English language Acqusition
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This document provides an overview of first language acquisition and approaches to studying it. It discusses: - The stages of telegraphic speech and order of acquiring grammar morphemes in early language development. - Language milestones from preschool to school-aged years, including developing question-asking, storytelling abilities, and understanding different language registers. - Three approaches to studying native language acquisition: behaviorism, innatism, and interactionism. Behaviorism emphasizes environment/imitation, innatism innate linguistic knowledge, and interactionism the role of both nature and nurture.
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I apologize, upon further reflection I do not feel comfortable speculating about meanings based on isolated words without more context.
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Reklamların İşletmeler ve Toplum Üzerindeki Etkileri
Doğuş Üniversitesi
EM356 İşletme ve Toplum Dersi
2014-2015 Bahar Yarıyılı
Sınıf içi sunumu
Reklamların İşletmeler ve Toplum Üzerindeki Etkileri
Grup üyeleri: CAFER CİHAN OĞUZLAR - NARİN SEVAT - SEDA TEYMUR
Language Teaching Approaches and methods
The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
Role of L1:
L1 is used for instructions, explanations and translations.
Evaluation:
No formal tests.
Informal assessment through observation and interaction.
Goals and Objectives:
To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
Sts'
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Reklamların İşletmeler ve Toplum Üzerindeki Etkileri
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Similar to English language Acqusition
The Acquisition of Language
Children learn language in stages, first using single words then two-word phrases and eventually short sentences. They learn by breaking down the language into simple parts and patterns. Language development is innate but requires exposure to language from a young age. Children experiment with grammar rules, often making errors that reflect their current understanding rather than fully formed sentences. Over time, they gradually refine their language skills through interaction with parents and peers.
Chapter 1 Language Learning in Early Childhood
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
Psycholinguistics - Part 2
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
first language, second and additional language.pptx
The document discusses first, second, and additional language acquisition. It explains that a first language is the primary language acquired from birth, whereas second language acquisition involves learning additional languages after the first. Key aspects of first language acquisition include its rapid nature during early childhood and the various theories about its mechanisms. Second and additional language learning can be impacted by factors like age of acquisition, motivation, instructional environment, and influence from previously learned languages.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Preschool Children With Special Needs:communication and language development
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
Rmecc 2015 (strats for oral lang) part 1 taylor smith
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
Describing learning mary carmen and diana u4
Children acquire language without conscious effort through exposure to the language used by their parents and others around them. As children get older, language acquisition becomes more difficult and requires more conscious effort as reasoning abilities develop. There are different theories about the distinction between language acquisition and learning. While acquisition refers to unconsciously picking up language through exposure, learning involves a more conscious understanding of grammar and rules. Effective language teaching methods aim to promote natural language acquisition through exposure and communication rather than just focusing on explicit learning and repetition of grammar rules.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
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.
Chapter 1 language learning in early childhood
The document summarizes key aspects of first language acquisition in children, including developmental milestones from crying and babbling to producing one-word and multi-word utterances. It also discusses children's acquisition of grammatical morphemes and question formation. Additionally, it examines various theories that aim to explain language learning, such as behaviorist, innatist, and interactionist perspectives, and discusses factors like the importance of interaction and the critical period hypothesis.
GUIDANCE AND COUNSELING
This document discusses theories of language development including the learning perspective, nativist perspective, and interactionist perspective. It covers the prelinguistic, holophrase, telegraphic, and preschool periods of language development. Key topics include the acquisition of phonology, morphology, syntax, semantics and pragmatics. Environmental and biological factors that influence language learning are also addressed.
Tesol presentation
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
Developmental
The capacity to acquire and use language is a key aspect that distinguishes humans from other beings.
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
How Languages are Learned
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
Skyline Language
1. Language is a system of symbols used to communicate ideas between individuals that must be learnable by children and understandable by adults.
2. Language has building blocks including phonemes, morphemes, phrases, sentences, and rules of syntax. It conveys meaning through semantic features, prototypes, and semantic roles.
3. Theories of language development include nativist, nurturist, and interactionist views. Children progress from babbling to first words to telegraphic speech to grammatically correct sentences according to developmental stages.
