Diapositivas tfl
•Download as ODP, PDF•
0 likes•147 views
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a tool for social interaction and has been dominant since the 1980s.
Report
Share
Report
Share
![DEFINITION: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Diapositivas tfl[1]
Language education involves teaching and learning languages, including improving skills in one's native language, but mainly focuses on learning foreign or second languages. It is a branch of applied linguistics. There are three main methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a way to express functions like requests, and the interactive view which views language as a way to create social relationships through conversational exchanges, with the interactive view being dominant since the 1980s.
Functional approaches
This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
Functional approach
This document discusses the functional approach to language development. It presents opposing views of language being either an autonomous system or shaped by its communicative functions. It then discusses how social interaction aids language development according to Holzman's reciprocal model. Finally, it outlines Halliday's model of language functions including instrumental, personal, social, regulatory, representational, heuristic, and imaginative functions and how these relate to language structure and classroom experiences.
Interlaguage
This document discusses theories of second language acquisition including behaviourist learning theory and interlanguage. It provides details on:
- Behaviourist learning theory which emphasizes observable learning through stimulus-response-reinforcement and does not account for internal cognitive processes.
- The concept of 'interlanguage', coined by Selinker, which refers to a learner's internal linguistic system that draws from their first language and the target language.
- Mechanisms of interlanguage structure including simplification and overgeneralization of rules.
- The idea of fossilization where certain first language features remain permanently engrained in a learner's second language system.
Functionalism Framework in Language Acquisition
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
Linguistically Diverse Education
This document provides a summary and study guide for the language development portion of the Linguistically Diverse Education (LDE) exam. It covers key topics in first and second language acquisition including the innate ability for language learning, oral and written language domains, the importance of first language development, and theories of second language acquisition such as behaviorist, functionalist, and nativist frameworks. Testing tips are provided along with links to additional resources on the history of legal issues, language acquisition stages, and theories of second language acquisition.
Situational context, variation and second language acquisition theory
1) Interlanguage refers to the language system that develops between a learner's native language and the target language they are acquiring. It often contains grammatical features not found in either language.
2) A longitudinal study observed a Chinese boy named Bob from ages 5 to 7 in different social contexts: with peers, his teacher, and a researcher. Bob's language use varied across these contexts in complexity, initiation of interactions, and grammatical structures used.
3) The study found Bob took more risks and his language was more complex when interacting with the researcher compared to his teacher. This suggests the social context influences interlanguage development.
the linguistics of second linguistics acquisition
The document summarizes key concepts related to the nature of language and approaches to second language acquisition. It discusses how languages are systematic, symbolic, and social. It then covers various linguistic levels including lexicon, phonology, morphology, syntax, and discourse. Several approaches to SLA are outlined, including contrastive analysis, error analysis, interlanguage, and Krashen's Monitor Model. Functional approaches focusing on language use and Universal Grammar theory are also summarized.
Recommended
Diapositivas tfl[1]
Language education involves teaching and learning languages, including improving skills in one's native language, but mainly focuses on learning foreign or second languages. It is a branch of applied linguistics. There are three main methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a way to express functions like requests, and the interactive view which views language as a way to create social relationships through conversational exchanges, with the interactive view being dominant since the 1980s.
Functional approaches
This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
Functional approach
This document discusses the functional approach to language development. It presents opposing views of language being either an autonomous system or shaped by its communicative functions. It then discusses how social interaction aids language development according to Holzman's reciprocal model. Finally, it outlines Halliday's model of language functions including instrumental, personal, social, regulatory, representational, heuristic, and imaginative functions and how these relate to language structure and classroom experiences.
Interlaguage
This document discusses theories of second language acquisition including behaviourist learning theory and interlanguage. It provides details on:
- Behaviourist learning theory which emphasizes observable learning through stimulus-response-reinforcement and does not account for internal cognitive processes.
- The concept of 'interlanguage', coined by Selinker, which refers to a learner's internal linguistic system that draws from their first language and the target language.
