Paper 12 English Language Teaching
•Download as PPT, PDF•
3 likes•263 views
This presentation is one of my academic activities in the department of English submitted to Dr. Dilip Barad.
Report
Share
Report
Share
Recommended
Second Language Acquisition
This document discusses second language acquisition. It begins by defining second language acquisition as the process of learning additional languages after one's native language. It notes SLA is related to cognitive psychology and education. The document then differentiates between first and second languages. It discusses various approaches to studying SLA, including contrastive analysis and product-oriented versus process-oriented research. Grammatical differences between the first and second languages are also examined. The document concludes by linking SLA research to practical implications for language teaching pedagogy and methodology.
Workshop 2. linguistic tests
This document describes and compares different types of linguistic tests used to measure language ability, including naturalistic production tasks, elicited production tasks, comprehension tasks that explicitly or implicitly measure knowledge, and online tasks. It outlines what each task measures, what linguistic areas they study, and pros and cons of each approach.
Second language acquisition
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
Second language acquisition!
No, when I am 12.
S: I goed to the store.
T: No, you didn't goed to the store. The past tense of go is went. You went to the store.
S: She run fast.
T: No, the correct form is "She runs fast" or "She ran fast", depending on whether you're talking about the present or past tense.
S: I eated the food.
T: No, the past tense of eat is ate. You should say "I ate the food."
Explicit correction is direct and unambiguous.
REPETITION
Teacher repeats the correct form after the student's
incorrect utterance
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Input and Interaction - Psychology of Language Learning
This document covers several key topics in second language acquisition (SLA) research including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, Krashen's acquisition/learning hypothesis, the affective filter hypothesis, comprehensible input, the natural order hypothesis, issues with Krashen's thinking, negotiation of meaning, and generalizations from SLA research. It provides explanations of these concepts and cites supporting research from scholars like Ellis, Krashen, Lightbown, Spada, and VanPatten.
Second language acquisition
This document summarizes information about a second language acquisition group project. It lists the seven group members and provides definitions and explanations of key concepts in second language acquisition, including how the field started and Stephen Krashen's influential input hypothesis and five main hypotheses. It also outlines the typical stages of second language acquisition and compares features of first and second language acquisition. The document concludes by discussing the best ways to teach and introduce second language acquisition.
Demystifying Interlanguage Pragmatics for EFL Teachers
The document discusses interlanguage pragmatics and its importance for EFL teachers. It defines key concepts like pragmatic competence, speech acts, and pragmatic failure. It explains that during second language acquisition, learners develop an "interlanguage" system with features of both their first and second languages. There are three types of pragmatic knowledge: cognitive awareness, receptive skills, and productive skills. The document proposes a three-stage model of L2 pragmatic instruction involving observation, analysis, and extension activities. It emphasizes that pragmatic features can be taught at all levels through explicit instruction combined with practice opportunities.
Recommended
Second Language Acquisition
This document discusses second language acquisition. It begins by defining second language acquisition as the process of learning additional languages after one's native language. It notes SLA is related to cognitive psychology and education. The document then differentiates between first and second languages. It discusses various approaches to studying SLA, including contrastive analysis and product-oriented versus process-oriented research. Grammatical differences between the first and second languages are also examined. The document concludes by linking SLA research to practical implications for language teaching pedagogy and methodology.
Workshop 2. linguistic tests
This document describes and compares different types of linguistic tests used to measure language ability, including naturalistic production tasks, elicited production tasks, comprehension tasks that explicitly or implicitly measure knowledge, and online tasks. It outlines what each task measures, what linguistic areas they study, and pros and cons of each approach.
Second language acquisition
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
Second language acquisition!
No, when I am 12.
S: I goed to the store.
T: No, you didn't goed to the store. The past tense of go is went. You went to the store.
S: She run fast.
T: No, the correct form is "She runs fast" or "She ran fast", depending on whether you're talking about the present or past tense.
S: I eated the food.
T: No, the past tense of eat is ate. You should say "I ate the food."
Explicit correction is direct and unambiguous.