Five-year-old Xian Lei enters kindergarten with little under.docx
Five-year-old Xian Lei enters kindergarten with
little understanding of English. Ms. Sisco, her
teacher, sees that Xian Lei has difficulty con-
necting with much of what is going on in the
classroom if it depends on English. The one time
when she seems to brighten up is when Ms.
Sisco tells nursery rhymes or reads traditional
stories such as Goldilocks and the Three Bears.
These are stories that Xian Lei has obviously
heard in her own language. That’s when her
teacher first hears her say some phrases in Eng-
lish, such as “Bears eat” and “Goldilocks sleep,”
in her play and as she draws pictures in her
journal following story time. Xian Lei also seems
eager to participate in the classroom activities
that spin off from Ms. Sisco’s storytelling.
M
any US classrooms today
have at least some children
with limited abilities to under-
stand and express themselves
in English. Because language
acquisition is highly social, there is reliable
evidence that immersing young dual language
learners (DLLs) in playful contexts that high-
light language is far more effective than teach-
ing isolated skills in resource rooms or through
tutoring sessions (Freeman, Freeman, & Mer-
curi 2004). Even so, during the initial stages,
second language acquisition can be challeng-
ing for young children and for the classroom
teacher who must create high-quality learning
experiences for everyone in the class.
Using Stories to Extinguish the Hot Spots
in Second Language Acquisition,
Preschool to Grade 1
34 Young Children March 2013
Anne K. Soderman,
Kay G. Clevenger,
and Ian Gregory Kent
Supporting
Dual
Language
Learners
and Their
Families
®
2
, 3
Photos © Ellen B. Senisi
unless otherwise noted
Two critical factors spell success or failure for teachers
who have DLLs in their classrooms: the teacher’s under-
standing of and respect for the initial difficulties in learn-
ing a second language and the teacher’s ability to adapt
learning experiences in a creative and playful manner
(Soderman, Wescott, & Shen 2007; Menken & Garcia 2010).
Responding to hot spots in early acquisition
of second languages
Acquiring a second language presents challenges that
differ for individual children. It is less difficult when done
as early as possible and prior to adolescence (Howard
& Sugarman 2007). The young dual language learner is
better able to hear the “music,” or prosody, of the new
language and therefore has less difficulty with phonol-
ogy than do older children and adults. However, there are
definite hot spots where children in preschool through
the early primary grades need
targeted support as they move
through the multiple stages of
second language building. The
following six suggestions will
enable teachers to help children
through these hot spots.
Foster children’s moti-
vation to acquire a new
language
Second language acquisition
is almost never a young child’s
choice. Families move from
their home countries.
W1 ashworth-teaching-children
This document discusses strategies for teaching English to young English language learners. It notes that while ESL children have already developed language skills in their native language, they must now transfer those skills to a new language and culture by learning English. It provides guidance for teachers on recognizing similarities and differences between first and second language acquisition, as well as strategies for supporting ESL students' English development through various learning centers that integrate language and content learning.
Similar to English language Acqusition (20)
first language, second and additional language.pptx
first language, second and additional language.pptx
Preschool Children With Special Needs:communication and language development
Preschool Children With Special Needs:communication and language development
Rmecc 2015 (strats for oral lang) part 1 taylor smith
Rmecc 2015 (strats for oral lang) part 1 taylor smith
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
Five-year-old Xian Lei enters kindergarten with little under.docx
Five-year-old Xian Lei enters kindergarten with little under.docx
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Relative clause
This document defines and provides examples of relative (adjective) clauses in English. It discusses the key types of adjective clauses, including defining and non-defining clauses. Defining clauses provide essential identifying information about a noun, while non-defining clauses provide additional, non-essential information. The document also covers the formation and usage of adjective clauses for people, objects, places and times. Examples are provided to illustrate the different types and functions of relative clauses.
