Chapter 3 Learning the spoken language Section 3.1.1 Children's drive to find meaning
W hat drives children speaking? T he decision to connect emotionally communicate with other people
W hat can children do to make contact with other people ? ◆ They begin to communicate with others about things in their shared world. ◆ T hey develop their vocabulary of labels alongside their developing abilities to categories.
For infants: language social meanings ＜
partial understanding more compare understandings
The social and affective drive to share understanding social knowledge help children find social purpose a means of communication
communicative pressure: A social motivation to construct shared understanding when children’s language resources are not sufficient