REPETITION
Teacher repeats the correct form after the student's
incorrect utterance
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Input and Interaction - Psychology of Language Learning
This document covers several key topics in second language acquisition (SLA) research including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, Krashen's acquisition/learning hypothesis, the affective filter hypothesis, comprehensible input, the natural order hypothesis, issues with Krashen's thinking, negotiation of meaning, and generalizations from SLA research. It provides explanations of these concepts and cites supporting research from scholars like Ellis, Krashen, Lightbown, Spada, and VanPatten.
Second language acquisition
This document summarizes information about a second language acquisition group project. It lists the seven group members and provides definitions and explanations of key concepts in second language acquisition, including how the field started and Stephen Krashen's influential input hypothesis and five main hypotheses. It also outlines the typical stages of second language acquisition and compares features of first and second language acquisition. The document concludes by discussing the best ways to teach and introduce second language acquisition.
Demystifying Interlanguage Pragmatics for EFL Teachers
The document discusses interlanguage pragmatics and its importance for EFL teachers. It defines key concepts like pragmatic competence, speech acts, and pragmatic failure. It explains that during second language acquisition, learners develop an "interlanguage" system with features of both their first and second languages. There are three types of pragmatic knowledge: cognitive awareness, receptive skills, and productive skills. The document proposes a three-stage model of L2 pragmatic instruction involving observation, analysis, and extension activities. It emphasizes that pragmatic features can be taught at all levels through explicit instruction combined with practice opportunities.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Alternative approaches-to-the-role-of-previously 1111111
The document discusses several alternative approaches to the role of a learner's previously known language (L1) in acquiring a second or foreign language (L2). It describes avoidance, differential learning rates, different paths of acquisition, overproduction, predictability/selectivity, and morpheme order studies. Morpheme order studies argue that L2 learners create a mental grammar allowing them to interpret and produce new utterances, though more recent research shows the L1 can influence the order of morpheme acquisition.
The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Second language acquisition
Second language acquisition refers to the process of learning a second language. There are several theories that attempt to explain how second languages are learned, including Universal Grammar, Monitor Theory, Behaviourism, Cognitive Psychology, Connectionism, the Multidimensional Model, Interactionist Perspectives, and Developmental Sequences. Research shows that instruction can significantly impact the rate of second language learning and long-term accuracy, especially when focused on semantic or lexical errors within communicative interactions.
Second Language Acquisition (George Yule)
This document summarizes theories of second language acquisition. It discusses four focus areas: transfer, where learners apply first language features to the second language; interlanguage, the language system learners develop between the first and second languages; motivation, which is important for learning and can be instrumental or integrative; and input and output, the importance of receiving input and producing output in the second language. It also briefly introduces the concepts of communicative competence, involving accurate, appropriate, and flexible language use, and applied linguistics, which deals with practical language issues.
first language vs second language
difference between first language vs second languAge learning
FIRST LANGUAGE
SECOND LANGUAGE
DIFFERENCE BETWEEN LEARNING AND ACQUISITION
LEARNING
ACQUISITION
DIFFERENCE
Stages of Second Language Acquisition
There are typically five stages of second language acquisition:
1. Pre-production - Students are silent and rely on gestures and visuals, with a receptive vocabulary of 500 words.
2. Early production - Students have 1-2 word phrases and 1000 word vocabulary, answering yes/no questions.
3. Speech emergence - Students have 3000 word vocabulary, initiate simple conversations with some grammatical errors.
4. Intermediate fluency - Students have 6000 word vocabulary, ask questions for clarification and work in grade level classes with support.
5. Advanced fluency - It takes 4-10 years for students to achieve academic language proficiency, though they still need support in some content areas like writing.
Comprehensible input theory 1
This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
Learning to language learning
This document discusses language acquisition and learning. It notes that acquisition refers to the unconscious and natural process of picking up a language through exposure and use. Learning refers to the formal study of a language including learning rules.
It also discusses differences between first, second, and foreign language learning. First language learning occurs naturally as a child, while second language learning can be influenced by the first language through things like pronunciation patterns transferring over. Younger learners are often believed to learn a new language more easily than older learners, though some studies have challenged this critical period hypothesis.
