Reading problem p pt 12.10.2011
•Download as PPT, PDF•
1 like•530 views
Morphological awareness is the ability to consciously analyze and manipulate the morphemic structure of words. It develops throughout childhood and helps with decoding words and understanding their meanings. Research shows that morphological awareness is related to reading skills from 1st grade and continues to predict reading ability even after controlling for other factors like vocabulary and phonological awareness. Promoting morphological awareness through activities like analyzing word roots and suffixes can help students become independent learners and improve reading comprehension.
Report
Share
Report
Share
![What is Morphological Awareness? ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Ca and-ea2222
This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
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.
Interference Between First and Second Languages pp pres
The document discusses language interference between a first and second language. It can occur any time someone has an imperfect command of a second language, as differences between the languages cause more interference. Adults systematically try to form rules from both languages when learning a second one, but interference from the first language is not the only factor. Adults and children both have the capacity to acquire a second language at any age. The document also examines implications for second language learning from first language acquisition research, including the importance of meaningful practice and input in appropriate contexts.
L1 interference
This document discusses language interference that occurs when learning a second language. It defines L1 as one's native or first language and L2 as a second language learned afterwards. L1 interference happens when a learner's first language influences their acquisition of the second language. This can cause positive transfer, when rules of both languages are similar, or negative transfer, when rules conflict. Negative transfer leads to errors in areas like pronunciation, grammar, vocabulary and semantics. The document provides examples and discusses factors that can influence the degree of interference, like differences between the languages. It concludes that learning involves mistakes and the L1 can both help and hinder L2 learning depending on similarities and differences between the languages.
Chapter 8 cli cross linguistic interfernce
This document discusses cross-linguistic influence and learner language. It covers the contrastive analysis hypothesis and how it evolved into considering cross-linguistic influence. Key topics include markedness theory, analyzing learner language and errors, sources of errors such as interlingual and intralingual transfers, stages of learner language development, and approaches to treating errors. The document provides frameworks for identifying and describing errors, as well as models for providing feedback and correcting errors in the classroom.
Ppt Second Language Acquisition
Children can acquire a second language from an early age through exposure in their environment. While some think young children pick up a second language easily, it is actually a complex process that takes many years. Children who learn two languages simultaneously follow the same developmental pattern as monolingual children, and being bilingual does not cause any delays or negative effects. Children who learn a second language after age 3 follow a different progression, as they already have the basics of their first language. Code switching and language mixing are normal parts of second language acquisition as children's vocabularies develop. The goal is improving communication, not enforcing strict language rules.
second language acquisition
The document discusses several key aspects of second language acquisition, including:
- It occurs after a first language is established
- Factors that influence it include the language spoken at home, opportunities to practice the second language, and motivation
- Children acquiring a second language bring different skills than when acquiring their first language
- The linguistic environment is usually different for second language acquisition compared to acquiring a first language
It then provides examples of phonological rules and development in a primary-school aged child learning a second language.
Recommended
Ca and-ea2222
This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
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.
Interference Between First and Second Languages pp pres
The document discusses language interference between a first and second language. It can occur any time someone has an imperfect command of a second language, as differences between the languages cause more interference. Adults systematically try to form rules from both languages when learning a second one, but interference from the first language is not the only factor. Adults and children both have the capacity to acquire a second language at any age. The document also examines implications for second language learning from first language acquisition research, including the importance of meaningful practice and input in appropriate contexts.
L1 interference
This document discusses language interference that occurs when learning a second language. It defines L1 as one's native or first language and L2 as a second language learned afterwards. L1 interference happens when a learner's first language influences their acquisition of the second language. This can cause positive transfer, when rules of both languages are similar, or negative transfer, when rules conflict. Negative transfer leads to errors in areas like pronunciation, grammar, vocabulary and semantics. The document provides examples and discusses factors that can influence the degree of interference, like differences between the languages. It concludes that learning involves mistakes and the L1 can both help and hinder L2 learning depending on similarities and differences between the languages.
