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Language acquisition ( Approaches to language learning)
The document outlines various approaches to language teaching, emphasizing the importance of grammar rules, comprehensible input, and engaging dialogues. It highlights the need for exercises that not only teach vocabulary and structural patterns but also promote communicative competence and reduce student anxiety. The focus is on providing a supportive learning environment where students are encouraged to acquire language naturally through meaningful interaction.
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Similar to Language acquisition ( Approaches to language learning)
Language acquisition ( Approaches to language learning)
- 1. Approaches to LanguageTeaching By Fabiola Fajardo
- 2. Grammar rulesare presented with examples. Monitoring is actively promoted. Exercises are designed to provide practice of grammatical rules and vocabulary. Learning needs to precede acquisition. This assumption necessitates that all target structures be introduced and explained.
- 3. Requirements for optimalinput Comprehensible The sentences used in the exercises may be comprehensible Relevant Provide topics of interest in the reading selection Not grammatically sequenced The majority of texts begin from easy rules to complex rules Quantity The small amount of input is supplemented by the teacher Affective letter level Encourage a low filter Tools for conversational management Grammar- translation do not help students manage conversations
- 4. New vocabularyand structural patterns are presented through dialogs. Dialogs are learned through imitation and repetition. Drills are conducted based upon the patterns present in the dialog. Learning process is inductive.
- 5. Requirements for optimalinput Comprehensible The dialogues and pattern practice are understandable by students Relevant The dialogue contain useful language Not grammatically sequenced Sequenced is based on linguistic simplicity Quantity Teaching is capable of filling an entire class hour with aural- oral language. Affective letter level Early states may also add to anxiety Tools for conversational management Conversational management may be limited
- 6. Help thestudent in all four skills, speaking and listening in addition to reading and writing. Exercises are followed by activities labelled "communicative competence".
- 7. Requirementsforoptimalinput Comprehensible The communicative inputis diminished by the rule of the day Relevant Depend on the activities chosen for the communicative competence. Not grammatically sequenced Sequenced is dominated by the structure of the day. Quantity .Present comprehensible input focus on the message Affective letter level Production will be accurate Tools for conversational management Some activities in the communicative competence will provide some tools
- 8. Teacher usethe target language all the time. Grammar is taught inductively Conscious control is necessary for acquisition
- 9. Requirementsforoptimalinput Comprehensible Provides a greatdeal of comprehensible input Relevant Discussion is always meaningful Not grammatically sequenced Sequenced is strictly Quantity The entire hour have comprehensible input Affective letter level Grammatical accurate at very early stages may cause anxiety. Tools for conversational management The tools for interaction in the classroom in target language
- 10. Classtime isdevoted primarily to providing input for acquisition The language is seen as a vehicle for communicating meanings and messages. The Natural Approach makes a deliberate effort to fit all requirements for both Learning and acquisition.
- 12. Direct dialoguein children consists mainly in commands, to which the child responds physically, before producing the verbal responses. The teacher has the responsibility to use the language as good as possible so that students acquire the basic rules of the language itself.
- 14. Stresses theimportance of relaxation during the process of language learning. New material is introduced in the form of dialogues based on situations familiar to the students. Desuggest limitations, are, in our terms, conditions that lower the affective filter and that allow the subconscious language acquisition.
- 15. Requirements for optimal input Comprehensible Proceduresare designed to aid comprehensible input Relevant Dialogue take into account student’s need and interest Not grammatically sequenced A rigid sequenced is follow Quantity Variety of language dominated the session. Filter level Students should feel safe, comfortable and not threatened. Tools for conversational management Give the students tools that need to converse with more competent speakers.