The document examines how the first language can influence second language acquisition, such as relying on reliable word order patterns from the first language. Contrastive
Second Language Acquisition
This document summarizes key concepts in second language acquisition (SLA). It defines SLA as learning a second language in addition to one's native language. There is a difference between acquisition, which happens naturally through interaction, and learning, which is a conscious process focused on grammar rules. Contrastive analysis hypothesizes that learners will transfer rules from their first language, sometimes generating errors. Research in SLA has been both product-oriented and process-oriented. Krashen's five hypotheses focus on acquisition, learning, the monitor, natural order, and affective filter. Generalizations note variations in learners and the role of self-image. Claims are made about adults acquiring a second language, practice not ensuring perfection
Comparing and contrasting first and second language acquisition - Wissam Ali ...
While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
A contrastive analysis between bahasa indonesia and english dawood widya
This document discusses contrastive analysis between Bahasa Indonesia and English and its applications in English language teaching. It outlines similarities and differences between the two languages in terms of phonology, syntax, and other linguistic aspects. Examples are provided to illustrate differences in vowels, phrase structure, plural formation, passive constructions, and sentence patterns between the two languages. The conclusion states that contrastive analysis is useful for both teachers and students in understanding differences between their first language and the target language being learned. This helps avoid directly applying first language rules when using the target language.
Sociocultural Theory
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
Krashen’s input hypotheses presentation
Krashen's Input Hypothesis proposes that students can learn a language through comprehensible input by listening and reading alone, without the need for speaking. Research found that students learning English through input performed as well or better than those learning through traditional audiolingual methods. The hypothesis suggests that reading provides vocabulary growth in early stages, while conversation is better for later stages. Total Physical Response and input flooding expose students to language through listening and reading, while enhanced input highlights specific forms to learn. Processing instructions also focus on comprehension and outperformed traditional production-based learning.
Group 4 role of l2 input
The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Let's CLIL! Definition.
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
L2 interlanguage development
Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
What is the role played by the Native Language in SLA
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
The Field of Second Language Acquisition
SLA investigates how and why people learn second languages by drawing on linguistics, psychology, sociology and related fields. It examines the cognitive and social processes involved in acquiring a new language system and becoming competent in different contexts. SLA research compares child first language acquisition to adult second language learning, investigates individual learner differences, and seeks to understand factors that influence learning outcomes and rates of acquisition.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
More Related Content
What's hot
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Alternative approaches-to-the-role-of-previously 1111111
The document discusses several alternative approaches to the role of a learner's previously known language (L1) in acquiring a second or foreign language (L2). It describes avoidance, differential learning rates, different paths of acquisition, overproduction, predictability/selectivity, and morpheme order studies. Morpheme order studies argue that L2 learners create a mental grammar allowing them to interpret and produce new utterances, though more recent research shows the L1 can influence the order of morpheme acquisition.
The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Second language acquisition
Second language acquisition refers to the process of learning a second language. There are several theories that attempt to explain how second languages are learned, including Universal Grammar, Monitor Theory, Behaviourism, Cognitive Psychology, Connectionism, the Multidimensional Model, Interactionist Perspectives, and Developmental Sequences. Research shows that instruction can significantly impact the rate of second language learning and long-term accuracy, especially when focused on semantic or lexical errors within communicative interactions.
Second Language Acquisition (George Yule)
This document summarizes theories of second language acquisition. It discusses four focus areas: transfer, where learners apply first language features to the second language; interlanguage, the language system learners develop between the first and second languages; motivation, which is important for learning and can be instrumental or integrative; and input and output, the importance of receiving input and producing output in the second language. It also briefly introduces the concepts of communicative competence, involving accurate, appropriate, and flexible language use, and applied linguistics, which deals with practical language issues.
first language vs second language
difference between first language vs second languAge learning
FIRST LANGUAGE
SECOND LANGUAGE
DIFFERENCE BETWEEN LEARNING AND ACQUISITION
LEARNING
ACQUISITION
DIFFERENCE
Stages of Second Language Acquisition
There are typically five stages of second language acquisition:
1. Pre-production - Students are silent and rely on gestures and visuals, with a receptive vocabulary of 500 words.
2. Early production - Students have 1-2 word phrases and 1000 word vocabulary, answering yes/no questions.
3. Speech emergence - Students have 3000 word vocabulary, initiate simple conversations with some grammatical errors.
4. Intermediate fluency - Students have 6000 word vocabulary, ask questions for clarification and work in grade level classes with support.
