English to Non-Native Speakers in Dynamical Systems
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The document discusses second language acquisition from a dynamical systems perspective. It provides an analogy that observing first language acquisition is like studying gravity by dropping feathers, while observing second language acquisition is like observing a feather dropped from an airplane, affected by various environmental factors. It emphasizes that acquiring a second language is more complex than a first language due to these diverse environmental conditions influencing human learning. The document also reviews literature on innovative programs for teaching English to non-native speakers in elementary schools and teacher preparation patterns.
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WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
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· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
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WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
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Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词，是long-term memory 还是working memory？（cognition）]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
What role do expanding circle country users play in the spread of english
A series of slides dealing with the role of expanding circle country users of English and their role in the current state of affairs. Done in 2010.
Van Vorst Language Comparison
This document summarizes key differences between Spanish and English languages. It discusses how Spanish originated from Latin and spread throughout Europe and the Americas. While Spanish and English share some similarities in grammar and word order, they differ significantly in their vowel systems. This causes difficulties for Spanish speakers learning English, such as problems distinguishing similar vowel sounds in words. The document also presents a case study of a Spanish-speaking student who demonstrates common pronunciation errors in English.
Prof. barbara seidlhofer
This document discusses the relationships between English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a lingua franca (ELF). It notes that while there has been significant research on EMI and CLIL in Japan, less attention has been paid to ELF. The document then critiques some assumptions in linguistics, second language acquisition research, and language education policy about concepts like native speakers and competence. It argues that a new conceptualization of global English that sees it as a lingua franca, not the property of any one country or people, is needed.
Linguistics
There is evidence that certain linguistic properties are universal across all human languages. Early scholars like Alsted and Kilwardby were interested in discovering a general grammar that described rules common to all languages. More recently, Noam Chomsky and other linguists have proposed that humans possess an innate, biologically-determined "universal grammar" that allows children to easily acquire any language they are exposed to. Sign languages provide clear evidence for linguistic universals, as deaf children learning sign languages progress through the same stages of acquisition as hearing children learning spoken languages, demonstrating the human capacity for language is not dependent on vocalization. The study of language universals continues to be an important area of linguistic research.
Journal 1
This document summarizes a study examining lexico-grammatical errors in Nigerian English and implications for teachers and learners. The study analyzed errors made by 60 secondary students over 4 weeks, identifying 227 total errors, with 184 (81.06%) being grammatical and 43 (18.94%) being lexical. The study aims to determine differences between Nigerian English and British English at the lexical and grammatical levels and how these differences affect students' language skills and academic performance. It argues that teachers need to teach standard English to minimize failure in English examinations.
Linguistics
The document discusses the origins and evolution of human language. It presents several hypotheses for how language originated, such as imitative sounds, emotional expressions, and rhythmic grunts. While these proposed origins cannot be scientifically verified, language most likely evolved gradually with the human species through genetic and neurological changes that allowed for learning language. The development of language was enabled by the strengthening of vocal organs and the growing complexity of the brain. However, the exact process remains unclear as research continues in linguistics, biology, and neuroscience.
Linguistics
- The number of speech sounds in all the world's languages is greater than the number of languages.
- There are estimated to be around 7,000 languages spoken globally, but the total inventory of all speech sounds across those languages is much larger, as different languages have different sets of sounds and some have more than others.
- For example, English has about 40 distinct speech sounds while other languages may have over 100, so taken together all the sounds in all the world's languages far exceeds just 7,000.
Language and society
This document discusses different perspectives on the concept of language. It contrasts the view of language in linguistics with more everyday understandings. In linguistics, language is studied through examining its universal properties, using both natural languages like English as well as artificial example languages. These artificial languages demonstrate properties like vocabulary, syntax and semantics. However, they lack meaningful relationships to the real world. Natural languages relate symbols to the world through truth conditions and can be used to make statements that are true or false. The document introduces the sociolinguistic perspective, which studies language use in its social contexts.
A Study of Positive Transfer on Junior High Students in English Vocabulary L...
