My title : Film And Acquisition
My Main Points are what is second Language Acquisition, What is Second language, Problems in acquiring the language etc
Oral Communication is the ability to talk with others to give and exchange information & ideas, such as: ask questions, give directions, coordinate work tasks, explain & persuade.
Take Five: Using Documentary Film in Information Literacy InstructionRosalind Tedford
In a for-credit elective information literacy course it is often difficult to keep the material both engaging for the students and exciting for the instructors while still keeping the course objectives in sight. In an effort to make some changes to their LIB100 class, instructors at Wake Forest University introduced documentary films as the content around which the course and the assignments were built. Films on a variety of contemporary topics were chosen: Food, Inc., The Union: The Business Behind Getting High, Maxed Out and Big Bucks, Big Pharma. The students were divided into groups to work on a final presentation on one aspect of their film and examples from the films were used to illustrate various points over the course of the class. Additionally, a short documentary on the drinking age was shown to the class and formed the basis of examples and demonstrations by the instructors. The design, implementation and outcome of the course will be discussed including ideas for others interested in using film and lots of lessons learned.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
Easy and Accessible is the Power of Moodle in our International Online Collaboration.
Working closely with the SUNY Levin Institute, Globalization101.org and SUNY COIL, Instructional Design and International Programs at SUNY Ulster have forged a unique approach to working internationally online. SUNY Ulster and European Humanities University in Belarus collaborated internationally by combining components of media literacy, contemporary world literature and literary analysis with basic ESL composition skills in a Moodle course space. Moodle provides an easily accessible Learning Management System for ALL students, no matter the country, no matter the home LMS.
SUNY Ulster and European Humanities University (EHU) joined forces in a collaborative course module. Here is the series of lessons and the student responses in discussion boards and using Pixton.
Oral Communication is the ability to talk with others to give and exchange information & ideas, such as: ask questions, give directions, coordinate work tasks, explain & persuade.
Take Five: Using Documentary Film in Information Literacy InstructionRosalind Tedford
In a for-credit elective information literacy course it is often difficult to keep the material both engaging for the students and exciting for the instructors while still keeping the course objectives in sight. In an effort to make some changes to their LIB100 class, instructors at Wake Forest University introduced documentary films as the content around which the course and the assignments were built. Films on a variety of contemporary topics were chosen: Food, Inc., The Union: The Business Behind Getting High, Maxed Out and Big Bucks, Big Pharma. The students were divided into groups to work on a final presentation on one aspect of their film and examples from the films were used to illustrate various points over the course of the class. Additionally, a short documentary on the drinking age was shown to the class and formed the basis of examples and demonstrations by the instructors. The design, implementation and outcome of the course will be discussed including ideas for others interested in using film and lots of lessons learned.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
Easy and Accessible is the Power of Moodle in our International Online Collaboration.
Working closely with the SUNY Levin Institute, Globalization101.org and SUNY COIL, Instructional Design and International Programs at SUNY Ulster have forged a unique approach to working internationally online. SUNY Ulster and European Humanities University in Belarus collaborated internationally by combining components of media literacy, contemporary world literature and literary analysis with basic ESL composition skills in a Moodle course space. Moodle provides an easily accessible Learning Management System for ALL students, no matter the country, no matter the home LMS.
SUNY Ulster and European Humanities University (EHU) joined forces in a collaborative course module. Here is the series of lessons and the student responses in discussion boards and using Pixton.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
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Tony Webster is the protagonist of the novel. He is retired man and lives alone.Tony returned to memories of forty years earlier in his final year of secondary school.Veronica is his first girlfriend or relationship fails.
There is Print media like Books, Newspaper, and Magazines and Digital media like Tv, Movie, Radio,etc . Mass media is platform to communicate with mass audience . Social media is best platform to share your ideas. We can share our Ideas with others .But oversharing can be problem.
"A grain of Wheat" the title is taken from Gospel According to St.John. Mugo is the Protagonist. The Novel starts with the line "Mugo Felt Nervous" why? for that we have to read the novel. In this pretension I try to connect Mugo with Other Indian Characters from Mythology, Movie and history .
Title is borrowed from a Book of the same title by Frank Kermode.
The novel narrated by a retired man named Tony Webster. He recalls how he meet Adrian Finn at school.
My Title : The White and Black Psychology
Table of My Content : About Black skin white mask
Black man's Desire to become white
Psychology of white colonizer
Marriage between white and Black
white Mindset of Rulling
My topic : Waiting Of Mike is Michael
Table of My Content : About Waiting For Godot and Movie "Mine"
Similarities and Dissimilarities in both
why I choose this title
My Topic Was American Dream in the "Old Man and The Sea". In the presentation, I described what is an American Dream and American Dream as a Myth or Reality? Than American Dream in Old man and the Sea and In Moby Dick By Herman Melvill. For Old man Marline is his American Dream which he wants to Achieve but in Moby Dick Ahab is Questioning the American Dream.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. SMT.Gardi Department Of English
M.K.Bhavnager University
Name : Ruchita Kankrecha
Roll No. : 29
Topic Name : Film and Acquisition
Paper Name : English Language Teaching
Submitted To : Department Of english
E-mail ID : ruchikankrecha06@gmail.com
Enrollment No. : 2069108420190024
2. Table Of Content
• What is Learning and Acquisition
• What is Second Language?
• What is Second language Acquisition
• How do we Acquire the Language?
• Problems in Acquiring the Language
• Film and Acquisition
3. Learning and Acquisition
• Learning done in a
very Strict way
• Examples: Remember
Grammar Rules
• Refer to the Formal
learning of language in
the classroom
• Very natural Process
• Group discussion
• Observation
• Convey the massage is
important
4. Acquisition
• Acquisition begin in the
womb
• Some very important
aspects of acquisition
happen during the first
year after the birth
• A child L1 or L2 Learner
than gets close
interaction with that
Native Input
5. What is second language?
• Second language is a language that is not the native
language of learners
• The first language learned by learners is his/her Native
language
• Vivan Cook Notes that,
• “L1 users are not necessarily the same as L2 learners,
language users are exploiting whatever linguistic
resources they have for real life purpose..language
learners are acquiring a system for later use..”
6. What is Second language
Acquisition?
• A process where a
second language is
learned or Acquiring in
addition to having a
first language
• SLA is subconscious
process while SLL is
conscious process
7. How do we Acquire the Language?
• Observation
• Share your ideas with
others
• Think about your
mistake
• Solve your own mistake
8. Problems in Acquiring the language
• L2 experience is different
from L1
• Learners are rarely correct
• For example :
1. Whatsapp language
2. BTW : By The Way
3. K : Ok
4. U : You
• Not good speakers
surrounding us
• Atmosphere
9. Stephen Krashen and his contribution
to second language Acquisition
• “Language Acquisition does not require
extensive use of conscious grammatical rules
and does not require tedious drill”
• Focus on Massage Not on Form
11. Film and Acquisition
• Preston Sturges,
“Film is the greatest
educational medium the
world has ever known”
• Acquisition of learning
happens as result of three
main components
1. Input
2. Internal mental
architecture
3. The mechanism
12. • “Language is Not acquired because of Practice but
because of exposure to language in communicative
event”
• For instance, in a scene from the movie English
Vinglish, the character Shashi, while learning
English, watches English movies and tries to improve
her vocabulary.
• So learners can watch film and listen to interactions
between characters
13. Conclusion
• According to Stephen Kreshen
“ Learning is when you thinking about the
language and acquisition is when you are
using the language”
• Films help in acquiring vocabulary of the
target language. However, there is a risk of
misinterpreting the target language.