5. Advanced fluency - It takes 4-10 years for students to achieve academic language proficiency, though they still need support in some content areas like writing.
Comprehensible input theory 1
This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
Learning to language learning
This document discusses language acquisition and learning. It notes that acquisition refers to the unconscious and natural process of picking up a language through exposure and use. Learning refers to the formal study of a language including learning rules.
It also discusses differences between first, second, and foreign language learning. First language learning occurs naturally as a child, while second language learning can be influenced by the first language through things like pronunciation patterns transferring over. Younger learners are often believed to learn a new language more easily than older learners, though some studies have challenged this critical period hypothesis.
The document examines how the first language can influence second language acquisition, such as relying on reliable word order patterns from the first language. Contrastive
Second Language Acquisition
This document summarizes key concepts in second language acquisition (SLA). It defines SLA as learning a second language in addition to one's native language. There is a difference between acquisition, which happens naturally through interaction, and learning, which is a conscious process focused on grammar rules. Contrastive analysis hypothesizes that learners will transfer rules from their first language, sometimes generating errors. Research in SLA has been both product-oriented and process-oriented. Krashen's five hypotheses focus on acquisition, learning, the monitor, natural order, and affective filter. Generalizations note variations in learners and the role of self-image. Claims are made about adults acquiring a second language, practice not ensuring perfection
Comparing and contrasting first and second language acquisition - Wissam Ali ...
While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
A contrastive analysis between bahasa indonesia and english dawood widya
This document discusses contrastive analysis between Bahasa Indonesia and English and its applications in English language teaching. It outlines similarities and differences between the two languages in terms of phonology, syntax, and other linguistic aspects. Examples are provided to illustrate differences in vowels, phrase structure, plural formation, passive constructions, and sentence patterns between the two languages. The conclusion states that contrastive analysis is useful for both teachers and students in understanding differences between their first language and the target language being learned. This helps avoid directly applying first language rules when using the target language.
Sociocultural Theory
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
Krashen’s input hypotheses presentation
Krashen's Input Hypothesis proposes that students can learn a language through comprehensible input by listening and reading alone, without the need for speaking. Research found that students learning English through input performed as well or better than those learning through traditional audiolingual methods. The hypothesis suggests that reading provides vocabulary growth in early stages, while conversation is better for later stages. Total Physical Response and input flooding expose students to language through listening and reading, while enhanced input highlights specific forms to learn. Processing instructions also focus on comprehension and outperformed traditional production-based learning.
Group 4 role of l2 input
The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Let's CLIL! Definition.
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
L2 interlanguage development
Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
What is the role played by the Native Language in SLA
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
What's hot (20)
Alternative approaches-to-the-role-of-previously 1111111
Alternative approaches-to-the-role-of-previously 1111111
The recent history of second language learning research sla -presentation...
The recent history of second language learning research sla -presentation...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
A contrastive analysis between bahasa indonesia and english dawood widya
A contrastive analysis between bahasa indonesia and english dawood widya
What is the role played by the Native Language in SLA
What is the role played by the Native Language in SLA
Similar to Paper 12 English Language Teaching
The Field of Second Language Acquisition
SLA investigates how and why people learn second languages by drawing on linguistics, psychology, sociology and related fields. It examines the cognitive and social processes involved in acquiring a new language system and becoming competent in different contexts. SLA research compares child first language acquisition to adult second language learning, investigates individual learner differences, and seeks to understand factors that influence learning outcomes and rates of acquisition.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Teaching methods
The document describes various language teaching methods including Grammar Translation (GT), Direct Method (DM), and Audio-Lingual Method (ALM). GT was one of the earliest methods and focused on translating between the first and second languages. DM arose in response to GT and emphasized using the second language in the classroom without translation. ALM was influenced by behaviorism psychology and structural linguistics, treating language learning as habit formation through repetition and reinforcement. It aimed to avoid interference from the first language.