A Study of Positive Transfer on Junior High Students in English Vocabulary L...English Literature and Language Review ELLR
Language transfer can be classified into negative transfer and positive transfer. The former is caused by the similarities shared by source language and target language, the latter is attributed to the differences between two languages. Linguists abroad and home have put forward that native language can promote students’ understanding of second language (Jarvis and Pavlenko, 2008; Wen, 2010). In the process of second language learning, especially for Junior High School students, the knowledge of native language can help students to complete their tasks. When learning the target language, they will unconsciously use the previous information to think and achieve the purpose of second language learning. Native language plays a fundamental role in second language learning. For students, it can facilitate the study of second language in some extent. Vocabulary is the foundation of language. As the beginning stage, English teaching in Junior high school should give priority to vocabulary learning. Then, whether Chinese plays a facilitate role in the process of students’ vocabulary learning? And if it has, what are the factors that influence language transfer? What teaching methods can teacher employed to students’ vocabulary learning? These are main contents of this study.Research Project and PDP- 100192349
This study examined differences in response times between bilingual and monolingual participants on a color-word Stroop task. 104 participants completed three conditions: congruent, incongruent, and control. Bilinguals performed better than monolinguals across all three conditions. A two-way mixed ANOVA found a significant effect across conditions. Paired t-tests also found differences between specific conditions. The findings suggest bilinguals experience less interference than monolinguals on Stroop tasks.
The Importance Of Language In English Language
The document discusses the importance of linguistics in the author's education and career goals. It explains that the author's individually designed major in linguistics reflects their interest in the overarching influence of language in human culture. Core linguistics courses have emphasized the history, development, perception of language, and development of foreign language skills. Studying topics like the history of the English language and bilingual education help prepare the author for discussion and investigation of language and future career in linguistics.
An over view of applied linguistics
Applied linguistics uses knowledge about language and how it is learned and used to solve problems in the real world. It encompasses 18 topic areas including language acquisition, assessment, cognition, culture, instruction, media, policy, reading, society, and technology. The dominant application of applied linguistics has been teaching and learning second/foreign languages. In the 20th century, the grammar-translation method was commonly used but grew rigid, leading to new methods emphasizing accuracy and communicative competence over just grammatical rules. Chomsky's theory of universal grammar and Hymes' communicative competence influenced second language teaching approaches.
Applied linguistics: overview
What is Applied Linguistics? (Definitions)
Widdowson (1998, 2000, 2004, 2005)
Corder 1974
Cook (2005, 2006)
Spolsky (2005)
Development of Applied Linguistics
Applied Linguistics Domains
1-Language Policy and Planning
2-Lexicography
3-Clinical linguistics
4-Forensic Linguistics
5-Second Language Acquisition (SLA)
6-Bilingualism
7-Discourse analysis
8-Translation and interpreting
9-Computational linguistics
10-Literacy
11-Pragmatics
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Celtic roots in the Caribbean from Grace O'Malley's time. This presentation accompanies an article accepted for publication in the book:
Faraclas, N., R. Severing, C. Weijer, E. Echteld, & M. Hinds-Layne. (Eds.). (2014). Papers on the Languages, Literatures, and Cultures of the Caribbean. Willemstad, Curaçao: University of the Netherlands Antilles and Fundashon pa Planifikashon di Idioma.
Fin de la Naturaleza
El documento presenta una agenda para una discusión sobre la naturaleza. Incluye secciones sobre la definición de naturaleza, las perspectivas teóricas de Goethe, las cuatro perspectivas sobre la relación entre humanidad y naturaleza, y la comunicación y conclusión sobre el tema. El documento explora conceptos como lo orgánico, lo inorgánico y la creatividad en la naturaleza.
Barbadoes Water
This document summarizes Eva de Lourdes Edwards' presentation at the 15th Caribbean Eastern Island Cultures Conference on November 19, 2012 about Barbadoes Water, a Celtic-Afro-Caribbean distilled rum. The presentation discussed the historical background of Irish indentured labor in the Caribbean, the politics of Irish indenture on both sides of the Atlantic, and the origins and production of rum in Barbados in the 1630s-1640s from sugar cane juice. It provided context about the early names for rum including "rumbullion," "kill-devil," and "Barbadoes water" and traced the etymology of the word "sugar" from Sanskrit to
Syllabus 3161 12
This document provides information about an Intensive Basic English I course at the University of Puerto Rico, including:
- The course objectives are to develop students' basic English language skills in understanding texts, communicating orally and in writing, and fostering inclusion.
- Requirements include a CEEB-ESLAT exam score of 469 or below and a co-requisite laboratory.
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- Students are expected to collaborate, use technology like Blackboard, and accommodate classmates with disabilities.
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This document provides information about a Basic English I course taught at the University of Puerto Rico, Río Piedras Campus. It includes details about the instructor, course objectives, topics to be covered each week, evaluation methods, required materials and policies.
The course is an interdisciplinary 3-credit English course that focuses on developing skills like logical thinking, active reading, clear writing and critical analysis through the study of essays and other non-fiction works. Meaningful communication is developed around themes of education, language and current issues.