- Mechanisms of interlanguage structure including simplification and overgeneralization of rules.
- The idea of fossilization where certain first language features remain permanently engrained in a learner's second language system.
Functionalism Framework in Language Acquisition
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
Linguistically Diverse Education
This document provides a summary and study guide for the language development portion of the Linguistically Diverse Education (LDE) exam. It covers key topics in first and second language acquisition including the innate ability for language learning, oral and written language domains, the importance of first language development, and theories of second language acquisition such as behaviorist, functionalist, and nativist frameworks. Testing tips are provided along with links to additional resources on the history of legal issues, language acquisition stages, and theories of second language acquisition.
Situational context, variation and second language acquisition theory
1) Interlanguage refers to the language system that develops between a learner's native language and the target language they are acquiring. It often contains grammatical features not found in either language.
2) A longitudinal study observed a Chinese boy named Bob from ages 5 to 7 in different social contexts: with peers, his teacher, and a researcher. Bob's language use varied across these contexts in complexity, initiation of interactions, and grammatical structures used.
3) The study found Bob took more risks and his language was more complex when interacting with the researcher compared to his teacher. This suggests the social context influences interlanguage development.
the linguistics of second linguistics acquisition
The document summarizes key concepts related to the nature of language and approaches to second language acquisition. It discusses how languages are systematic, symbolic, and social. It then covers various linguistic levels including lexicon, phonology, morphology, syntax, and discourse. Several approaches to SLA are outlined, including contrastive analysis, error analysis, interlanguage, and Krashen's Monitor Model. Functional approaches focusing on language use and Universal Grammar theory are also summarized.
Ema
This document describes the traditional grammar-translation method of teaching foreign languages. It focuses on learning grammatical rules deductively and then practicing translation between the target language and the student's native language. Grammar rules are learned by rote memorization and drilled through exercises. There is little focus on listening, speaking, or communication aspects of the language. The method assumes languages are acquired through translation skills at the expense of oral skills.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
interlanguage
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Interlanguage in SLA
Fossilization refers to the phenomenon where a second language learner's development seems to stop at a certain level, and they are unable to achieve full native-like competence, no matter how much instruction or error correction they receive. There are three socio-cultural models of second language acquisition: 1) Interlanguage as a stylistic continuum, where a learner's language varies based on social context, 2) The acculturation model, where inability or unwillingness to adapt to a new culture can lead to pidginization, and 3) Social identity and investment, where a learner's commitment and identity construction impact their investment in language learning. Factors that influence interlanguage include first language transfer, consciousness, processing constraints, communication
Week 8 L2 acquisition copy
This document discusses second language acquisition. It defines language learning vs acquisition, and what second language acquisition is. Second language acquisition is the study of how people learn a second language with limited exposure, why most don't achieve native-like proficiency, and why some do. Learners acquire a second language through their first language knowledge, learning strategies, and language universals to develop an interlanguage. Individual differences like age, aptitude, motivation, and cognitive style affect second language acquisition rates and levels. Learner strategies and a natural order of strategy development also influence the process. Factors like motivation, first language, language distance, access, age, personality, peers, and instruction quality further impact second language acquisition.
PRESENTASI INTERLANGUAGE
The document discusses several theories of second language acquisition, including behaviorist learning theory which views language learning as habit formation, and mentalist theory which posits that humans have an innate language faculty. It also describes the concept of interlanguage, which holds that learners construct transitional grammar systems as they develop their second language abilities. Learners employ various strategies as their interlanguage may fossilize over time.
On the relationships between linguistics and language teaching
This document discusses the relationship between linguistics and language teaching. It explores how different linguistic theories, such as structuralism, transformational-generative linguistics, and functional linguistics, have influenced language teaching methodology and curriculum. While linguistics studies the nature of language itself, language teaching focuses on applying linguistic theories to help students learn a language. Applied linguistics acts as an intermediary that interprets linguistic research and makes it practical for language teachers and learners. Language teaching can also provide feedback to test linguistic theories and determine which ones have useful applications. Overall, there are interactions between linguistics and language teaching, but they remain distinct disciplines.