Second Language Learning 1232663919745890 1
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
Language acquisition
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.
Language acquisition
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students can acquire native-like pronunciation more easily than adults, but older students learn more quickly overall. Both social and academic language development are important. Current instructional approaches aim to integrate language and content while valuing students' first languages and cultures.
Language acquisition
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is affected by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors influence second language learning. Younger students can acquire native-like pronunciation more easily than adults, but older students learn more quickly overall. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning.
ELD 506: Second Language Acquisition
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
Bridging Between Languages
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
A Case Study On The Influence Of First Language Syntax (L1) In Writing Englis...
This document presents a case study on how the syntax of a student's first language (L1), Bahasa Melayu, influences their writing in English (L2). The study analyzed essay writing samples from 20 Form Two secondary students with low English proficiency. It found that the students' L1 highly interfered with their L2 writing skills, as they employed direct translation methods. Specifically, the students transferred L1 syntax negatively by using verbs incorrectly due to differences between Bahasa Melayu and English syntax. However, the study aims to identify which linguistic items were transferred positively or negatively from L1 to L2. The objective is to determine how to improve L2 writing by better understanding contrasts between the syntax of Bah
Week 6 class 1 - ell - ruth
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
Seond language acquisition third lecture-fourth lecture
This document discusses various topics related to language acquisition and testing. It begins by comparing first and second language acquisition, and the cognitive vs behaviorist views. It then outlines Roger Brown's stages of grammatical morpheme development in children. Next, it discusses the development of transformations like negatives and questions. Stephen Krashen's theory of second language acquisition is then summarized, including the acquisition-learning distinction and the input, monitor, natural order, and affective filter hypotheses. Finally, the document discusses types of language tests and criteria for designing effective tests.
Second Language Acquisition: An Introduction
The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
Bilingualisam L1 and L2
This document presents an outline for a presentation on bilingualism and the acquisition of first and second languages. It discusses various categories of bilingualism and outlines typical stages in acquiring an first language, including cooing, babbling, one-word, two-word, and multi-word stages. It also outlines stages in acquiring a second language, including pre-production, early production, speech emergence, and intermediate fluency stages. Challenges to acquiring a second language fluently are discussed, including lack of a silent period, interference between languages, fossilization of errors, and the critical period hypothesis.
Sla bab 1ppt
The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
What is the role played by the Native Language in SLA?
This document discusses the role of a learner's native language in second language acquisition (SLA). It notes that SLA can be learned more easily with the help of one's native language, especially if done in a scientific way. The document then provides background on SLA, describing it as the process of learning a second language. It also lists several important theoretical approaches that are used to study SLA, such as Chomsky's universal grammar and skill acquisition theory. Finally, it discusses how learners' native language can influence their production and pronunciation in the second language, often resulting in errors as proficiency develops over time.
" Teaching English as 'Second Language' in India" - Kapil Kapoor (JNU)
This document discusses the role and status of English in India's education system. It argues that English is studied as a third language rather than a second language, despite being labeled and taught as such. Treating English as a second language has led to confusion over its functions and goals. In reality, an Indian language should fill the role of second language, with English considered a foreign language. The document traces how English became dominant post-independence due to notions of modernization. A conceptual structure was developed to position English as the language of unity and knowledge versus regional languages being linked to conflict. This misunderstanding of English's appropriate role has undermined efforts to improve its teaching and learning in India.
Class 10 English Language Learners
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
1
This document discusses second language acquisition (SLA). SLA refers to learning a language after one's native language. The goals of studying SLA are to describe how L2 is acquired and explain the process, identifying external and internal factors influencing acquisition. External factors include social environment and input, while internal factors include cognitive mechanisms and communication strategies. The document presents case studies of an adult learning English and two children learning English, showing their progress in requests over time. It also discusses methodological issues in describing and explaining L2 acquisition.