Chapter 8 cli cross linguistic interfernce
This document discusses cross-linguistic influence and learner language. It covers the contrastive analysis hypothesis and how it evolved into considering cross-linguistic influence. Key topics include markedness theory, analyzing learner language and errors, sources of errors such as interlingual and intralingual transfers, stages of learner language development, and approaches to treating errors. The document provides frameworks for identifying and describing errors, as well as models for providing feedback and correcting errors in the classroom.
Ppt Second Language Acquisition
Children can acquire a second language from an early age through exposure in their environment. While some think young children pick up a second language easily, it is actually a complex process that takes many years. Children who learn two languages simultaneously follow the same developmental pattern as monolingual children, and being bilingual does not cause any delays or negative effects. Children who learn a second language after age 3 follow a different progression, as they already have the basics of their first language. Code switching and language mixing are normal parts of second language acquisition as children's vocabularies develop. The goal is improving communication, not enforcing strict language rules.
second language acquisition
The document discusses several key aspects of second language acquisition, including:
- It occurs after a first language is established
- Factors that influence it include the language spoken at home, opportunities to practice the second language, and motivation
- Children acquiring a second language bring different skills than when acquiring their first language
- The linguistic environment is usually different for second language acquisition compared to acquiring a first language
It then provides examples of phonological rules and development in a primary-school aged child learning a second language.
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.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Second language acquisition
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
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 powerpoint online final
The document discusses several theories of second language acquisition (SLA). It describes behaviorist theory which views language learning as habit formation influenced by rewards and punishments. It also discusses cognitive theories which see language learning as a cognitive process involving building knowledge and automatizing skills over time. Interactionist theories emphasize the importance of modified conversational interaction and input for SLA. Other topics covered include noticing, processing capacity limitations, and the role of interaction within a learner's zone of proximal development.
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.
Sla concepts
This document discusses concepts related to second language acquisition. It defines second language acquisition as how people learn a language other than their mother tongue, both inside and outside the classroom. It outlines Krashen's theory of acquisition/learning and explains key concepts like the input hypothesis, monitor hypothesis, affective filter, and comprehensible output. Examples of classroom activities that apply this theory are also mentioned.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
Learnig a language
Central University of Ecuador has a Faculty of Philosophy, Literature, and Science with a Language School and departments including TICS. The document discusses two methods for learning a foreign language - a spoken language method where students' experiences are similar to a child learning their native tongue, and a rule-learning method that works better for some students. It also examines how linguists and psychologists are interested in the abilities that allow humans to understand and use language, and are studying the language learning process in children through exposure versus parental teaching and correction.
Sla glossary
The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
Styles and strategies in second language learning
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
Sl acquisition and_learning
This document provides an introduction to Stephen Krashen's Monitor Theory of adult second language acquisition. It defines the key concepts of language acquisition and learning. Acquisition is a subconscious process similar to first language acquisition, while learning involves conscious knowledge of rules. The Monitor Model proposes that adults use acquired competence for fluent production, while learned rules can only be used as a "Monitor" to change output. Three conditions are needed for Monitor use: time, focus on form, and knowledge of the rule. The introduction previews how Monitor Theory explains phenomena like individual variation, the role of aptitude and attitude, differences between formal and informal learning environments, order of acquisition studies, the role of the first language, and neurological correlates.
Chapter iv, ef l
This document summarizes research on the acquisition of grammatical morphemes by adult second language learners. It finds that while the order of acquisition is not identical to that of children acquiring their first language, there are clear similarities. Specifically, it is found that adult second language learners display a "natural order" of acquisition for certain grammatical structures, like copula and auxiliary verbs, similar to that seen in children. However, this natural order can be disrupted when learners focus more on conscious learning and monitoring of language forms. Tests were developed to measure whether learners were relying more on acquired or learned systems. While the existence of a natural order is debated, most research agrees it reflects the unconscious language acquisition process in adults
Task 3 - Language Acquisition
This document summarizes Stephen Krashen's five hypotheses of second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious language and learned, conscious language.