Applied linguistics 1=class 1
The document provides an overview of the field of linguistics, covering several subfields and concepts. It discusses linguistics as the study of language as a cultural phenomenon and tool for social interaction. Key areas covered include phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, sociolinguistics, generative grammar, and systemic functional linguistics. Major theorists in these areas discussed include Noam Chomsky, M.A.K. Halliday, and J.R. Firth.
Social aspects of interlanguage
Three social aspects of interlanguage are discussed:
1. Interlanguage consists of different styles based on social context like careful vs vernacular.
2. Social factors determine the input that shapes interlanguage through theories like accommodation and acculturation.
3. Learners negotiate social identities in interactions with native speakers, which influences investment and success, according to Pierce's view of social identity and power relations.
chapter 1 - Harley (2001)_Eftekhari
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
Revised sla video lecture slides
This document provides an introduction and outline for a course on Second Language Acquisition. The course aims to introduce students to major concepts and theories of SLA. The introduction defines SLA and outlines some functions that a second language can serve. The core issues section discusses learner factors like prior L1 knowledge, cognitive maturity, and affective factors. It also addresses the role of metalinguistic awareness and corrective feedback. The outline lists topics to be covered in Unit 1, including brief definitions of key terms related to SLA research.
Activity2.1.campaña andrea.languageacquisition
L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
The universal hypothesis
The universal hypothesis proposes that all human languages share certain basic structural properties, called linguistic universals. According to this hypothesis, humans are born with an innate, universal grammar (UG) that contains a set of rules for language acquisition. The study of linguistic universals can help explain second language acquisition in two ways. First, it can identify which properties of the target language will be more or less difficult to acquire based on their status as linguistic universals. Second, it allows researchers to predict which differences between the first and second language will cause difficulties in acquisition and which will not.
General and descriptive linguistics
General Linguistics concerns itself with fundamental questions about the nature of language and its relationship to other human faculties. It considers language as a cultural, social, and psychological phenomenon. Descriptive Linguistics studies how languages are structured through research on a wide variety of languages. Second Language Acquisition draws on various fields to describe how second languages are learned by individuals in different contexts and to explain the underlying biological, cognitive, and social mechanisms. Sociolinguistics focuses on how social situations affect language and language attitudes. Psycholinguistics explores linguistic competence and performance through the psychological processes involved in representing, comprehending, and producing speech and language acquisition.
Schools of thought in second language learning
This document summarizes schools of thought in second language learning from the 1940s to 2000s. It describes how behaviorism and structural linguistics were dominant in the 1940s-1950s, focusing only on observable behaviors and language units. In the 1960s, cognitive psychology and transformational-generative linguistics emerged, considering mental processes, meaning, and innate language abilities. Finally, constructivism developed in the 1980s-2000s, emphasizing learners' active role in constructing understanding through individual cognitive processes and social interaction. The document concludes that no single theory can fully explain language learning.
Interlanguage and interlanguage theory
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
Presentacion miniolimpiada
El documento describe la Miniolimpiada de Atletismo que se celebró en Barbate en 2004. Participaron alumnos de 3o y 4o de primaria del colegio Miguel de Cervantes de Zahara de los Atunes. Hubo varias pruebas como los 300 metros, los 50 metros de velocidad, salto de longitud y lanzamiento de peso tanto para chicos como chicas. Al final, el equipo de relevos 4x60 del colegio consiguió la medalla de bronce y los alumnos celebraron su triunfo gritando vivas a su pueblo
Diapositivas tfl
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on teaching foreign languages discussed: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a vehicle for social interactions and has been dominant since the 1980s.
Haiku
The document refers to something only seen in photos, statues built as compensation for something, and monstrosities that sprout.
