1. Principles About Language In General
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There are several principles of language learning: 1) Languages have systematic sound, grammatical, and lexical systems with variations due to region, status, and style. 2) Language is meaningful, with referential, functional, social, and cultural meanings, and is used in discourses, conversations, and monologues. 3) Knowing a language involves control of integrated receptive and productive skills, using stored language chunks creatively through intuition.
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This document provides an overview and summary of Principles of Language Learning and Teaching by H. Douglas Brown. It discusses key topics around second language acquisition including who learns language, how it is learned, and schools of thought. It also addresses age and acquisition, human learning, styles and strategies, personality and sociocultural factors, cross-linguistic influence, learner language, and communicative competence. The document is divided into multiple chapters that each explore these various aspects of language learning and teaching in more depth.
Principles of language learning and teaching
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Principles of language learning and teaching
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Language acquisition slide share. bassante m
This chapter discusses key concepts in language learning and teaching including:
1) The definition of mastery learning and how teaching involves showing prepared knowledge to assist in assessment and understanding.
2) Theories of first language acquisition including behaviorist theories that language is acquired through habit learning and nativist theories that humans have an innate language acquisition device.
3) Factors that influence second language acquisition including age, cognitive style, learning strategies, personality, social/cultural influences, and language policies.
4) Components of communicative competence and how discourse analysis and contrastive analysis relate to language learning.
Presentation1
The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
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2) Theories of first language acquisition including behaviorist theories that language is acquired through habit learning and nativist theories that humans have an innate language acquisition device.
3) Factors that influence second language acquisition including age, cognitive style, learning strategies, personality, social/cultural influences, and language policies.
4) Components of communicative competence and how discourse analysis and contrastive analysis relate to language learning.
Presentation1
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12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
PSYCHOLOGY AND LANGUAGE LEARNING
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
Principles of language learning and teaching ana v. caicedo
Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
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1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
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Second Language Learning
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Second Language Learning
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Language and language learning
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Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
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The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
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The document outlines several key linguistic principles for teaching a foreign language:
1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
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This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Individual differences in L2 users and L2 learners
This document discusses motivation and attitudes towards second language learning. It first outlines key topics like motivation for L2 learning, motivation and teaching, and attitudes. It then defines integrative and instrumental motivation for learning a second language. Next, it examines attitudes towards multilingualism and how attitudes can impact the L2 learning process. The document also explores individual differences that may influence how well someone learns a second language, such as age, cognitive style, intelligence, sex, and first language proficiency.
Second language learning
This document discusses several theories of language acquisition including behaviorism, cognitivism, and constructivism. It specifically outlines Krashen's theory of second language acquisition which has five main hypotheses: acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. The document also discusses the differences between learning and acquisition, the role of comprehensible input, and suggested practices for teaching English language learners.
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1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
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This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Language and language learning
Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
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The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
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Principles of language learning
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Principles of learning
The study of learning can be traced back to the turn of the 20th century when Ivan Pavlov discovered classical conditioning and Edward Thorndike began studying operant conditioning. B.F. Skinner later expanded on Thorndike's work by studying rat behavior in operant conditioning boxes. Learning is defined as a relatively permanent change in behavior resulting from experience. There are several laws of learning including the laws of effect, exercise, and primacy. Classical conditioning and operant conditioning are two major types of learning studied by behaviorists.
Defining characteristics of language
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3) Key characteristics that make human language unique according to the document are that it is systematic, arbitrary, spoken, social, and able to catalog all things in the human environment.
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What is Language
This document discusses the nature and characteristics of language. It defines language as a symbol system that is uniquely human, arbitrary yet structured, and acquired through social learning rather than instinct. The key points made are:
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The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
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This chapter discusses verbal communication and language. It describes how language is used to think and communicate experiences through a system of symbols. It identifies the five functional communication competencies of using language to control, share information, express feelings, be creative, and manage conversations. The chapter also addresses problems that can occur with language abstraction, meaning, labeling, and biased terms. Finally, it examines how language reflects and determines the relational, situational, cultural, and mediated contexts of communication.
Acquiring First & Second Languages
The document discusses first and second language acquisition. It explains that children acquire language through generalization of patterns from interactions. Linguists focus on innate language capacities. Acquiring a first language involves mastering meaning, understanding new utterances, and linguistic patterns. Children appear to already have knowledge of language structures. Principles of first language acquisition include paying attention to word and morpheme order. Adult input helps children acquire language through modifications like baby talk. Stages of acquisition include babbling, one-word, two-word, and beyond two words. Order of acquiring sounds, vocabulary and grammar is discussed. Research focuses on production. Acquiring a second language differs from first in context and motivation can be instrumental or integrative. Te
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Supporting Language and Literacy
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, and morphology. Guidelines for supporting bilingualism, second language teaching, and language skills in early childhood are provided.
PPT-NGEC-5-topic-1 purposive communication
Language and communication are fundamental aspects of human interaction that allow the exchange of thoughts, ideas, emotions, and information. Language consists of spoken, written, or gestural forms to convey meaning, while communication encompasses the exchange of messages between individuals or groups through both verbal and nonverbal cues. Effective communication requires not only transmitting messages but ensuring they are accurately understood by recipients, though various factors can influence communication interactions. Language has specific characteristics that make it a unique human trait, including being a social phenomenon with conventional rules and the ability to be creative, complex, and constantly evolving to meet changing needs.
Forum_Andrea_Males_ETP
This document discusses key concepts in applied linguistics related to the English language. It covers communicative competence and its components - grammatical, discourse, pragmatic, and strategic competence. It also discusses sociocultural factors that influence language use like culture, stereotypes, attitudes, and cross-cultural influences on learner language. Finally, it examines stages of learner language development and sources of errors in learner language.