2) The Natural Order Hypothesis states that language rules are acquired in a predictable order.
3) The Input Hypothesis posits that language is acquired by understanding input just beyond a learner's current level.
4) The Monitor Hypothesis describes the role of conscious learning and editing in language production.
5) The Affective Filter Hypothesis addresses how affective variables like anxiety and motivation impact acquisition.
Second Language Learning
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Second language acquisition (question and answers)
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their 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.
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.
Kari Hoffman Research Proposal
This document provides background information for a teacher study investigating how instruction in phonemic awareness affects decoding skills in readers with dyslexia. It begins with an introduction outlining the problem, purpose, and research question of the study. It then reviews related literature on phonemic awareness and decoding. Phonemic awareness is established as important for reading acquisition, and instruction should include activities to teach sound manipulation. Decoding relies on applying letter-sound knowledge to read words. The document discusses theories of reading development and challenges faced by students with dyslexia.
Ppt gabriela reyna_&_juancolli
This document presents the background and methodology for a study on developing morphological awareness in English language students. The study aims to demonstrate that teaching affixation rules and word formation processes can help students acquire vocabulary faster and distinguish word functions. It will use two student groups, one receiving morphological awareness instruction and one not, and measure differences in vocabulary acquisition through tests. Key variables include student vocabulary levels, ages, and motivation.
More Related Content
What's hot
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.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Second language acquisition
- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
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 powerpoint online final
The document discusses several theories of second language acquisition (SLA). It describes behaviorist theory which views language learning as habit formation influenced by rewards and punishments. It also discusses cognitive theories which see language learning as a cognitive process involving building knowledge and automatizing skills over time. Interactionist theories emphasize the importance of modified conversational interaction and input for SLA. Other topics covered include noticing, processing capacity limitations, and the role of interaction within a learner's zone of proximal development.
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.
Sla concepts
This document discusses concepts related to second language acquisition. It defines second language acquisition as how people learn a language other than their mother tongue, both inside and outside the classroom. It outlines Krashen's theory of acquisition/learning and explains key concepts like the input hypothesis, monitor hypothesis, affective filter, and comprehensible output. Examples of classroom activities that apply this theory are also mentioned.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
Learnig a language
Central University of Ecuador has a Faculty of Philosophy, Literature, and Science with a Language School and departments including TICS. The document discusses two methods for learning a foreign language - a spoken language method where students' experiences are similar to a child learning their native tongue, and a rule-learning method that works better for some students. It also examines how linguists and psychologists are interested in the abilities that allow humans to understand and use language, and are studying the language learning process in children through exposure versus parental teaching and correction.
Sla glossary
The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
Styles and strategies in second language learning
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
Sl acquisition and_learning
This document provides an introduction to Stephen Krashen's Monitor Theory of adult second language acquisition. It defines the key concepts of language acquisition and learning. Acquisition is a subconscious process similar to first language acquisition, while learning involves conscious knowledge of rules. The Monitor Model proposes that adults use acquired competence for fluent production, while learned rules can only be used as a "Monitor" to change output. Three conditions are needed for Monitor use: time, focus on form, and knowledge of the rule. The introduction previews how Monitor Theory explains phenomena like individual variation, the role of aptitude and attitude, differences between formal and informal learning environments, order of acquisition studies, the role of the first language, and neurological correlates.
Chapter iv, ef l
This document summarizes research on the acquisition of grammatical morphemes by adult second language learners. It finds that while the order of acquisition is not identical to that of children acquiring their first language, there are clear similarities. Specifically, it is found that adult second language learners display a "natural order" of acquisition for certain grammatical structures, like copula and auxiliary verbs, similar to that seen in children. However, this natural order can be disrupted when learners focus more on conscious learning and monitoring of language forms. Tests were developed to measure whether learners were relying more on acquired or learned systems. While the existence of a natural order is debated, most research agrees it reflects the unconscious language acquisition process in adults
Task 3 - Language Acquisition
This document summarizes Stephen Krashen's five hypotheses of second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious language and learned, conscious language.