Mdia 4015 final exam test prep
SEO involves optimizing a website to rank higher organically in search engines through on-page and off-page factors over the long term. PPC allows instant traffic through paid search ads but costs money per click. While SEO has no guarantees and takes more time and effort, it can provide higher trust and conversion rates in the long run compared to PPC which is easier to implement and track but costs money with no guarantees.
More Related Content
What's hot
Ema
This document describes the traditional grammar-translation method of teaching foreign languages. It focuses on learning grammatical rules deductively and then practicing translation between the target language and the student's native language. Grammar rules are learned by rote memorization and drilled through exercises. There is little focus on listening, speaking, or communication aspects of the language. The method assumes languages are acquired through translation skills at the expense of oral skills.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
interlanguage
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Interlanguage in SLA
Fossilization refers to the phenomenon where a second language learner's development seems to stop at a certain level, and they are unable to achieve full native-like competence, no matter how much instruction or error correction they receive. There are three socio-cultural models of second language acquisition: 1) Interlanguage as a stylistic continuum, where a learner's language varies based on social context, 2) The acculturation model, where inability or unwillingness to adapt to a new culture can lead to pidginization, and 3) Social identity and investment, where a learner's commitment and identity construction impact their investment in language learning. Factors that influence interlanguage include first language transfer, consciousness, processing constraints, communication
Week 8 L2 acquisition copy
This document discusses second language acquisition. It defines language learning vs acquisition, and what second language acquisition is. Second language acquisition is the study of how people learn a second language with limited exposure, why most don't achieve native-like proficiency, and why some do. Learners acquire a second language through their first language knowledge, learning strategies, and language universals to develop an interlanguage. Individual differences like age, aptitude, motivation, and cognitive style affect second language acquisition rates and levels. Learner strategies and a natural order of strategy development also influence the process. Factors like motivation, first language, language distance, access, age, personality, peers, and instruction quality further impact second language acquisition.
PRESENTASI INTERLANGUAGE
The document discusses several theories of second language acquisition, including behaviorist learning theory which views language learning as habit formation, and mentalist theory which posits that humans have an innate language faculty. It also describes the concept of interlanguage, which holds that learners construct transitional grammar systems as they develop their second language abilities. Learners employ various strategies as their interlanguage may fossilize over time.
On the relationships between linguistics and language teaching
This document discusses the relationship between linguistics and language teaching. It explores how different linguistic theories, such as structuralism, transformational-generative linguistics, and functional linguistics, have influenced language teaching methodology and curriculum. While linguistics studies the nature of language itself, language teaching focuses on applying linguistic theories to help students learn a language. Applied linguistics acts as an intermediary that interprets linguistic research and makes it practical for language teachers and learners. Language teaching can also provide feedback to test linguistic theories and determine which ones have useful applications. Overall, there are interactions between linguistics and language teaching, but they remain distinct disciplines.
Applied linguistics 1=class 1
The document provides an overview of the field of linguistics, covering several subfields and concepts. It discusses linguistics as the study of language as a cultural phenomenon and tool for social interaction. Key areas covered include phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, sociolinguistics, generative grammar, and systemic functional linguistics. Major theorists in these areas discussed include Noam Chomsky, M.A.K. Halliday, and J.R. Firth.
Social aspects of interlanguage
Three social aspects of interlanguage are discussed:
1. Interlanguage consists of different styles based on social context like careful vs vernacular.
2. Social factors determine the input that shapes interlanguage through theories like accommodation and acculturation.
3. Learners negotiate social identities in interactions with native speakers, which influences investment and success, according to Pierce's view of social identity and power relations.
chapter 1 - Harley (2001)_Eftekhari
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
Revised sla video lecture slides
This document provides an introduction and outline for a course on Second Language Acquisition. The course aims to introduce students to major concepts and theories of SLA. The introduction defines SLA and outlines some functions that a second language can serve. The core issues section discusses learner factors like prior L1 knowledge, cognitive maturity, and affective factors. It also addresses the role of metalinguistic awareness and corrective feedback. The outline lists topics to be covered in Unit 1, including brief definitions of key terms related to SLA research.
