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This document discusses corrective feedback and its role in second language acquisition. It notes that corrective feedback refers to utterances that indicate a learner's output is erroneous and provides examples like clarification requests. While some argue that second language learners can acquire language through positive evidence alone, most researchers believe that both negative and positive feedback are needed for successful second language learning since it is different than first language acquisition in children.
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Articulation Of Beliefs
The document discusses various topics related to second language acquisition (SLA), including whether the first language causes interference, the role of the first language in the classroom, similarities and differences between first and second language acquisition, the role of imitation and repetition, the effectiveness of drills and correction, the role of rules, the impact of teaching, differences in difficulty between languages, factors that make structures easy or difficult to acquire, the role of motivation, the impact of age, and appropriate methods for different proficiency levels. The best approach to language teaching is one that provides plenty of meaningful input and interaction, without relying solely on rules or drills. Teaching should be guided by an understanding of the natural processes of SLA.
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This document discusses second language acquisition (SLA) research. It covers topics like the order of acquisition, social effects on learning, the role of input and interaction, and describing learned language. Researchers have found a consistent order of first language acquisition but this does not necessarily apply to second languages. Social attitudes can positively or negatively impact language learning. Learners acquire language from input in their environment, and interaction helps facilitate vocabulary acquisition through negotiation of meaning. SLA research aims to better understand the learning process and evaluate teaching practices.
Applied-linguistics-and sla
The document discusses theories of second language acquisition including Krashen's theory which consists of 5 hypotheses: 1) the acquisition-learning hypothesis, 2) the monitor hypothesis, 3) the natural order hypothesis, 4) the input hypothesis, and 5) the affective filter hypothesis. It also briefly mentions Swain's output hypothesis which posits that output promotes language learning. Additionally, it covers Cummins' common underlying proficiency theory and the differences between context-embedded and context-reduced communication.
The intake hypothesis
The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching methods. It includes entries on topics like the zone of proximal development, total physical response method, target language, mother tongue, approaches, acquisition vs learning, the silent period hypothesis, critical period hypothesis, and the language acquisition device. The document is a glossary created by Anais and Noemi for their second year of childhood education studies.
Glossary
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A critique on SLA: Behaviorist theory and Cognitive theory difference
Researches and focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.
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The intake hypothesis
The document discusses the concept of intake in second language learning theory. It provides background on definitions of intake proposed by scholars like Krashen and Ellis. Krashen viewed intake as synonymous with comprehensible input, while Ellis defined intake as the part of input that is processed by the learner. The key hypothesis discussed is Schmidt's proposal that intake is the part of input that is noticed by the learner. The document also examines cognitive intake processes like inferencing, structuring, and restructuring and provides examples of how learners with different levels of intake may process language. Finally, it notes factors like age, motivation that influence learners' intake processes.
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The document discusses various topics related to second language acquisition (SLA), including whether the first language causes interference, the role of the first language in the classroom, similarities and differences between first and second language acquisition, the role of imitation and repetition, the effectiveness of drills and correction, the role of rules, the impact of teaching, differences in difficulty between languages, factors that make structures easy or difficult to acquire, the role of motivation, the impact of age, and appropriate methods for different proficiency levels. The best approach to language teaching is one that provides plenty of meaningful input and interaction, without relying solely on rules or drills. Teaching should be guided by an understanding of the natural processes of SLA.
Ingry asl
This document discusses second language acquisition (SLA) research. It covers topics like the order of acquisition, social effects on learning, the role of input and interaction, and describing learned language. Researchers have found a consistent order of first language acquisition but this does not necessarily apply to second languages. Social attitudes can positively or negatively impact language learning. Learners acquire language from input in their environment, and interaction helps facilitate vocabulary acquisition through negotiation of meaning. SLA research aims to better understand the learning process and evaluate teaching practices.
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The document discusses theories of second language acquisition including Krashen's theory which consists of 5 hypotheses: 1) the acquisition-learning hypothesis, 2) the monitor hypothesis, 3) the natural order hypothesis, 4) the input hypothesis, and 5) the affective filter hypothesis. It also briefly mentions Swain's output hypothesis which posits that output promotes language learning. Additionally, it covers Cummins' common underlying proficiency theory and the differences between context-embedded and context-reduced communication.
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The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
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Researches and focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.
About 25 years ago, a psychologist named Stephen Krashen transformed language teaching. He had been developing his ideas over a number of years, but several books he published in the 1980s received general acceptance.
