Articulation Of Beliefs
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The document discusses various topics related to second language acquisition (SLA), including whether the first language causes interference, the role of the first language in the classroom, similarities and differences between first and second language acquisition, the role of imitation and repetition, the effectiveness of drills and correction, the role of rules, the impact of teaching, differences in difficulty between languages, factors that make structures easy or difficult to acquire, the role of motivation, the impact of age, and appropriate methods for different proficiency levels. The best approach to language teaching is one that provides plenty of meaningful input and interaction, without relying solely on rules or drills. Teaching should be guided by an understanding of the natural processes of SLA.
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The document discusses language interference between a first and second language. It can occur any time someone has an imperfect command of a second language, as differences between the languages cause more interference. Adults systematically try to form rules from both languages when learning a second one, but interference from the first language is not the only factor. Adults and children both have the capacity to acquire a second language at any age. The document also examines implications for second language learning from first language acquisition research, including the importance of meaningful practice and input in appropriate contexts.
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2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
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1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
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This document outlines a framework for articulating beliefs about language teaching and learning. It discusses having beliefs about the nature of language, the social context of language, how people learn and the roles of learners, and about teaching. Regarding language, it mentions beliefs about its form, meaning, use, and communicative competence. For the social context, it discusses sociolinguistic, socio-cultural and sociopolitical beliefs. Beliefs about learning and learners include views on learning as problem-solving, receiving knowledge, a cognitive/affective/social process. Beliefs about teaching include knowledge transmission, managing learning, providing structures, and collaboration.
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1) There is debate around how language is learned, and many theories exist but none are fully accepted. Factors like personality, age, cognition, motivation, experiences, culture, and instruction all influence acquisition.
2) Learning a second language involves both conscious learning and subconscious acquisition. Very little acquisition occurs without real-world practice and motivation.
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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.
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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.
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This document outlines the chapters of a book on principles of language learning and teaching. It covers topics such as first and second language acquisition, the influence of age on acquisition, learning styles and strategies, sociocultural factors, theories of second language acquisition, and developing communicative competence. Each chapter describes key concepts and theories in its subject area and discusses implications for language teaching methodology.
Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
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The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
Krashen’s theory
Krashen's theory of second language acquisition consists of five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between acquired and learned systems. 2) The monitor hypothesis concerns the use of learned grammar. 3) The natural order hypothesis states that acquisition follows a predictable order. 4) The input hypothesis claims that we acquire by understanding language a little beyond our current level. 5) The affective filter hypothesis embodies that affective variables like motivation and anxiety can impede or facilitate acquisition. The input hypothesis also states that speaking ability emerges over time through comprehensible input, not direct instruction, and the affective filter hypothesis claims learners with positive affect are better equipped for acquisition.
Acquisition vs learning.
The document discusses language acquisition versus learning a language. It summarizes Krashen's Natural Approach theory, which has 5 main hypotheses: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Input Hypothesis, 4) Monitor Hypothesis, and 5) Affective Filter Hypothesis. The Natural Approach focuses on providing comprehensible input, a low-anxiety environment, and meaningful interaction to help students acquire a language naturally.
Andrea campaña principles of language learning
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.
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This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
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1) The child's first languages are Javanese and Bahasa.
2) The processing of the child's first language by her parents is best described by the interactionist theory.
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The reappraisal of the role of the l1qqq
The document discusses research on the role of the first language (L1) in second language acquisition (SLA). Several studies found that interference from the L1 occurs when there are some similarities between the L1 and L2, but not in cases of vast differences or no similarities. Interference is most likely to happen when certain structures or items share similarities but also have some contrasts. The degree and type of similarity between languages impacts whether and when interference from the L1 influences SLA.
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This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Comparing and contrasting first and second language acquisition - Wissam Ali ...
While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
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Second language acquisition and ultimate attainment
Second language acquisition and ultimate attainment
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Comparing and contrasting first and second language acquisition john
Comparing and contrasting first and second language acquisition john
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Articulation Of Beliefs
- 1. DOES THE FIRST LANGUAGE CAUSE INTERFERENCE?
- 3. WHAT ABOUT THE USE OF THE FIRST LANGUAGE IN THE CLASSROOM?
- 5. IS SLA LIKE FIRST LANGUAGE AQCUISITION?
- 7. DON`T IMITATION AND REPETITION PLAY A ROLE IN ACQUISITION?
- 9. SO DRILLS DON´T HELP, THEN?
- 11. DO LEARNERS DEVELOP BAD HABITS IF THEY AREN´T CORRECTED?
- 13. DOESN´T GIVING LEARNERS RULES HELP? That´s the way I learned.
- 15. SO DOES TEACHING MAKE NO DIFFERENCE?
- 17. ARE SOME LANGUAGES MORE DIFFICULT TO LEARN THAN OTHERS?
- 19. WHAT MAKES SOME STRUCTURES EASY AND SOME DIFFICULT TO ACQUIRE?
- 21. DOESN´T EVERYTHING IN LT COME DOWN TO MOTIVATION?
- 23. DOES AGE MAKE A DIFFERENCE IN LANGUAGE LEARNING?
- 25. DON´T DIFFERENT LEVELS OF LEARNERS NEED DIFFERENT THINGS TO HELP THEM KEEP LEARNING?
- 27. WHAT ABOUT INDIVIDUAL DIFFERENCES ? Should I consider learning styles?
- 29. WHAT´S THE BEST METHOD FOR TEACHING AND LEARNING?