Activity2.1.campaña andrea.languageacquisition
L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
The universal hypothesis
The universal hypothesis proposes that all human languages share certain basic structural properties, called linguistic universals. According to this hypothesis, humans are born with an innate, universal grammar (UG) that contains a set of rules for language acquisition. The study of linguistic universals can help explain second language acquisition in two ways. First, it can identify which properties of the target language will be more or less difficult to acquire based on their status as linguistic universals. Second, it allows researchers to predict which differences between the first and second language will cause difficulties in acquisition and which will not.
General and descriptive linguistics
General Linguistics concerns itself with fundamental questions about the nature of language and its relationship to other human faculties. It considers language as a cultural, social, and psychological phenomenon. Descriptive Linguistics studies how languages are structured through research on a wide variety of languages. Second Language Acquisition draws on various fields to describe how second languages are learned by individuals in different contexts and to explain the underlying biological, cognitive, and social mechanisms. Sociolinguistics focuses on how social situations affect language and language attitudes. Psycholinguistics explores linguistic competence and performance through the psychological processes involved in representing, comprehending, and producing speech and language acquisition.
Schools of thought in second language learning
This document summarizes schools of thought in second language learning from the 1940s to 2000s. It describes how behaviorism and structural linguistics were dominant in the 1940s-1950s, focusing only on observable behaviors and language units. In the 1960s, cognitive psychology and transformational-generative linguistics emerged, considering mental processes, meaning, and innate language abilities. Finally, constructivism developed in the 1980s-2000s, emphasizing learners' active role in constructing understanding through individual cognitive processes and social interaction. The document concludes that no single theory can fully explain language learning.
Interlanguage and interlanguage theory
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
What's hot (17)
On the relationships between linguistics and language teaching
On the relationships between linguistics and language teaching
Viewers also liked
Presentacion miniolimpiada
El documento describe la Miniolimpiada de Atletismo que se celebró en Barbate en 2004. Participaron alumnos de 3o y 4o de primaria del colegio Miguel de Cervantes de Zahara de los Atunes. Hubo varias pruebas como los 300 metros, los 50 metros de velocidad, salto de longitud y lanzamiento de peso tanto para chicos como chicas. Al final, el equipo de relevos 4x60 del colegio consiguió la medalla de bronce y los alumnos celebraron su triunfo gritando vivas a su pueblo
Diapositivas tfl
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on teaching foreign languages discussed: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a vehicle for social interactions and has been dominant since the 1980s.
Haiku
The document refers to something only seen in photos, statues built as compensation for something, and monstrosities that sprout.
Mdia 4015 final exam test prep
SEO involves optimizing a website to rank higher organically in search engines through on-page and off-page factors over the long term. PPC allows instant traffic through paid search ads but costs money per click. While SEO has no guarantees and takes more time and effort, it can provide higher trust and conversion rates in the long run compared to PPC which is easier to implement and track but costs money with no guarantees.
Mexico's Infrastructure Creation and Why it Matters for North American Compet...
Mexico's Infrastructure Creation and Why it Matters for North American Compet...Omar Del Valle Colosio
It shows current levels of infrastructure investments, competitiveness, and it depicts where infrastructure is needed in Mexico. Finally, it discusses what would be the next steps to get programs and projects right.Zach Silver ppt
The document describes 11 different bulls. Bull 1 is calm and relaxed, thinking about grass. Bull 2 and 3 are tired, hurt, and loathing having to stand around. Bull 4 is very complex and stands out from the others. Bull 5 is shy but filled with potential. Bull 7 is always on guard and protective. Bull 8 is gentle, kind, and does what it wants. Bull 9 is trying to cling to its last bit of youth. Bull 10 has lived a good life and is now at peace. Bull 11 is not described.