The intake hypothesis
The document discusses the concept of intake in second language learning theory. It provides background on definitions of intake proposed by scholars like Krashen and Ellis. Krashen viewed intake as synonymous with comprehensible input, while Ellis defined intake as the part of input that is processed by the learner. The key hypothesis discussed is Schmidt's proposal that intake is the part of input that is noticed by the learner. The document also examines cognitive intake processes like inferencing, structuring, and restructuring and provides examples of how learners with different levels of intake may process language. Finally, it notes factors like age, motivation that influence learners' intake processes.
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2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
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4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
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The document discusses three major theories of language acquisition:
- Behaviorist Theory, proposed by B.F. Skinner, asserts that language is acquired through conditioning principles like association, imitation, and reinforcement. Critics argue this cannot account for the rapid rate of language learning in children.
- Nativist Theory, proposed by Noam Chomsky, claims an innate Language Acquisition Device allows children to develop a universal grammar. It suggests language rules have core and language-specific components.
- Interactionist Theory argues language development is both biological and influenced by children's desire to communicate with others. Proponents believe maturation and motivation to share understanding shape acquisition.
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
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The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
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Nativist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device (LAD) that enables children to learn language. The LAD contains universal grammar principles and parameters that guide children to unconsciously deduce the grammatical rules of the language they are exposed to. Children are biologically predisposed to acquire language skills without formal teaching by testing hypotheses about the underlying structure of the language based on the input they receive.
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Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
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This document discusses the relationship between second language acquisition research and language teaching. It reviews how SLA research influenced communicative language teaching in the early 1980s and more recent proposals to integrate focus on form into meaning-based curricula. The document outlines four macro-options for focus on form interventions based on SLA research: input processing, input enhancement, form-focused output, and negative feedback. It also discusses issues related to choosing linguistic forms for focused instruction and how individual learner factors and context can affect benefits.
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2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
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for students' use.
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The document discusses three major theories of language acquisition:
- Behaviorist Theory, proposed by B.F. Skinner, asserts that language is acquired through conditioning principles like association, imitation, and reinforcement. Critics argue this cannot account for the rapid rate of language learning in children.
- Nativist Theory, proposed by Noam Chomsky, claims an innate Language Acquisition Device allows children to develop a universal grammar. It suggests language rules have core and language-specific components.
- Interactionist Theory argues language development is both biological and influenced by children's desire to communicate with others. Proponents believe maturation and motivation to share understanding shape acquisition.
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
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The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
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This document discusses issues related to second language acquisition from multiple perspectives. It examines the many factors that contribute to the complex process of learning a second language, including characteristics of both teachers and students. Additionally, it explores definitions and understandings of key concepts like language, learning, teaching and how linguists study language acquisition.
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The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
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Nativist theory
Nativist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device (LAD) that enables children to learn language. The LAD contains universal grammar principles and parameters that guide children to unconsciously deduce the grammatical rules of the language they are exposed to. Children are biologically predisposed to acquire language skills without formal teaching by testing hypotheses about the underlying structure of the language based on the input they receive.
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Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
Sla
This document discusses the relationship between second language acquisition research and language teaching. It reviews how SLA research influenced communicative language teaching in the early 1980s and more recent proposals to integrate focus on form into meaning-based curricula. The document outlines four macro-options for focus on form interventions based on SLA research: input processing, input enhancement, form-focused output, and negative feedback. It also discusses issues related to choosing linguistic forms for focused instruction and how individual learner factors and context can affect benefits.
Language Acquisition Device; Noam Chomsky
Created by Camille Ann Tambal from University of Southeastern Philippines taking Bachelor of Arts in English Major in Language.
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The document discusses the behaviorist theory of language acquisition. It explains that according to behaviorism, children learn language through imitation, reinforcement, and practice. When children imitate sounds and words they hear, they are praised or given affection as positive reinforcement, which conditions them to repeat those sounds and words. However, the behaviorist theory has been criticized for not accounting for factors like learning abstract words or novel language not modeled by caregivers. The document also outlines four main stages of language acquisition according to behaviorism: the babbling stage, one-word stage, two-word stage, and telegraphic stage.
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Theoretical Approaches to L1 Acquisition
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Formal instruction and language learning
Formal instruction can have both immediate and delayed effects on second language acquisition according to research studies. Some key findings are that instruction is most effective for linguistically simple structures where form and function are transparent, and it can improve learners' controlled performance. However, gains from instruction may not persist in spontaneous speech over time. Instruction also appears to prime learners and facilitate later acquisition by making linguistic features more salient, even if it does not directly teach the rules of the language.
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The role of corrective feedback in second language learning
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The What If Technique presented by Motivate Design
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Perceptions and Preferences of ESL Students Regarding the Effectiveness of Co...