Bilingualisam
This document presents information on bilingualism and the acquisition of first and second languages. It discusses categories of bilingualism, stages of first language acquisition from babbling to telegraphic speech, and stages of second language acquisition from pre-production to advanced fluency. Some reasons why few people achieve fluency in a second language include lack of a silent period, interference from the first language, fossilization of errors, the critical period hypothesis, and affective filters.
Similar to Paper 12 English Language Teaching (20)
SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
A Case Study On The Influence Of First Language Syntax (L1) In Writing Englis...
A Case Study On The Influence Of First Language Syntax (L1) In Writing Englis...
Seond language acquisition third lecture-fourth lecture
Seond language acquisition third lecture-fourth lecture
What is the role played by the Native Language in SLA?
What is the role played by the Native Language in SLA?
" Teaching English as 'Second Language' in India" - Kapil Kapoor (JNU)
" Teaching English as 'Second Language' in India" - Kapil Kapoor (JNU)
More from Alpa Ponda
Harry Potter as Children literature
this presentation is one of the part of my academic activities in department of English submitted to Dr. Dilip Barad.
Communication through various arts
This document discusses different forms of communication through art, including Kathak dance which tells stories through gestures and movements, mime which conveys messages without words using gestures, and various styles of painting such as Cubism and Surrealism. It provides examples of famous paintings like "The Kiss" which depicts a tortured embrace and "The Scream" which captures a moment of anxiety, and notes that drama involves movement on stage. In general, it conveys that art can communicate through visual and physical forms of expression and also have therapeutic benefits by helping to heal people.
African literature alpa
This is one of the part of my academic activities in department of english at bhavnagar university submitted to Dr. Dilip Barad.
Paper 11 Post colonial literature
This document is a paper submitted by Alpa Ponda to their professor Smt. S B Gardi. It discusses Edward Said's work "Orientalism" and the theory of postcolonialism. Said's Orientalism examines the Western perspective of Middle Eastern, Asian, and North African societies, which are often viewed as inferior and uncivilized. The work also analyzes how the West structures dominance and authority over the East through stereotypical characterizations that ridicule and mock Arab people.
Paper 10 American Literature
This presentation is one of my academic activities in department of English at M. K. Bhavnagar submitted to Dr.Dilip Barad
Paper 9
This document analyzes characters in Virginia Woolf's novel "To the Lighthouse". It discusses Mrs. Ramsay as the ideal woman who preserves hope and manages the household. It also discusses Lily Briscoe as a passionate artist who wants to change dominated societal views and values her art over marriage. Mr. Ramsay is described as rude and dedicated to his work, with the opposite personality of his wife Mrs. Ramsay.
Paper no 8 Cultural Studies sem 2
This document presents a cultural studies paper analyzing William Blake's poem "The Chimney Sweeper" through the lens of cultural materialism. It discusses how the poem critiques the cruel exploitation of innocent children made to work as chimney sweeps during the industrial revolution. Blake criticized the church's view that suffering in life leads to reward after death, as the grim realities of the sweepers' lives were damaging. The poem represents the hard realities of life during an era of prosperity where children were forced into labor, reflecting Marxist concepts of cultural materialism.
Sem 2 Paper 5 The Romantic Age
Mary Shelley wrote Frankenstein in 1818 at the age of 18. It is considered one of the first works of science fiction. The novel explores themes of dangerous knowledge in the pursuit of secrets of life and death. It also examines monstrosity through the creation of a monster by Victor Frankenstein who is then rejected by society due to his appearance. Isolation is another theme, as both Victor and the monster experience isolation - Victor on his journey to the North Pole and the monster after being created. The novel questions natural laws by having man interfere in nature's domain. It also comments on beauty and societal acceptance by showing the monster as a beast rejected due to his appearance.