Brazil Infrastructure Investments Opportunities 2011
Top Infrastructure Projects & Investment Opportunities in the biggest and more dynamic country in Latin America. A presentation prepared by Executive Office of the President (March 1st, 2011).
NALF3 MEX - Interpuerto Monterrey Aug. 2011
Interpuerto Monterrey is the largest logistics platform in Mexico, created by the government of Nuevo Leon and business leaders to develop competitiveness. It provides infrastructure for better communication between Nuevo Leon and other regions via multiple transportation methods. The Interpuerto includes projects to decentralize and streamline the rail industry, promote airports, and develop an inland port to facilitate national and international trade through Nuevo Leon in a safe, secure, and efficient manner.
Co agua
This document appears to be a collection of random questions and statements with no clear overall topic or narrative. It includes questions about sight, stories, temperature, food preferences, hunger, and how to build a boat, with some repetition of questions. The document lacks context and coherence across the various questions and statements.
Bulls ppt
The document describes 11 different bulls based on short phrases. Bull 1 is focused only on grazing. Bull 2 is tired and in pain. Bull 3 seems poised to charge. Bull 4 seems pretentious. Bull 5 is complex and unique. Bull 6 is shy but talented. Bull 7 is strong despite its appearance. Bull 8 is protective. Bull 9 is gentle and does its own thing. Bull 10 is nearing the end of its life. Bull 11 has lived fully and is now at peace.
End Presentation
Lists provide peace of mind and a feeling of preparedness by helping to stay organized and manage one's time. They can be used to keep track of daily tasks, homework assignments, materials needed, and long term projects. Effective places to store lists include notebooks, notepads, apps like Wunderlist for Mac users, and Google Calendars. Implementing the use of lists leads to being able to complete work and chores in a timely manner and get to sleep earlier.
Centro de Atención al Migrante
Governor Brewer of Arizona announced a plan to secure the southern border by increasing border security measures like increased National Guard presence, support for local law enforcement, and expanding anti-drug task forces. This was in response to what she viewed as the federal government failing to secure the border. Other states began discussing passing immigration laws similar to Arizona's controversial SB1070 law around this time. The document also discusses different visa programs that allow temporary foreign workers in the US like the H2A and H2B visas and provides information on the Migrant Attention Center in Mexico that assists with this process.
Neither vs either
Neither-nor and either-or are conjunctions that have different meanings. Neither-nor is used to connect two negative statements, while either-or connects two alternatives where one or the other is true but not both. The document provides an example question using neither-nor to connect that Peter did not go to school and did not do his homework.
Presentacin3
The document discusses teaching phonetics to language learners. It explains that phonetics is the study of the sounds of spoken language. Languages that have consistent pronunciation based on their spelling are called phonetic languages. The document also discusses that teaching phonetics began in foreign language classrooms over a century ago. For effective teaching of phonetics, teachers need training in articulatory phonetics, a well-trained ear in both the native and target languages. The amount of phonetic knowledge taught should be age-appropriate, with younger learners needing more structured practice and older learners needing guidance and resources to self-study.
Monteary policy
The document discusses monetary policy and fiscal policy in India. It defines monetary policy as actions by the Reserve Bank of India to regulate money supply and credit availability in order to achieve socio-economic objectives. It discusses the RBI's tools of monetary policy including bank rate, open market operations, cash reserve ratio, and statutory liquidity ratio. The document also defines fiscal policy as the government's taxing and spending policies and discusses the fiscal policy tools of public expenditure, taxation, and public debt management.
Zach Silver PPT
The document describes 11 different bulls with one or two sentences about each bull's personality or state of being. The bulls range from being relaxed and thinking about grass, to being tired and hurt with no respite, to being sophisticated but pompous, to being so unique that it can't be figured out, to being gentle and kind but unsure of its path, and finally to one bull that is at the end of its life and just living in peace.