This study investigates the perceptions and preferences of ESL learners in Libyan secondary
schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120
questionnaires administered to the students. It confirms the positive value of corrective feedback, which the
body of existing research literature in the field states, and also reveals and provides evidence to the fact that
the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the
corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether
the corrective feedback should be given immediately after the error is detected or after the students have
finished their tasks. The study also reveals that, often, the learners do not receive their expected feedback
Second Language Acquisition by David Nunan
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Ingry asl
This document discusses second language acquisition (SLA) research. It covers topics like the order of acquisition, social effects on learning, the role of input and interaction, and describing learned language. Researchers have found a consistent order of first language acquisition but this does not necessarily apply to second languages. Social attitudes can positively or negatively impact language learning. Learners acquire language from input in their environment, and interaction helps facilitate vocabulary acquisition through negotiation of meaning. SLA research aims to better understand the learning process and evaluate teaching practices.
Explicit and implicit grammar teaching
This document discusses explicit and implicit grammar teaching. It defines explicit teaching as focusing on language forms and rules, while implicit teaching involves unconscious learning without being taught rules. Both have pros and cons. The document also discusses deductive vs inductive instruction, the role of age and individual differences, findings from previous related studies, and the differences between focus on form vs focus on forms approaches.
8 Sample Annotated Bibliography 1
This annotated bibliography examines research on the role of grammar instruction in second language classrooms. It first discusses Krashen's view that explicit grammar teaching is unnecessary as comprehensible input alone is sufficient for acquisition. It then summarizes several key studies that challenge this view by finding positive effects of grammar instruction on learners' noticing, accuracy and acquisition of grammatical structures. The studies investigated the impact of consciousness-raising tasks, formal lessons, focus on form, and different conditions of exposure on learning grammatical morphemes. Overall, the research suggests that grammar instruction can help improve learners' linguistic performance and affect how they process and use the target language.
Teaching Grammar to Adult English Language Learners
This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
Chapter 3 individual differences in second language learning
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
Nassaji ( 2004)
This summary provides an overview of recent developments in research on teaching grammar:
1) With the rise of communicative language teaching, the role of explicit grammar instruction was downplayed. However, recent research demonstrates the need for formal grammar instruction for learners to develop accuracy.
2) The chapter examines two issues: whether grammar teaching makes a difference, and what types of grammar teaching facilitate learning. It reviews research on integrating formal instruction with communicative activities.
3) While some arguments were made against teaching grammar, current research supports the role of grammar instruction. Noticing grammar helps learning, learners have developmental sequences, meaning-focused teaching is insufficient, and studies show instruction's positive effects on accuracy.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Changing Contexts And Shifting Paradigms In Pronunciation Teaching
This document summarizes the changing paradigms in pronunciation teaching over time. It discusses how pronunciation has shifted between being considered the central skill to being ignored, and how current research shows it deserves balanced attention. It also examines the debate between the nativeness principle, which aims for native-like pronunciation, versus the intelligibility principle, which focuses on being understandable. Additionally, it explores how the context of communication and issues of identity further complicate approaches to teaching pronunciation.
Action Research In The Language Classroom Motivating Teenage Learners
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Fluency and games
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
Sla stages
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
MLE 501 - Language Acquisition, Education, and the Discovery of the Human Per...
The document discusses Stephen Krashen's five hypotheses of language acquisition. It summarizes Krashen's hypotheses which distinguish between language acquisition and learning, emphasize the importance of comprehensible input, posit a natural order of language acquisition, describe the role of affective factors like motivation and anxiety, and view errors as a natural part of the learning process rather than something to be eliminated. The document argues that Krashen's hypotheses provide guidance for effective language teaching by creating environments similar to natural language acquisition, ensuring comprehensible input, employing a communicative rather than grammatical syllabus, reducing anxiety and increasing motivation, and viewing errors as indicators of learning.
Developing academic vocabulary in ELLs
This document discusses developing academic vocabulary in English-language learners. It identifies three main methods: engaging students in rich language experiences like interactive shared reading, teaching individual words, and teaching word-learning strategies. Interactive shared reading exposes students to language not often encountered in texts they can read independently. Teaching individual words involves providing definitions, multiple exposures, and discussions of meanings. Teaching strategies includes explaining strategies like using context clues and modeling their use. Modifications for English learners include additional scaffolding and using first languages to aid comprehension.
