Academic language1
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The document discusses academic language. It defines academic language as the specialized vocabulary and language structures used in different academic subjects. Academic language includes both understanding and producing this language. It involves skills like expressing disagreement, discussing issues, and asking for clarification. The document also provides examples of using academic language in classroom activities like identifying new vocabulary, explaining content to peers, and engaging in cooperative learning activities.
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The document defines key terms related to second language acquisition such as interlanguage, communicative approach, and grammar translation method. It also describes several common approaches to teaching second languages like the audio-lingual method, community language learning, and total physical response. Additionally, it discusses differences between first and second language acquisition and brain areas involved in language processing like Broca's and Wernicke's areas.
Kelompok 3.pptx
The document discusses theories of language learning and language descriptions. It covers 6 major theories of language learning: behaviorism, mentalism, cognitive code, affective factor, learning vs acquisition, and models of learning. It also outlines 6 approaches to language description: classical grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional grammar, and discourse analysis. The conclusion states that language descriptions break down language systems for learning purposes, while theories of learning relate to approaches to learning and their relevance to ESP.
Second Language Learning 1232663919745890 1
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
L1 acquisition
This document discusses first language acquisition in children. It covers several key areas:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows tendencies like acquiring vowels before consonants and stops before other consonants.
3. Grammar emerges from acquisition and children progress through stages from one-word utterances to telegraphic speech to more complex sentences.
Glossary
The document defines and describes several key concepts in language teaching and learning:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to teach language to young children through following teacher instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- Approaches are methods used by teachers to instruct language, while acquisition involves natural communication versus learning with a focus on language forms.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
L1 acquisition
This document discusses first language acquisition in children. It covers several key points:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows general tendencies, such as vowels being acquired before consonants and certain consonants developing before others.
3. Vocabulary grows rapidly from 50 words at 18 months to thousands of words by age 6. Children use strategies to determine word meanings.
4. Grammar develops in a predictable sequence, starting with one-word utterances and progressing to more complex sentences.
Glossary 151113182600-lva1-app6892
The document defines and describes several key concepts in language teaching and learning:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to help children learn through following instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- There are different approaches a teacher may take to language instruction.
- Acquisition involves natural communication, while learning is more technical and focused on form over communication.
- The silent period refers to a time when students feel unable to communicate orally in a new language.
Alavi glossary m
The document provides definitions for over 100 terms related to second language acquisition. It includes definitions for concepts like morpheme, morphology, motivation, multilingual competence, naturalistic learning, parameters, phonology, pragmatics, syntax, transfer, and universal grammar. The definitions are provided in list format without examples or further explanations. The source is identified as a glossary from pages 192-195 of a textbook on second language acquisition.
Glossary 151113182600-lva1-app6892
The document defines several key concepts in language teaching:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to teach language to young children.
- The target language is the language being studied, while the mother tongue is one's native language.
- There are different approaches a teacher can take, and acquisition involves natural communication while learning focuses more on analysis and form.
Application of theories ofLanguage acquisition to assessment in child Languag...
This document discusses the application of various theories of language acquisition to the assessment of child language disorders. It outlines seven major theories: neurophysiological, behavioural, linguistic, cognitive organization, information processing, pragmatic, and social interaction. For each theory, it describes how language would be assessed based on that theoretical perspective, including what aspects of language and cognition would be evaluated. It also discusses the contributions and limitations of assessing language disorders through the lens of each theory. The document provides an in-depth overview of how different approaches to understanding language development can influence the assessment of children with language impairments.
Differentiated instruction for the twice exceptional
This document discusses twice exceptional (2e) students who are both gifted and have a learning disability. It notes that 2e students require experiences tailored to both their gifts and disabilities. The document provides characteristics of 2e students and strategies teachers can use to support them, such as teaching to their strengths, using multi-sensory methods, and allowing choice in how students demonstrate mastery. It also discusses challenges specific populations like English language learners, students with dyslexia or ADHD face and strategies teachers can use to help them succeed.
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Academic language1
- 4. Requirements Identification of Vocabulary Introductory lesson/reading Pairs or small group work Guide and monitor Review vocabulary Add Technology
- 5. Other requirements • Have students identify new words and structures they encounter. • Provide practice in listening to content information and answering higher-level questions. • Create opportunities for using academic language through cooperative activities. • Have students describe, explain, justify, evaluate, ad express understanding of and feelings about content topics and processes.