Mental health
The document discusses the evolution of mental health treatment from ancient times to the present. It notes that ancient civilizations like the Greeks described and treated some disorders. In the Middle Ages, conceptions of madness were diverse. Asylums became more common in the 18th-19th centuries and expanded greatly in the 19th century industrial era. The 20th century saw developments like psychoanalysis and new psychiatric medications. Dorthea Dix helped reform the system in the mid-19th century by advocating for more humane treatment in asylums.
Viewers also liked (18)
Mexico's Infrastructure Creation and Why it Matters for North American Compet...
Mexico's Infrastructure Creation and Why it Matters for North American Compet...
Brazil Infrastructure Investments Opportunities 2011
Brazil Infrastructure Investments Opportunities 2011
Similar to Diapositivas tfl
Diapositivas tfl[1]
Language education involves teaching and learning languages, including improving skills in one's native language, but mainly focuses on learning foreign or second languages. It is a branch of applied linguistics. There are three main methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a way to express functions like requests, and the interactive view which views language as a way to create social relationships through conversational exchanges, with the interactive view being dominant since the 1980s.
Key concepts of language learning in.pptx
The document discusses different definitions and views of language. It provides a composite definition of language as a system of communicating with sounds, symbols and words to express meanings, ideas or thoughts through both oral and written communication as well as body language. The document also outlines three common views of language: the structural view which sees language as a system of elements for transmitting meaning, the communicative view which emphasizes the semantic and communicative dimensions of language over grammar, and the interactional view which sees language as a tool for establishing relationships and performing social interactions between individuals.
Ug part4 2nd lgacq
The document discusses several key topics related to second language acquisition:
1. It defines what second language acquisition is, differentiating it from foreign language learning. It also describes what the study of second language acquisition involves.
2. It explains how learners acquire a second language using their first language knowledge and universal properties of language. Learners develop an "interlanguage" system.
3. It discusses individual differences in language learners, cognitive factors, and learner strategies that help facilitate second language acquisition.
4. It describes theories of Universal Grammar and how it relates to first and second language acquisition, including the idea of an innate language acquisition device and critical period hypothesis.
This is my presentation of English Language Teaching.
The document discusses various approaches and methods in language teaching. It defines approach as referring to theories about the nature of language and language learning. There are three main theoretical views of language that inform approaches: 1) the structural view which sees language as a system of coded meaning, 2) the functional view which sees language as a vehicle for expression, and 3) the interactional view which sees language as a tool for social relations. These theoretical views provide the framework for language teaching methods but need to be complemented by theories of how language is learned.
Communicative language teaching
The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
Communicative Approach
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
Language Description and Theories of Learning
This document discusses English for Specific Purposes and provides an overview of language descriptions and theories of learning. It covers six main approaches to language description: classical grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional grammar, and discourse analysis. It also discusses several theories of learning: behaviorism, mentalism, cognitive code, affective factors, learning vs acquisition, and models of learning. The conclusion states that while no single source or approach is perfect, teachers should recognize different approaches as ways to look at the same thing and choose methods that suit language descriptions and consider evidence from practice.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
Ilp dr. tajeddin
The document discusses theories of pragmatic competence and functional approaches to language. It covers:
1) The Prague School's view of language as a system of units with internal and external functions. External functions include referential, expressive, and conative.
2) Halliday's hierarchy of meaning potential which builds from behavioral to meaning to lexical-grammatical potential.
3) Models of pragmatic competence including Bachman's model with functional and sociolinguistic knowledge, and Celce-Murcia's model with 5 components.
4) Components of pragmatic competence including different categories of language functions proposed by different scholars.
Communicative Approach
1. Communicative Language Teaching (CLT) emerged in the 1970s as a reaction against previous audiolingual and situational language teaching approaches.
2. CLT is based on the theory that the primary function of language is for interaction and communication, and that language learning is best achieved through authentic communicative tasks.