2) The Natural Order Hypothesis states that language rules are acquired in a predictable order.
3) The Input Hypothesis posits that language is acquired by understanding input just beyond a learner's current level.
4) The Monitor Hypothesis describes the role of conscious learning and editing in language production.
5) The Affective Filter Hypothesis addresses how affective variables like anxiety and motivation impact acquisition.
Second Language Learning
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Second language acquisition (question and answers)
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their 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.
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.
What's hot (20)
Second language acquisition powerpoint online final
Second language acquisition powerpoint online final
Second language acquisition (question and answers)
Second language acquisition (question and answers)
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Similar to Reading problem p pt 12.10.2011
Kari Hoffman Research Proposal
This document provides background information for a teacher study investigating how instruction in phonemic awareness affects decoding skills in readers with dyslexia. It begins with an introduction outlining the problem, purpose, and research question of the study. It then reviews related literature on phonemic awareness and decoding. Phonemic awareness is established as important for reading acquisition, and instruction should include activities to teach sound manipulation. Decoding relies on applying letter-sound knowledge to read words. The document discusses theories of reading development and challenges faced by students with dyslexia.
Ppt gabriela reyna_&_juancolli
This document presents the background and methodology for a study on developing morphological awareness in English language students. The study aims to demonstrate that teaching affixation rules and word formation processes can help students acquire vocabulary faster and distinguish word functions. It will use two student groups, one receiving morphological awareness instruction and one not, and measure differences in vocabulary acquisition through tests. Key variables include student vocabulary levels, ages, and motivation.
CHAPTER 2.pdf
This document discusses factors that influence second language learning, including learners' characteristics, environments, and contexts of learning. It examines differences between a young child learning a first language versus an adult immigrant learning a second language. Key factors discussed include cognitive maturity, metalinguistic awareness, exposure to modified input, classroom versus immersion environments, and the influence of learners' first languages. The document also summarizes research on interlanguage development, errors, sequences of grammatical morpheme acquisition, and influences on vocabulary, pragmatics, and phonology development.
SSP Overview for School Leaders and Curriculum Planners, with Research Focus
SSP Overview for School Leaders and Curriculum Planners, with Research FocusRead Australia (Wiring Brains Education)
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.How Languages are Learned
1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
3) Theories of language learning include behaviorism, innatism, interactionism, and connectionism, with interactionist perspectives emphasizing the role of social interaction in development.
Alavi glossary m
The document provides definitions for over 100 terms related to second language acquisition. It includes definitions for concepts like morpheme, morphology, motivation, multilingual competence, naturalistic learning, parameters, phonology, pragmatics, syntax, transfer, and universal grammar. The definitions are provided in list format without examples or further explanations. The source is identified as a glossary from pages 192-195 of a textbook on second language acquisition.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
EXTENDED ESSAY
This document provides an overview of a student paper comparing language development in children to second language acquisition in adults. It discusses various theories of both language development and second language acquisition. The key conclusion is that while both are influenced by internal and external factors, the factors differ and are more supportive for language development in children. As adults, the external factors and need that support language development in children are not as strong, making second language acquisition more difficult.
Vocabulary Development
This document discusses vocabulary development and teaching vocabulary at the primary school level. It addresses the relationship between vocabulary and grammar learning, aspects of vocabulary development including learning word meanings and usage, and strategies for teaching vocabulary such as using visual aids, context, and translation. While translation can be used, the document notes it has limitations. Effective vocabulary instruction involves repeated exposure to words in different contexts over time, as vocabulary acquisition is a gradual, cyclical process for students.
