Itinineraire 1 qui est boulon - arret 2 - familletontyne
First set of lesson plan from a learning journey using the book THE ADVENTURES DE BOULON as a learning & motivational tool to improve French & English literacy https://www.amazon.co.uk/ADVENTURES-BOULON-Chaque-voyage-begins/dp/1788086872 - Associated resources coming soon.
Itinineraire 1 qui est boulon - arret 2 - familletontyne
First set of lesson plan from a learning journey using the book THE ADVENTURES DE BOULON as a learning & motivational tool to improve French & English literacy https://www.amazon.co.uk/ADVENTURES-BOULON-Chaque-voyage-begins/dp/1788086872 - Associated resources coming soon.
How do children develop speech comprehension. The relationship of speech, thought and comprehension.
The recognized cases of speech comprehension development with examples and explanation.
How to use Information and Communication Technology in learning English Language. The presentation reports the benefits of modern technologies and tools in learning along with suggestions for websites and software that may help. Some tips of how to use ICT in ELL are also included. The presentation is directed to students, however, teachers also may find it very interesting.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
Analyzes the factors that affect Second Language Acquisition.
Compare the existence or the applicability of such factors in Children and adult.
Discuss both children and adult SLA.
Psycolinguistic
*Production of Speech and Language
*speech production
*language production
*slips of the tongue
*speech error
*formulating linguistic plan
etc
How do children develop speech comprehension. The relationship of speech, thought and comprehension.
The recognized cases of speech comprehension development with examples and explanation.
How to use Information and Communication Technology in learning English Language. The presentation reports the benefits of modern technologies and tools in learning along with suggestions for websites and software that may help. Some tips of how to use ICT in ELL are also included. The presentation is directed to students, however, teachers also may find it very interesting.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
Analyzes the factors that affect Second Language Acquisition.
Compare the existence or the applicability of such factors in Children and adult.
Discuss both children and adult SLA.
Psycolinguistic
*Production of Speech and Language
*speech production
*language production
*slips of the tongue
*speech error
*formulating linguistic plan
etc
Power Point Presentation on how children learn languages. Practice II, didactics of ELT and practicum at primary school level, third year subject of the English Language Teaching Course at UNLPam.
2. 1. Children are better: a common belief
2. Basic psychological factors affecting
second-language learning
-Intellectual processing
-Memory
-Motor skills
-Two other important psychological
variables
3. Social situations affecting second-language
learning
3. -The natural situation
-The classroom situation
-Who is better? Children or adults?
- ESL or EFL community context
4. Is there a critical age for second-
language learning?
4. What are the differences
between children and adults?
- Age (critical period of learning)
- Motivation
- Attitude
- Environment (ESL vs. EFL)
5. Theories on the second language acquisition
- During childhood, language learning is very easy. Our
brains are ready for language learning. As we are getti
ng older, people loose childhood ability (Lenneberg, 1
964).
- The attainment of second language is constrained by
the age at which learning begins (Birdsong & Molis, 2
001, p. 235).
- “Acquisition of a normal language is guaranteed for chil
dren up to the age of six, is steadily compromised fro
m then shortly after puberty, and is rare thereafter” (Pi
nker, 1994, p. 298).
6. Psychological factors:
Intellectual processing
1. Explication
- The process whereby the rules and structures
of a second language are explained.
- It is impossible for it to be learned entirely by
explication (e.g., tense, article).
- Explication is rarely applicable to young
children (e.g., dogs/z/-voiced consonant,
ducks/s/-unvoiced consonant).
- Simple rules can be learned by explication.
7. Psychological factors:
Intellectual processing
2. Induction
- Self-discovery of the rules
- For young learners:
(John danced then John sang->
John danced and then he sang)
It is able to use and understand the
complicated structures.
-For the second-language learners: beyond
the learner’s level of syntactic
understanding?
8. Psychological factors:
Memory
1. Syntax learning and episodic memory
- Memory is crucial for the learning of grammatical
structures and rules.
- Episodic memory: the learner must remember
the situations in which the sentences are uttered
in order to derive the meaning.
2. Children’s memory ability
- 7 to 12 years old: cognitive ability
- Under 7 years old: rote memorization
9. Psychological factors:
Motor skills
1. Articulators of speech
- Motor skills: the use of muscles in performing
certain skills(e.g., walking, writing, speech).
2. Decline in general motor skills
- Around at the age of 12 years: due to some change
in central functioning in the brain.
3. Decline in ability for new articulations
- Children have the flexibility in motor skills that
adults generally have lost.
11. Psychological factors:
Motivation
1. Motivation (according to the situation)
- At the age of 1-2: no motivation.
- At the age of 4-5: need motivation
- The planned learning situation(classroom) : need
motivation
the amount of attention+ effort
2. Other variables involved in second
language learning: personality, social situation,
intergroup attitude, self-confidence, desire etc.
12. Psychological factors:
Attitude
1. Attitude: negative vs. positive
determination, persistence.
2. Other variables involved in second
language learning: status, cultural
background.
13. Social situations
1. Natural situation:
it is similar to that in which the first language is
learned.
2. Classroom situation:
it involves the social situation of the school
classroom.
3. Community context:
it allows students to have access to a natural
situation and thereby supplement their classroom
learning.
14. Social situations:
the natural situation
1. Characteristics of the natural situation
2. With age, language is more essential for
social interaction
3. Older children can have problems
15. Social situations:
the classroom situation
1. The classroom is isolated from other
social life
2. Learning languages as part of a group
and not as an individual
16. Social situations:
who is better? children or adults?
- In a natural situation
Memory Motor skills Induction Natural situation
Children high high high high
Adults medium low high low
17. Social situations:
who is better? children or adults?
- In the classroom situation
Cognitive
experience
Memory Motor skills
Older child low high high
Adults high medium low
18. Environment for the second
language learning
1. ESL: English as a second language
2. EFL: English as a foreign language