Sem 2 Paper 6 The Victorian Age
This document provides information about Victorian poets Robert Browning and Alfred, Lord Tennyson. It discusses Browning's life, notable poems, and views as described by Robert Wilson Lynd. For Tennyson, it outlines his life and tenure as Poet Laureate, and examines some famous phrases from his poems. The document also lists some of Browning and Tennyson's poems and analyzes the theme of Tennyson's poem "The Eagle."
Sem 2 paper 7 Literary Theory and Criticism
This document discusses how archetypes are represented in films through the seasons and colors. It analyzes how different seasons are associated with different genres: summer with romance, winter with irony/satire, spring with comedy, and autumn with tragedy. As an example, it examines how Toni Morrison's novel "The Bluest Eye" uses the seasons to represent stages in the story and characters' lives. It also discusses five spheres that archetypes can be classified into - human, animal, vegetation, mineral, and water. Finally, it analyzes how different colors like black, white, blue, green, and yellow can represent different archetypes or concepts in films.
METAPHYSICAL POETRY
HERE I AM SHARING MY PRESENTATION OF MY M.A COURSE AS MY ACADEMIC WORK.I AM SUBMITTING THIS PRESENTATION TO DR. DILIP BARAD , SMT.S.B. GARDI DEPARTMENT OF ENGLISH MKBU
DIFFERENCE BETWEEN WORDSWORTH AND COLERIDGE'S CONCEPT OF POETRY
This document presents the differences between Wordsworth and Coleridge's concepts of poetry. Wordsworth defined poetry as the "spontaneous overflow of powerful emotions" that are later "recollected in tranquility." His poetry focused on themes from common life, using simple language and depicting rural characters. In contrast, Coleridge felt that poetry should include supernatural incidents and agents, with elements of mystery and wonder. He saw poetry as depicting the world of fancy and thoughts, with a sense of magic and mystery. The key difference is that Wordsworth sought to give charm to everyday nature through imagination, while Coleridge aimed to make ordinary objects supernatural.
TOM JONES AS PICARESQUE NOVEL
HERE I AM SHARING MY PRESENTATION OF MY M.A COURSE AS MY ACADEMIC WORK.I AM SUBMITTING THIS PRESENTATION TO DR. DILIP BARAD , SMT.S.B. GARDI DEPARTMENT OF ENGLISH MKBU
A CRITIQUE ON RENAISSANCE LITERATURE
HERE MY PRESENTATION OF MY M.A COURSE. I AM SUBMITTING TO DR. DILIP BARAD , SMT. S.B. GARDI DEPARTMENT OF ENGLISH MKBU
More from Alpa Ponda (14)
DIFFERENCE BETWEEN WORDSWORTH AND COLERIDGE'S CONCEPT OF POETRY
DIFFERENCE BETWEEN WORDSWORTH AND COLERIDGE'S CONCEPT OF POETRY
Recently uploaded
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Paper 12 English Language Teaching
- 1. Alpa Ponda Sem 3 Batch 2016-2018 Paper No. 12 English language teaching Submitted to :smt. S B Gardi department of English Enrolment no: 2069108420170025 Mail ID: alpaponda.7@gamil.com
- 2. Second language acquisition • The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign language
- 3. How did it emerged? • Because of similarities and differences between languages. • Learner’s first language L1 has an important influence on the acquisition of a second language. • E.g. L1 subject+noun+verb L2 subject+verb+noun
- 5. Stephen Krashen • Grammatical items is taught or acquired it is different thing.
- 6. Two mental process • Conscious learning • Grammatical rules enabling the learners to memorise rules. • Sub conscious acquisition • It’s natural
- 7. Comprehensible input • Understand the message in language conferring a structure
- 8. L1 • If L1 is good then L2 is good L2 • If L1 is good then L2 can not be god
- 9. SLA is like imagination for India • Man has its L1 good. • They are only focusing on grammar. • They have no environment of L1. • There is no natural. • So David Crystal said that Indian English would be standard English in 2050.
- 10. Matter of acquiring English Articulate Tone pronunciation stress In toleration
- 11. Acquiring means totally accepting Talk in English Eat in English Behave like English