Sociolinguistics of group 6.pdf
Sociolinguistics is the study of language variation and change. It analyzes how social factors influence language use and how language varies based on social contexts. Some key points covered include:
- Language varies based on idiolects (individual speech patterns) and sociolects (patterns shared within social groups). Variation exists in pronunciation, vocabulary, grammar and discourse.
- Sociolinguistics describes language variation using tools like linguistic variables, and examines phonological, grammatical, lexical and discoursal variation.
- Social factors like geographical location, age, gender, social class and networks influence language variation. Standard languages become codified through institutions while non-standard dialects face stigma.
Anth1 Language
The document discusses various topics related to language and communication, including:
1) It defines what language is, how it allows humans to discuss abstract concepts, and how anthropologists study language in its social and cultural contexts.
2) It examines nonhuman communication in animals like chimpanzees and gorillas and their limited capacity for language compared to humans.
3) It explores the structure of human language, including the levels of phonology, morphology, lexicon, and syntax that linguistic studies analyze.
Language across the curriculum
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Lang. cur-ppt-copy
Language is the most powerful system of communication between humans. It is a system of symbols and rules that allows for meaningful communication between individuals and across cultures. For a system of communication to be considered a language, it must meet certain criteria, including having standardized rules, a community of speakers to give it vitality, a sense of identity and history for its speakers, autonomy, and characteristics of being systematic yet flexible. The building blocks of any language include phonemes, morphemes, and grammatical rules that specify how these elements are combined.
Language development among children of linguistic diversity
This document discusses language development among children from linguistically diverse backgrounds. It describes dialect diversity, interactions between language groups like pidgins and creoles, and the academic register used in schools. The document emphasizes that all languages and dialects are equally complex and that bilingualism provides cognitive benefits. It also outlines factors that influence second language acquisition, such as the age of learning, amount of input, and social settings. Teachers are advised to acknowledge and support students' home languages to facilitate learning.
Sociolinguistics
Sociolinguistics is the study of language in society and how social factors like age, gender, identity and social networks influence linguistic variation and change. It examines language variation at the phonological, grammatical, lexical and discourse levels between different dialects, idiolects and sociolects. Standard languages are often codified through grammar books and dictionaries, while non-standard dialects are also studied. Sociolinguistic data is collected through naturalistic recordings to minimize the observer's paradox. Models analyze how social mobility and geographical factors drive language loyalty and change over time.
Sociolinguistics chapter 4 introduction to sociolinguistics
This document discusses language contact and multilingualism. When languages come into contact, there can be language shift, where speakers adopt a majority language, or language maintenance, where minority languages are continued. Factors like status, territorial distribution, and institutional support influence whether languages are maintained. In multilingual settings, contact languages emerge and languages can converge through shared vocabulary. Code switching and multilingual discourse also occur when speakers mix linguistic elements. Language attitudes are shaped by ideologies like monoglossicism and pluralism. Diglossia describes separate high and low varieties used in different social contexts. Accommodation and audience design influence how speakers adapt their language based on their audience.
Syntax and lexis presentation final 3
This document provides an overview of applied linguistics, semantics, and lexis. It begins with definitions of language and linguistics, and outlines the main branches of linguistics including semantics. The scope and difficulties of studying meaning are discussed. Theories of semantics and key concepts in lexis such as word classes, collocations, and the lexical approach to language teaching are summarized. The document is presented as teaching materials on applied linguistics with a focus on semantics and lexis.
Syntax and lexis presentation final 3
This document provides an overview of applied linguistics, semantics, and lexis. It begins with definitions of language and linguistics, and outlines the main branches of linguistics including semantics. The scope and difficulties of studying meaning are discussed. Theories of semantics and key concepts in lexis such as word classes, collocations, and the lexical approach to language teaching are summarized. The document is intended to introduce trainees to the fields of applied linguistics, semantics, and lexis.
Chapter 5 Part 2 Cst110
The document summarizes key aspects of verbal communication and language use, including:
1) Language is influenced by one's environment and culture, and different contexts have different expected rituals and rules of communication.
2) Language appropriateness depends on avoiding insults, swearing, aggression, and using euphemisms or doublespeak instead.
3) Most careers and groups have specialized jargon, and language and style change based on one's roles, experiences, and group memberships.
4) Gender differences exist in speaking styles aimed at intimacy versus status, and powerful language is persuasive by avoiding weakeners and getting to the point.
The ethnography of communication
This document discusses the key concepts and methods of sociolinguistics and the ethnography of communication. It defines key terms like speech community, communicative competence, and units of analysis. It explains that the ethnography of communication analyzes patterns of language use in social contexts through observation and participation. Findings can help teachers understand cultural differences in communication and build bridges between home and school contexts.
6. Principles About Language Acquisition
Language acquisition is a developmental process where people build up their own language systems through comprehensible input and practice using the language. The more meaningful exposure and chances to use the language through negotiation of meaning with native speakers, the more is learned. While memorization and knowing about a language can help, true proficiency comes from analyzing and producing the language in a variety of social settings.
pptx_20221212hdsjhssjjhsh_204143_0000.pptx
Spoken and written language have evolved as two distinct varieties of language due to differences in situation and purpose of communication. The main differences are that written language is permanent and explicit, while spoken language is transient and can rely on context cues. Additionally, written language tends to follow standard rules of grammar and organization since it is planned alone by the writer, whereas spoken language is improvised in real-time interaction between speaker and listener. Both forms of language are important, with spoken language being more intuitive but written language serving as a more formal, learned skill.
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