Reading as a Communication Process
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This document outlines objectives and guidelines for effective language use. It identifies five key guidelines: clarity, simplicity, adapted language, forceful language, and vivid language. Clarity means using concrete symbols that are easily understood. Simplicity means using direct wording that is less complex. Adapted language means using words appropriate for the audience. Forceful language stimulates interest. Vivid language uses descriptive words that engage the senses. The document provides examples to illustrate applying these guidelines to construct clear and engaging sentences.
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Reading as a communication process
This document discusses characteristics of effective language for communication and reading comprehension. It identifies five key characteristics: 1) clarity through concrete rather than abstract language, 2) simplicity through direct rather than complex wording, 3) adapted language that relates to the reader's background, 4) forceful language that stimulates interest, and 5) vivid language that is descriptive. Following examples that demonstrate each characteristic, the document concludes that applying these language guidelines can make reading more meaningful and effective.
Developmental Reading: Reading as a Communication Process
This document discusses the characteristics of effective communication through language. It identifies five key characteristics: 1) clarity - using concrete rather than abstract language, 2) simplicity - expressing ideas directly without unnecessary complexity, 3) adapted language - using vocabulary appropriate for the audience, 4) being forceful - using stimulating language that engages the reader, and 5) vivid language - employing descriptive words that appeal to the senses. Overall, the document advocates for using clear, simple, adapted, engaging and vivid language to best communicate through written text.
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This document discusses theories of language acquisition from a behavioral perspective. It provides context on behaviorism as an approach, outlining its key tenets such as defining behavior as responses to external stimuli and emphasizing habit formation through mechanisms like trial and error. The document also discusses how early behaviorists applied these concepts to explain language acquisition, defining concepts like thinking and meaning in behavioral terms and viewing language development as the formation of habits through conditioning and symbolic substitution. Overall, the document presents behaviorism as a dominant theoretical approach in early studies of language acquisition, grounded in principles of external stimuli determining behavior and behaviors being acquired through habitual conditioning processes.
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The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
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- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
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The document discusses several theories of language acquisition, including:
- Behaviorist theory, which assumes that language is learned through imitation and conditioning. Children imitate sounds and are reinforced through rewards like attention.
- Cognitive theory, influenced by Piaget, which sees language acquisition as dependent on children's developing thought processes and abilities at different stages.
- Nativist theory, proposed by Chomsky, which argues that humans are born with an innate, biologically-determined language acquisition device that allows them to unconsciously learn the rules of their native language quickly based on limited exposure.
Characteristics and features of Language
Language is a uniquely human system of communication that has enabled the development of human civilization. It has several key characteristics: it is arbitrary, systematic, productive, creative, social, and conventional. Language exists through social conventions and allows for human interaction, cooperation, and the development of culture. It consists of symbols organized into complex, rule-based systems to convey meaning. The ability to use language sets humans apart from other animals.
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Reading as a communication process
This document discusses characteristics of effective language for communication and reading comprehension. It identifies five key characteristics: 1) clarity through concrete rather than abstract language, 2) simplicity through direct rather than complex wording, 3) adapted language that relates to the reader's background, 4) forceful language that stimulates interest, and 5) vivid language that is descriptive. Following examples that demonstrate each characteristic, the document concludes that applying these language guidelines can make reading more meaningful and effective.
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This document outlines 12 principles for teaching language:
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3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
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The document discusses several key properties of language:
1) Languages are arbitrary systems of symbols and codes that have no natural connection between their sounds and meanings.
2) Languages have a dualistic structure with smaller meaningless elements that form larger meaningful units.
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There are several learner variables that can influence success in second language acquisition according to research:
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2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
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Its a simple presentation made by me for primary and secondary teachers in India.
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The document provides an overview of linguistics and defines key terms. It discusses:
1. Linguistics is the scientific study of human language in general and how languages work. It aims to describe languages objectively rather than prescribe rules of correctness.
2. Descriptive linguistics observes how language is actually used, while prescriptive linguistics sets rules for proper usage.
3. A linguist is a scientist who studies all aspects of language including its structure, use, history, and role in society using scientific methods like observation and hypothesis testing.
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- The document discusses a math word problem involving the costs of drinks, burgers, and chips.
- It explains the steps to solve the problem: understand the costs of each item, do the multiplication before addition, and get the answer of 15.
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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 theories
Behaviourist theory views language acquisition as a process where children learn language through stimulus, response, and reinforcement in their environment, with language learnt as a set of habits established this way. Cognitive theory sees language learning as relying on recalling previous knowledge and presenting target language for children to acquire.
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This document outlines the course "Subject Area Teaching in English Language for Teachers" offered at Kotebe University of Education. The 4-credit, year-long course aims to help teacher trainees develop fundamental English language teaching skills and examine methodologies for teaching English in Ethiopian schools. It discusses concepts and theories of teaching English as a foreign language and addresses teaching reading, listening, and grammar skills. The course is divided into 6 units covering topics such as approaches to English language teaching, teaching various language skills, lesson planning, and student assessment. Assessment includes portfolio development, classroom participation, lesson planning, microteaching, and a final exam.
CLIL
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
Day 1 New Tutor Training
The document outlines training objectives and materials for literacy tutors. Over four sessions, tutors will learn strategies for teaching English as a second language, including vocabulary, conversation, reading and writing. They will understand the components of language and how adults learn. Tutors will practice techniques like chaining and Total Physical Response. Homework includes creating dialogues, reviewing materials, and reading the teaching resource book. The goal is to prepare tutors to effectively support students in developing English skills for work, family and citizenship.
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
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Reading as a Communication Process
- 2. OBJECTIVES: At the end of the lesson, at least 75% of the students will be able to: Identify the five guidelines of language bar Cite the importance of a clear and stimulating language Construct sentences showing the five guidelines of language
- 3. Language is a code of system used by humans to communicate. And as there are diverse languages, there are diversities in the code system or symbols as devised and used by man.
- 4. Five characteristics of Language Clarity, Simplicity, Adapted language, Forceful Vivid language.
- 5. Clarity is the concreteness of code symbols that a reader can more easily and immediately understand.
- 6. Differentiate: Many students attended the students council meeting Ninety-five college students attended Tuesday’s students’ council meeting.
- 7. Simplicity - Is the complexity of wording written for the sake of verbal erudition is less easily understood, compared with what is expressed directly and to the point
- 8. Adapted Language - are words expression should relate to the readers age, educational attainment, gender, ethnic, origin and other personal factors
- 9. Forceful - stimulating language provides color, interest and excitement.
- 10. Differentiate 1. He speaks at length while saying little. 2.He spews forth words- and saying nothing.
- 11. Vivid Language is vivid wording descriptive and stirs the senses of the readers.
- 12. For example: Very good salesman- Cracker persuader Dishonest and evil- festering corruption Trouble spot- seething hell.
- 13. Thank You!!!