3. Key principles of CLT include a focus on developing communicative competence, using meaningful tasks, and promoting interaction and communication over mechanical practices. Lessons emphasize functional language use over strict grammatical patterns.
meaning as use a functional view of semantics
This article discusses different types of linguistic meaning from a functional perspective. It views meaning as how language is used rather than what words refer to. The main types discussed are:
1. Conceptual meaning, which is the basic denotation of words and sentences represented by semantic features.
2. Associative meaning, which includes connotative meaning involving cultural associations; social meaning for establishing social relationships; and affective meaning relating to emotional states.
3. The article argues that taking a use-based approach to meaning provides a more realistic way to understand semantics and its relationship with pragmatics compared to other theoretical perspectives.
Comunicative competence
This document defines communicative competence and outlines its key components and how it can be developed in language learners. Communicative competence refers to a learner's ability to use language appropriately depending on context. It has four main components: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Teachers can help students develop communicative competence by focusing on language functions, using functional syllabuses, discourse analysis, pragmatics, styles and registers, and addressing nonverbal communication.
history_of_language_teaching
This document provides an overview of the history of language teaching methodology. It describes how in the Classical Period from the 17th to 19th centuries, the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin and promoting intellect. The Grammar Translation Method dominated from the 1850s to 1950s with a focus on grammar rules, translation, and memorization. Reformers in the early 20th century emphasized meaning and concepts like Gouin's Series Method. The Direct Method by Berlitz focused on oral interaction and spontaneous language use with little translation.
Seminar applied linguistics
The document discusses the interactionist approach to second language acquisition (SLA). It explains that the interactionist approach focuses on how social interaction and modified input through negotiation of meaning promotes language acquisition. The interaction hypothesis posits that interactional modification makes input comprehensible, comprehensible input promotes acquisition, and therefore interactional modification promotes acquisition. The document also provides a critical review of some key aspects of the interactionist perspective, such as the role of modified input and the importance of social context in SLA.
Lesson-1-ENG106.ppt.pptx
This document discusses second language acquisition theory and its application to materials development. It outlines several key facilitators of SLA according to research, including meaningful input, affective engagement, opportunities for output and interaction. However, the document finds that commercial ELT coursebooks generally have a weak match with SLA theory, focusing more on forms and practice than meaning, interaction, and creative use of language. The document suggests approaches like task-based learning and content-based instruction that better apply SLA principles. A text-driven approach is highlighted as having strong potential to design materials around engaging texts that stimulate language use in meaningful ways.
Second Language Acquisition (SLA)
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.
Theories of language learning.ppt
This document outlines theories of language learning, covering historical background, basic concepts, key issues, and approaches. It discusses the shift from practice-oriented to theory-oriented study, and the development of related fields. Key concepts covered include the differences between L1, L2, and FL. Approaches discussed include the linguistic approach, functional-typological approach, information processing/cognitive approach, and socio-cultural approach. Current issues focus on the cognitive underpinnings of L2 learning and representation of multiple languages in the brain.
From Theory to Practice for Teachers of English Learners.docx
From Theory to Practice for Teachers of English Learners.docxNhận Làm Đề Tài Trọn Gói Zalo/Tele: 0917.193.864
From Theory to Practice for Teachers of English Learners
Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and lan- guage minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language- learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocul- tural theories and practices.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.
Similar to Diapositivas tfl (20)
This is my presentation of English Language Teaching.
This is my presentation of English Language Teaching.
From Theory to Practice for Teachers of English Learners.docx
From Theory to Practice for Teachers of English Learners.docx
Diapositivas tfl
- 1. JOHANNA MARIN 1103 TEACHING A FOERING LANGUAGE (TFL)
- 4. LINGUISTIC
- 5. Methods of teaching foreign languages There are three principal views at this level: 1.The structural view treats language as a system of structurally related elements to code meaning (e.g. grammar).
- 6. 2.The functional view sees language as a vehicle to express or accomplish a certain function, such as requesting something.
- 7. 3.The interactive view sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges. This view has been fairly dominant since the 1980s