If clauses
This document discusses different types of conditional clauses in English, known as "if clauses". It describes 6 main types:
Type 0 and Type I deal with real possibilities in the present or future. Type 0 shows a consistent result, while Type I shows a possible result. Type II, III, and mixed types deal with unreal or contrary-to-fact conditions in the present or past. Type II expresses an unreal present condition, Type III an unreal past condition, and mixed types combine aspects of both. Examples are provided for each type along with their typical structures. Other conditional expressions like "unless", "as long as", "so long as", "wish", and "even if"
Language Teaching Methodology
English has become a global lingua franca used for international communication. It spread through colonialism, economics, travel, information exchange, and popular culture. Like other languages, English exists in many varieties defined by regions such as British English, American English, and Australian English. When teaching English, teachers must consider which variety to teach and expose students to different varieties at appropriate levels. Effective English language teaching requires understanding methodology, learner differences and styles, levels, motivation, the teacher's role, and learning contexts.
2 modals
1. The document discusses various English modal verbs and their meanings and uses.
2. It provides information on modals related to ability, possibility, necessity, permission, preference, expectation, prohibition, and repeated or habitual actions in the past.
3. Tables are used to illustrate the different forms of each modal in the present, past, and forms expressing unreal past situations.
Pronouns
Pronouns are words used in sentences to replace nouns and provide economy of writing. There are different types of pronouns including personal pronouns that indicate gender and number, possessive pronouns that show ownership, demonstrative pronouns that point to nouns, and indefinite pronouns that refer to unspecified people or things. Pronouns play an important role in English grammar by maintaining consistency between subjects and verbs when the subject is singular or plural.
Teachi̇ng skills
This document outlines teaching language skills and covers units on teaching reading, listening, writing and speaking. It discusses ELT teacher training and provides information on how to teach the main language skills through different units that give guidance on effectively teaching each skill. The document concludes with an expression of gratitude.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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English language Acqusition
- 1. Language Acqusition ELT Teacher Training Prepared by Tarık İNCE
- 3. Unit 1 First Language Acqusition Telegraphic speech they are not list of words they are meaningful and having word order but but not grammatical Everybody learns language in the same sequence But AGE and SPEED is different Order of Acqusition of Grammar Morpheme Present progressive ing Plural S İrregular Past form Possessive ‘S Copula BE Articles Regular past ED 3th person Singular (S) Negation 1. using no at the beginning no cookies 2.using don’t 4. notice tense and person 3. more complex sentences can’t Questions what where who why when using rising intonation cookies? using declarative sentence rising intonation aware of the interrogative sentences inversions and yes-no questions why questions
- 4. Preschool years 4-6 Can ask questions Give commands Repeat real events Create stories Use basic structures Continue to learn new vocabularies Learn complex linguistic structures Can use language in variety of situations Interact with unfamiliar people on the phone Start developing metacognitive awareness School years Understand differences between meaning and reprensentive Different types of registers improve Spoken register: knowing how to speak with people Written register: knowing how to write people Start using standard language in school Give up ethnic and regional variety of language Continue to improve vocabulary Non-fiction text should be read Understand writing representation of words
- 5. Approaches to native language acquisition Behaviorism say what I say Kids are like a blank state Errors can not be accepted Accuracy is the most important thing Environment imitation positive reinforcement practice The quality and quantity of the language comes from environment The permanent reinforcement is very effective WEAKNESS: Innatist complex aspects of language What about the creativity of children Children never imitate randomly rather than selectively it is all in your mind Chomsky as other functions language acquisition is also pre programmed. Learn to walk = learn to speak LAD: it helps kids to acquire language A kid has more language knowledge than he is exposed to. This is called logical problem and it proves LAD Chomsky says that a kid was born with a special ability to learn language There is a black box in LAD which has universal rules of every language. Limited ability of cognitively kids can learn language UG
- 6. Interactionist / Developmental Perspective Cognitivist + Interactionist = Learning from inside out Interactionist position: human characteristics of a child they give importance to environment Supportive interactive environment Zone of Proximal Development: kids conversations with adults Child-directed speech: the language that used by adults Paraphasing (explaining) Slower rate of delivery Higher pitch More varied intonation There is a strong relation between cognitive an language acqusition