The Linguistics of Second Language Acquisition
This document provides an overview of different linguistic approaches to second language acquisition (SLA) that have been influential. It begins with early approaches like contrastive analysis, error analysis, and the monitor model. It then discusses more internal approaches focused on learners' creative construction of language, including interlanguage, morpheme order studies, and universal grammar. Finally, it covers functional approaches to SLA involving an external focus on the communicative functions of language, such as systemic linguistics, functional typology, function-to-form mapping, and information organization. The document analyzes each approach and discusses their problems and contributions to the field of SLA.
How Do Language and Literacy Develop?
Learning about sounds, words, and language is an important part of early literacy. You may help children develop early literacy skills by speaking with them, reading to them, and playing with rhymes. Children learn and develop best via ordinary, enjoyable activities such as singing, chanting, and playing games. This presentation tackles the matter of language and literacy development.
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
The document discusses phonemic awareness, which involves understanding that words are composed of smaller segments of sound and awareness of individual speech sounds. Phonemic awareness develops over time in predictable ways from preschool through elementary school. It is an important predictor of reading ability and students with speech or language impairments are at higher risk for difficulties acquiring phonemic awareness and learning to read. The chapter will focus on assessing and instructing phonemic awareness and word recognition skills using a Response to Intervention framework.
Psychology of SLA.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
Bear chapt brandone 2
The document discusses language development in children. It defines language and its key components: phonology, semantics, syntax, morphology, and pragmatics. It summarizes that language involves content (semantics), form (phonology, morphology, syntax), and use (pragmatics). The document then reviews typical developmental milestones for each of these components from infancy through childhood and beyond. It notes that the most important factor for language development is input from caregivers, peers, teachers and the environment.
5 Components of Literacy
A visual display that addresses the five elements of literacy as defined by the National Reading Panel.
Englsih400powerpointpresentation
This document provides an overview and summary of key topics from the book "Essential Linguistics" by David Freeman and Yvonne Freeman. It discusses why linguistic knowledge is important for teachers according to Halliday and the Freemans. It also summarizes perspectives on first and second language acquisition, and covers topics in phonology, morphology, syntax, and concludes with resources.
421-431 POONEH KARIMZADEH (1)thesis
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
My New Article- Kamalata Lukama
This study examined the relationship between phonological awareness and reading ability among 105 primary school students in Solwezi, Zambia who use Kiikaonde as their language of instruction. The study found a positive relationship between students' phonological awareness and their reading ability. Specifically, higher levels of phonological awareness facilitated stronger reading development, and higher reading skills improved students' phonological awareness. Additionally, the study revealed that sound isolation, blending, and substitution were the components of phonological awareness being taught in schools through largely teacher-centered instructional strategies.
Literacy skills presentations
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
Similar to Reading problem p pt 12.10.2011 (20)
Second Language Acquisition.pdf SLA research and linguistics
Second Language Acquisition.pdf SLA research and linguistics
SSP Overview for School Leaders and Curriculum Planners, with Research Focus
SSP Overview for School Leaders and Curriculum Planners, with Research Focus
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
More from PU
Grammer month seventh
1. The document provides information on the present perfect, past perfect, and future perfect tenses in English including their structures, usages, and examples.
2. It also discusses tag questions, which are short additions at the end of sentences asking for agreement or confirmation. The rules for forming positive and negative tag questions are explained.
3. Examples are provided to illustrate the different tenses and tag question structures.
Grammer month (8)
The document provides information about various tenses in English grammar including the present perfect progressive tense, past perfect progressive tense, and future perfect progressive tense. It explains their structures, usage, and examples. It also discusses adverbs, describing their kinds such as adverbs of manner, time, place, and reason. It outlines how adverbs are formed from adjectives by adding "-ly" and includes rules and examples. The document serves as a reference for different tenses and adverb usage in the English language.