International Journal of Engineering Research and Development
This study investigated native and non-native English speakers' acceptance of different types of multiple WH-questions in English and Persian. It administered grammar and multiple WH-question tests to 30 Iranian English learners and 10 native English speakers. The results showed that native English speakers significantly discriminated between question types, rating 'what' highest and 'how' and 'why' lowest. Native Persian speakers rated all question types similarly high. Both learner groups rated English questions lower than natives and their own Persian ratings, with advanced learners performing better. The study suggests non-native speakers do not fully accept all English question types.
Chapter 10 toward a theory of second language acquisition
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
Second Language Acquisition - David Nuan
The document summarizes research on second language acquisition (SLA). It describes how SLA research aims to understand how people learn languages beyond their native tongue and identify factors that influence the learning process. Early SLA research focused on comparing first and second language learning (L1 and L2) and whether L1 influences L2 acquisition. Later research examined the order in which learners acquire language structures (product-oriented) and how social interactions support comprehension and intake of the L2 (process-oriented). Current research recognizes SLA as a complex interplay of psychological, social, and linguistic dimensions.
Reaction paper
This document discusses theories of first (L1) and second (L2) language acquisition from several perspectives. It summarizes the views of Freeman, Cook, and Krashen on key aspects of L1 and L2 acquisition. All agree that motivation, needs, interests and meaningful input are important. While L1 and L2 acquisition are separate processes, L1 can positively influence L2 acquisition in some cases, such as when learning certain grammar structures. The document also notes that correcting errors frequently in L1 acquisition may hinder language development, and the same is true for L2 learning - teachers should focus on understanding meaning rather than constant correction.
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Teaching Grammar to Adult English Language Learners
Teaching Grammar to Adult English Language Learners
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Chapter 3 individual differences in second language learning
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Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...
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Changing Contexts And Shifting Paradigms In Pronunciation Teaching
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Chapter 10 toward a theory of second language acquisition
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The document provides a lesson plan for teaching 3rd grade students about identifying elements of a story, including characters, setting, and plot. It includes objectives, subject matter, teaching strategies, and a teaching-learning sequence. As part of the lesson, students read the fable "Belling the Cat" and participate in activities to identify the story elements, including a "Dare Cube" game where they act out characters, settings, and events from the story. The lesson aims to help students understand and describe literary elements in texts.
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This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
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Relevant laws:Case Study Education
Petitioner Dioscoro Bacsin, a public school teacher, was charged with grave misconduct for allegedly touching and fondling the breast of his student AAA. The Civil Service Commission dismissed Bacsin from service. The Court of Appeals affirmed this dismissal. Bacsin then appealed to the Supreme Court. The Supreme Court dismissed the petition and affirmed the dismissal, finding that sexual harassment of students constitutes grave misconduct based on relevant laws like the Anti-Sexual Harassment Act of 1995.
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This document discusses the history and different waves of feminism, from the first wave's focus on women's suffrage in the 19th-early 20th century to the third wave's addressing of global issues in the 1990s onwards. It then examines postmodern feminism, which accepts diversity and multiple truths rather than seeing an essential nature of women. Postmodern feminists believe empowering women's literature can change societal structures and thinking, and that creating a gender-neutral language is important. The use of patriarchal language is seen as inhibiting growth for women.
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The document discusses suicide, including statistics showing rising rates in the Philippines. It notes that suicide is often due to mental health issues like depression or substance abuse. Some reasons people commit suicide include feelings of hopelessness or being a burden to others. Famous cases of suicide in the Philippines are also mentioned. The document advocates inhibiting suicide growth through prevention efforts and treating the underlying causes that lead people to consider ending their own lives.
Kathy Reichs Fatal Voyage
Kathy Reichs' novel Fatal Voyage involves the investigation of a plane crash. Forensic anthropologist Temperance Brennan is called to assist. She receives a severed foot and begins investigating on her own. Her inquiries lead her to an abandoned cabin owned by a mysterious group. She discovers the group, known as the Hell Fire Club, performed cult rituals there involving cannibalism. Temperance is eventually kidnapped and learns the truth: the plane crash was caused by a passenger's pipe smoke and the cult wanted to keep their activities secret.
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The First Filipino by Leon Ma. Guererro: Religion, Race, Rhetoric
Rizal felt deeply mistreated as a boy in Spain simply for being an indio. At school, he gained the conviction that whites and indios had equal mental capacities. He strived to prove indios were mentally superior to overcome the notion that their brown skin meant intellectual inferiority. Rizal excelled in his studies, winning multiple medals each year, driven by both scholastic discipline and racial pride. He concluded that mastery of rhetoric and poetry could help elevate feelings and develop patriotism for his native country.