Students will be evaluated based on class participation, exams, presentations and written work like journals. The grading scale ranges from A to F. The course utilizes group activities, movies,
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This document provides an overview of the key elements and structure of the essay. It discusses the basic components of an essay including the introduction, body, and conclusion. It also covers different types of paragraphs such as introductory, developmental, and concluding paragraphs. Additionally, it outlines four main types of essays: narrative, descriptive, argumentative, and expository. The document serves as a guide for writing effective essays.
Syllabus 3101 11
This document provides information about a Basic English I course taught at the University of Puerto Rico Río Piedras Campus. It includes details about the instructor, course objectives, topics to be covered each week, evaluation methods, required materials and policies. The course aims to help students improve their English communication, reading, writing and critical thinking skills through the study of essays, films and current issues. Students will complete exams, presentations and assignments over the course of the semester to demonstrate their progress in meeting the course objectives.
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This document provides information about an Intensive Basic English I course at the University of Puerto Rico, including:
- The course description, which aims to develop students' basic English language skills for understanding academic texts, communicating ideas orally and in writing, and fostering conversational abilities and critical thinking.
- Course objectives including communicating orally, reading comprehension, analyzing written texts, evaluating relevance, examining values in texts, and progressing writing abilities.
- An outline of the course schedule over 15 weeks, including readings, assignments, exams, and topics covered each week.
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Oral Presentation
The document provides guidelines for organizing a group presentation. It outlines assigning member roles, developing a storyboard that includes the title, background research, connection to personal experiences, analysis, and conclusions. Presenters are advised to rehearse and follow best practices like using readable fonts and colors, limiting text on slides, including hyperlinks and examples to engage the audience. Evaluation criteria are provided for areas like time management, teamwork, content, multimedia use, and presentation skills.
Essay Rubric
The response provides a comprehensive summary of the document in 3 sentences:
It accurately summarizes the key aspects of the rubric such as its evaluation of ideas, organization, details and clarity on a scale of 100 to 50. It also briefly outlines the rubric's assessment of elements like thesis statement, topic development, paragraph development, transitions, writing organization, style, conclusion and grammar. The summary captures the essential information while being concise.
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The document provides an overview of the key elements of an essay, including:
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This document provides information about an Intensive Basic English I course taught at the University of Puerto Rico. It includes details such as the course description, objectives, outline, instructional strategies, required resources, evaluation methods, textbooks, and policies. The course is designed to develop basic English language skills through reading, writing, speaking, and listening activities centered around interdisciplinary themes. Students will practice these skills to communicate ideas orally and in writing. Evaluation will incorporate oral collaboration, exams, lab work, and written assignments including a portfolio. The course aims to help students progress toward writing four paragraph essays in English.
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- 1. Understanding and Teaching English to Non-Native Speakers from a Dynamical System Perspective Dr. Eva de Lourdes Edwards College of General Studies University of Puerto Rico Río Piedras Campus March 30 th , 2007 Ateneo Puertorrique ño
- 6. COLT A COLT A describes classroom events at the level of episode and activity.
- 7. COLT B 40 codes memos Primary Documents 10 minute transcript assigned codes
- 8. A rose by any other name … English as a Second Language Bilingual Education World Languages (foreign languages)
- 9. Puerto Rico Satellite Photo
- 10. Applied Linguistics learning another language Linguistics Language Transfer Contrastive Analysis Systematicity Psycholinguistics and Cognitive Development Staged Development Fossilization Non-verbal communication Sociolinguistics Identity Deficiency perception Minorities
- 13. Consonants The consonants in Spanish and English (IPA, 2000; Ladefoged, 1993; Whitley, 1986) Sound symbols with oval frames are found in most varieties of Spanish. The ones with hexagons are found in most varieties of English. Sounds with broken lines are not found in all varieties of the language. Combination sounds are identified with arrows (adapted by Díaz-Edwards, 2001)
- 14. Lev Vygotsky “ The reciprocal dependence is less known and less appreciated. But Goethe clearly saw it when he wrote that he who knows no foreign language does not truly know his own.” from Thought and Language
- 17. Review of the Literature Innovative Programs Serving L2 Learners in Elementary Schools and Teacher Preparation Patterns of K-12 English learners’ long-term achievement in NCEs on standardized tests in English reading compared across six program models (Thomas & Collier, 1997, p. 53)
- 18. Why is this important for teachers? The importance of being aware of these linguistic and cultural nuances is best summarized by Odlin (1989) when he states that: “ There are a number of reasons for language teachers and linguists to consider more closely the problem of transfer. Teaching may become more effective through a consideration of differences between languages and between cultures. An English teacher aware of Spanish-based and Korean-based transfer errors, for example, will be able to pinpoint problems of Spanish-speaking and Korean-speaking ESL students better, and in the process, communicate the very important message to students that their linguistic and cultural background is important to the teacher” (p. 4).