Cognates and false cogates, borrowed words. Reading for acquisition; focused vocab acquisition
Discourse analysis: study of language beyond the sentence
Little research in the acquisition of phonology.
Audiolingual: segmentals , communicative: suprasegmentals related to intonation, stress and rhythm. Learners may not even hear a sound
Focus on language, not message Learner goals: pass I recommend you complete the chart on page 111, which compares and contrasts
Observation schemes. I recommend you complete the comparative charts on pages 116 and 118 of your text. Which classroom do you consider teacher centered and which seems student centered. What can we observe in the classroom? Teaching techniques, feedback, interaction between students, questions: display or genuine. Variety of studies have focused on things like how long the teacher waits for students to answer questions, Closed vs. open questions, etc. The idea behind providing you with these studies and examples is to allow you to question your own teaching methods-do you give your students time to think and answer? Do you ask genuine questions?
Explain how the environmental importance is different than in behaviourist
Book didn’t focus on this, but recent research has demonstrated cognitive advantages for bi and multi lingual people
False. Young children do have an advantage in the area of pronunciation, but if second language is introduced too soon, there is a risk for subtractive bilingualism. Adults have additional resources of first language and world knowledge.
True. The phonological system of a language is very difficult, if not impossible for adults to master in a second or foreign language
PSYCHOLOGY AND LANGUAGE LEARNING (II Bimestre Abril Agosto 2011)
Psychology and Language Learning ESCUELA : NOMBRES: Ciencias de la educación: Mención Inglés Abril Agosto 2011 BIMESTRE: Segundo Mgs. Anna M. Gates
Learner Language <ul><li>Initially thought to be an imperfect version of target language </li></ul>
Contrastive Analysis Viewed errors as a result of negative language transfer Could not explain many errors
Researching Learner Language <ul><li>What can errors tell us about the learning process? </li></ul><ul><li>Is the increase in errors always a sign that the learner is regressing? </li></ul>
The search continues… <ul><li>Error analysis </li></ul><ul><ul><li>Detailed description of errors really made </li></ul></ul><ul><ul><li>Goal: discover what learner actually knows about the language </li></ul></ul>
Errors based on development <ul><li>Similar errors as first language learners </li></ul>
Interlanguage <ul><li>Learner language in its own right </li></ul><ul><ul><li>Systematic </li></ul></ul><ul><ul><li>Dynamic </li></ul></ul>
Importance of vocabulary Most essential aspect of language for communication English has 100,000 to 1 million words Educated native English speaker knows 20,000+ words 2000 words needed for successful communication
<ul><ul><li>Relatively little research </li></ul></ul><ul><ul><li>Negative transfer explains many differences </li></ul></ul><ul><ul><li>Overgeneralization of difficult sounds </li></ul></ul><ul><ul><li>Perception vs. production </li></ul></ul>