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The document discusses children with emotional and behavioral disorders. It begins by classifying these disorders into four categories according to IDEA: conduct disorders, anxiety-withdrawal, immaturity, and socialized aggression. It then discusses several possible causes of these disorders including biological, psychoanalytical, behavioral, phenomenological, and sociological/ecological factors. Finally, it outlines the main types of disorders according to the DSM including conduct disorder, emotional disturbance, personality disorders, anxiety disorders, and ADHD. Each type is then described in more detail with examples of symptoms.
types of conflict
There are several types of conflict discussed in the literature:
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2) Relationship, task, and process conflict, with relationship stemming from incompatibilities, task from disagreements, and process from disagreement over approach.
3) Content vs relational conflict, with content being about issues and relational being about individuals.
4) Denial of identity/needs, domination conflicts, and high stakes distributional conflicts which are particularly likely to cause intractable conflicts.
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Dell Hymes was an influential linguist known for developing the concept of communicative competence. He argued that knowledge of grammar rules alone is not sufficient for language use, and that speakers must also understand appropriate social usage. Hymes proposed that communicative competence includes not only linguistic competence, but also sociolinguistic, discourse, and strategic competence. Lyle Bachman later expanded on this model by dividing organizational competence into grammatical and textual competence, and pragmatic competence. Together, Hymes and Bachman shaped understanding of the full range of knowledge and skills required to communicate effectively.
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Philippine Educational System During the Japanese Occupation
The educational system during the Japanese period in the Philippines centered around the Military Order No. 2 which reopened schools in 1942. The curriculum focused on Tagalog, Philippine history, and character education while promoting love of work. Vocational education was expanded. Japanese language instruction was emphasized, and the six principles of the Japanese republic guided education towards fostering cooperation between Japan and the Philippines. The Ministry of Education oversaw schools, later becoming the Department of Education. Learning focused on Japanese language, basic education, vocational skills, cooperation between countries, and elevating morality.
phiippine educational system-japanese handouts 2
During the Japanese occupation of the Philippines from 1942-1945:
1. The Japanese military government took control and established a new educational system focused on Japanese language, history, and promoting friendship between the Philippines and Japan.
2. Schools reopened in 1942 with reduced student enrollment. Vocational education and elementary education were emphasized.
3. The Japanese-sponsored Republic was established in 1943 and created the Ministry of Education to oversee the new educational policies and principles aimed at developing a new Filipino culture and elevating public morals.
4. Resistance groups opposed to the Japanese, like the Hukbalahap, carried out guerilla warfare and anti-Japanese activities during this period.
phiippine educational system-japanese handouts 1
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Interactional Feedback intro and TH BG
- 1. MMDG III-17 BSE ENGLISH
- 2. LASTTIME: We discussed aboutTEXTUAL ENHANCEMENT as a tool to focus on grammar in communicative context…
- 3. This approach was concerned with raising learners’ attention to grammatical forms by making target forms perceptually more salient through typographical manipulation of certain aspects of the input.
- 4. TODAY: We will discuss
- 5. This approach is based on an interactionist perspective to SLA and the assumption that negotiated interaction (i.e., interactional modifications made in the course of conversation) is essential for language acquisition.
- 8. How?Through: clarification requests, confirmation checks, repetition, recasts, etc., (e.g., Gass, 2003; Gass&Varonis, 1994; Long, 1991, 1996; Pica, 1994, 1998).
- 10. Corrective feedback refers to utterances that indicate to the learner that his or her output is erroneous in some way (Lightbown&Spada, 1999). Also called negative evidence
- 11. In order to learn language, children rely mainly on some innate principles, or what is called (e.g., Chomsky, 1965).
- 12. L1-based studies have provided strong evidence that negative feedback exists in child– parent interactions and that it contributes to L1 development (see Mitchell & Myles, 2004, for a review). L2 acquisition, researchers have argued that similar innate principles to those suggested to be available to L1 learners are also available fully or partially to L2 learners and that L2 learners do not need negative evidence, or if they do, it is only in rare cases where positive evidence is not enough to trigger the UG principles (e.g., Flynn, 1996; Schwartz, 1993).
- 13. However, although such a perspective exists in the field of L2 acquisition, the majority of SLA researchers believe that L2 learning is different from child L1 learning, and that adult L2 learners cannot develop native-like accuracy simply on the basis of exposure to positive evidence or models of grammatical input (e.g., Carroll & Swain, 1993; DeKeyser, 1998; Doughty & Long, 2003; R. Ellis, 2001a; R. Ellis, Loewen, &Erlam, 2006; Mackey,Oliver, &Leeman, 2003; Pica, 2002).
- 14. Therefore, L2 learners need both negative and positive feedback in order to acquire an L2 successfully.