Grammer m 5
The document provides information on grammar concepts in English and Pashto including the past progressive tense, infinitive, noun, pluralization of nouns, and noun gender. It defines these concepts and provides examples to illustrate usage. The past progressive tense is used to show the duration of an ongoing action in the past. An infinitive is the base form of a verb without tense. A noun is a word used as a name for a person, place or thing. Nouns can be pluralized by adding 's' or 'es' and are classified by gender.
Grammer m 4
The document provides information on simple past tense, regular and irregular verbs, reflexive pronouns, emphasizing pronouns, and simple future tense in English grammar. It defines the structures and usage of simple past tense and simple future tense. It distinguishes between regular and irregular verbs. It also explains reflexive pronouns, which are used when the subject and object of a sentence are the same, and emphasizing pronouns, which emphasize the performance of an action. Examples are given for each topic.
Grammer m 3
1. The document discusses different parts of speech in English including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.
2. It explains the different types of pronouns such as distributive pronouns, interrogative pronouns, and indefinite pronouns.
3. The document also covers articles including definite and indefinite articles, and describes the auxiliary verbs in English and how they are classified.
Grammer m 2
This document provides information on various English grammar topics including prepositions, emphatic do, demonstrative pronouns, possessive pronouns, demonstrative adjectives, possessive adjectives, simple present tense, subject, verb, complement, and present continuous tense. It defines each term and provides examples. The simple present tense can be used to show habitual actions, general facts, and planned future actions. Verb conjugations in the simple present tense are discussed.
Grammer month sixth
This document provides information about grammatical concepts in English and Pashto including gerunds, compound nouns, noun cases, verb tenses, adjectives and adjective comparison.
It defines gerunds as verb forms ending in "ing" that function as nouns. It lists five ways gerunds can be used in sentences. Compound nouns are formed by combining two or more nouns. Noun cases include nominative, accusative, possessive and vocative.
Future progressive tense is used to show the duration of an action that will be ongoing at a specific future time. Adjectives modify nouns and are divided into types such as proper, descriptive, demonstrative and possessive. Ad
Morphology matters in learning to read
1. Morphological awareness and the ability to decompose complex words into morphemes helps students with reading, as it provides a strategy for decoding unfamiliar words.
2. Morphological processing involves interactive linguistic processing at multiple levels - phonological, syntactic, and semantic. Understanding word structure and meaning requires considering multiple dimensions.
3. Teachers can integrate morphological instruction into elementary curriculums by raising questions about word structures, using puzzles and riddles about meanings, and games that involve analyzing word structures. Explicit instruction helps develop students' morphological awareness.
7 seen table
The document provides a list of 7 items traditionally placed on a Persian SEEN table along with their definitions, descriptions, and symbolism. The items include: 1) Sabzah or sprouts representing rebirth and renewal; 2) Senjed or lotus fruit signifying love and affection; 3) Seeb or apple representing health and beauty. Additional optional items that may be included are gold coins for wealth and prosperity and decorated eggs symbolizing fertility.
A historical overview of teaching materials
The document provides a historical overview of teaching materials used in English language learning. It discusses the different types of materials, including printed materials like textbooks, workbooks, and supplementary readers, as well as non-printed materials like audio recordings, videos, and charts. Teaching materials are important as they support teachers by providing exercises and activities to engage learners, and help realize the objectives of the syllabus. For students, materials provide exposure to the language and instruct them how to practice and use language. Materials should authentically represent communication and culture while also promoting language learning through tasks and exercises that challenge students' competence. Textbooks specifically present foundational information, illustrate concepts, and allow students to learn at their own pace through review
More from PU (12)
Recently uploaded
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How 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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
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!"
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.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Reading problem p pt 12.10.2011
- 1. EFL- University Hyderabad India 12/10/2011 By: Zabihullah Alimyar The Development of Morphological Awareness
- 7. Child’s strategies for decoding and analyzing the meaning of the words
- 10. THANKS!