Intelligibility presentation
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This document summarizes a study that aims to evaluate the intelligibility of pre-intermediate English students according to native English teachers, non-native English teachers, and native English speakers who are not teachers. The study will use a qualitative descriptive approach and analyze survey results quantitatively. It hypothesizes that non-native teachers will be more tolerant than native teachers and native non-teachers in evaluating students' intelligibility. Variables that could impact intelligibility include mother tongue, teacher nativeness, and cultural, social, and economic factors.
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Theoretical approaches to first language aquisition
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
Issues in first language acquisition
Children acquire their first language through a complex interplay of innate and environmental factors. While children are biologically predisposed to learn language, they must also be exposed to meaningful input from caregivers for acquisition to occur. Children progress from understanding more than they can produce to eventually mastering the systematic rules of their native language through imitation, practice, and discourse-based interactions from an early age.
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This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
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The document discusses key concepts related to the effects of age on second language acquisition, specifically the critical period hypothesis. It notes that while children are often believed to be superior language learners, the relationship between age and learning is complex, with both advantages and disadvantages for early and late starters. The critical period hypothesis proposes an optimal period for language learning ending at puberty, but evidence for this is limited. Research shows that age effects depend greatly on learning opportunities and contexts. Classroom studies show older learners can achieve high proficiency and are often more efficient learners than younger students. There is no single ideal age for second language learning.
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• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
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3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
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- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
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Learning Language Theories
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Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
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• Behaviorism
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This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
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3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
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The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
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3. Pull-out and pull-in models involve the ESL teacher removing students from the classroom or entering it to provide individualized English instruction.
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3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
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I am a lecturer in English at Khawaja Fared Govt. College Rahim Yar Khan. Here is my humble effort to discuss Diglossia.
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This document discusses two types of language testing: discrete point testing and integrative testing. Discrete point testing evaluates specific grammar points, words, or structures in isolation through individual questions. Integrative testing evaluates multiple language abilities simultaneously through tasks that require comprehending and producing real connected text, such as cloze tests, dictations, translations, essays, interviews, and reading passages. The document provides examples of both discrete point and integrative testing questions and formats.
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3) Technology, especially the internet, will have a major impact on the future of English by facilitating new vocabularies, ways of communicating, and the spread of the language to more parts of the world.
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There are five major types of linguistic variation: regional, social, field of discourse, medium, and attitude. Regional variation refers to differences in language based on the region where a person lives or has lived. Social variation means differences according to factors like education, socioeconomic class, ethnicity, age, and sex. Variation can also occur based on the communication medium (spoken vs. written) and the attitude or level of formality with which a message is conveyed.
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This document summarizes linguistic variation in regions where English is spoken. It discusses how social groups, regions, attitudes, education levels and other factors influence dialects. Standard English has developed and spread due to education, mass communication and globalization, but regional dialects still exist and distinct varieties of English are used in places like Scotland, Ireland, Canada, South Africa, Australia and elsewhere.
Varieties of english
A short account on Varieties of English, reasons and implications for language learning, done for secondary school students.
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This document discusses how language and society are interconnected in three key ways:
1. Social roles like jobs and relationships influence the language people use. People in different social groups may use specific vocabulary or have distinctive accents.
2. Society also shapes language through institutions like education systems that standardize language usage and vocabulary.
3. As language changes over time due to various social and cultural factors, it also changes how people interact and view each other and the world. Language and society have a dynamic relationship where each continuously influences the other.
Varieties of English
The document discusses different types of variation in English, including regional dialects, social variations, and national standards. It notes that regional dialects depend on where people live, social variations depend on social groups and education levels, and national standards of English include British, American, and other country-specific variations with some differences in grammar, vocabulary, and pronunciation. Standard English aims for uniformity but still varies based on factors like medium, attitude, and situation.
Language, society and culture
The document discusses how language is influenced by society and culture. It examines sociolinguistics, the study of how social factors like age, gender, education, and ethnicity can cause language to vary. Sociolinguistics investigates how language differences arise from social class, occupation, and socioeconomic status. It also explores how code-switching and language registers vary based on social situations and the relationship between speakers.
Varieties of English Language
People's language use is influenced by their social group, region, field of discourse, medium of communication, and attitude. Variations in dialects developed over time due to regional separation and the British conquest, with educated speakers using standard English and non-educated speakers using nonstandard English. While there are global, American, and British standards of English, other English-speaking regions also developed their own standards that distinguish based on field of discourse, medium, and speaker attitude.
The future of english as a global language
The document discusses the past, present, and potential future of English as a global language. It outlines how English spread through British colonialism and American economic dominance. While English currently dominates domains like education, business, and pop culture, its future is uncertain as other languages and cultures gain influence. Regional languages may replace English, or it could remain a lingua franca. English teaching professionals have a role to teach the language respectfully without threatening other identities.
World Englishes
1) English has become a global language with more non-native speakers than native speakers. It is spoken by over 1.5 billion people worldwide and is used extensively in business, science, and pop culture.
2) Braj Kachru coined the term "World Englishes" to describe the diverse varieties of English that have developed as the language has spread globally. While traditionally only British English was considered the standard, Kachru argued that local Englishes have developed their own rules and norms.
3) English is becoming localized in many countries, taking on aspects of local languages and cultures while still providing a common means of global communication. It is growing as a means of cultural expression rather than solely as
Communicative competence
This document discusses communicative competence in teaching English as a foreign language. It defines communicative competence according to various scholars such as Hymes, Chomsky, Savignon, and Cummins. Communicative competence includes grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses language functions such as instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. It explains functional syllabuses which are based on recognizing and expressing communicative functions and concepts through language.
English language competences
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
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- 1. Is the single most important aspect of all communication. If there is no intelligibility, communication has failed.
- 2. •Problems making themselves intelligible when spoken English •Fail to understand the message conveyed by speech or to pronounce English intelligibly.
- 3. A study of Intelligibility
- 4. Title Intelligibility level of pre- intermediate students of English major at the UQROO according to native and non-native teachers and natives that are not teachers.
- 5. Supervisor Dr. Edith Hernandez Mendez. Professor and researcher of UQROO Type of research Descriptive- qualitative
- 6. This study will have a qualitative approach because we will use the data collection for a better understanding of the phenomenon. We will use a bit of a quantitative approach to analyze the survey results that we are going to apply. •5 students (different levels of intelligibility) •3 native teachers •3 nonnative teachers •3 native (no teachers)
- 7. Objective (s) •To identify which variables affect the intelligibility of the intermediate students of English Language major at the University of Quintana Roo. •How native and non-native teachers evaluate the intelligibility. (linguistic task) •To know if being a teacher is affecting the way to evaluate intelligibility
- 8. Hyphotesis or Research Questions Non-native teachers are more tolerant than native teachers and native that are not teachers when evaluating the intelligibility of pre-intermediate students of English major at the University of Quintana Roo
- 9. Variables •Mother tongue •Native or non-native teachers •Cultural, social and economic factors