Second ChildHood Education Glossary English Resources
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The document defines several key terms related to language teaching and learning, including total physical response (TPR), target language, mother tongue, digital literacy, literacy, and English as a first language versus English as a second language. It also briefly describes Howard Gardner's theory of multiple intelligences, the silent period in second language acquisition, approaches to teaching, drilling as a teaching method, and how phonics and grammar are acquired by children in their first language.
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Glossary
This document defines key terms related to language teaching and learning:
- Total Physical Response (TPR) is a language teaching method using physical actions.
- Mother tongue refers to a person's native language, while target language is one they are learning.
- Digital literacy is the ability to use language skills with technology.
- Multiple intelligences are different learning styles according to Howard Gardner's theory.
- English as a foreign language (EFL) uses English outside an English-speaking country, while English as a second language (ESL) refers to English learned in an English-speaking setting.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language.
- Distinctions between a learner's first/native language, and learning English as a foreign versus second language.
- Different drilling techniques used to practice new vocabulary and grammar points introduced in class.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language similarly to infants.
- Distinguishing between a learner's first/native language versus additional languages studied as a foreign or second language.
acquisition and learning language hypothesis
1. The document discusses Stephen Krashen's acquisition-learning hypothesis, which distinguishes between language acquisition and language learning.
2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
Mother tongue interference
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Ppt didactics audiolingualism 14042014
The Audio-lingual Method was developed in the United States during the 1950s for military purposes as the Army Method. It aimed to teach accurate pronunciation, grammar patterns, and sufficient vocabulary through repetitive drills so that students could quickly and accurately respond in speech situations and develop communicative competence in the target language without relying on their native language. Errors were to be avoided as they could lead to bad habits.
Acquisition and Learning
This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
Recommended
Glossary
This document defines key terms related to language teaching and learning:
- Total Physical Response (TPR) is a language teaching method using physical actions.
- Mother tongue refers to a person's native language, while target language is one they are learning.
- Digital literacy is the ability to use language skills with technology.
- Multiple intelligences are different learning styles according to Howard Gardner's theory.
- English as a foreign language (EFL) uses English outside an English-speaking country, while English as a second language (ESL) refers to English learned in an English-speaking setting.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language.
- Distinctions between a learner's first/native language, and learning English as a foreign versus second language.
- Different drilling techniques used to practice new vocabulary and grammar points introduced in class.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language similarly to infants.
- Distinguishing between a learner's first/native language versus additional languages studied as a foreign or second language.
acquisition and learning language hypothesis
1. The document discusses Stephen Krashen's acquisition-learning hypothesis, which distinguishes between language acquisition and language learning.
2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
Mother tongue interference
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Ppt didactics audiolingualism 14042014
The Audio-lingual Method was developed in the United States during the 1950s for military purposes as the Army Method. It aimed to teach accurate pronunciation, grammar patterns, and sufficient vocabulary through repetitive drills so that students could quickly and accurately respond in speech situations and develop communicative competence in the target language without relying on their native language. Errors were to be avoided as they could lead to bad habits.
Acquisition and Learning
This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
Audiolingual 2015
The Audio-Lingual Method (ALM) was developed in the 1950s-1960s based on principles of structural linguistics and behaviorism. It aimed to teach communicative competence through an intensive focus on oral skills using repetition and drills. Language was taught via memorization and imitation of dialogs. Grammar was induced from examples, not explicitly taught. The teacher led strict pattern practice drills while students played a passive role as imitators. Evaluation focused on discrete points and errors were avoided. Oral skills were emphasized over other skills.
Psycholinguistics
The document discusses the status of English language learning in Pakistan and problems faced by secondary level students. Through observing an English class, many issues were identified including spelling mistakes, poor grammar, and interference from the native language. Some common problems faced by students are poor sentence structure understanding, spelling errors, grammatical problems, and lack of focus on writing skills. The document provides recommendations to address these issues such as improving teacher training, revising the assessment system to focus on accuracy, and encouraging more opportunities for self-writing practice from an early age.
Communicative language
Communicative Language Teaching (CLT) focuses on developing students' communicative competence and ability through activities such as collaboration, task-based learning using real-world texts and materials, and group work. CLT lessons emphasize interaction between students through jigsaw exercises and presentations where students research topics in groups. Teachers facilitate CLT lessons through guiding principles from theorists like Canale and Swain while ensuring activities incorporate collaboration, task-based learning, and use of authentic materials.
Audio lingual method
Audio lingual method, ELT, What is Audio lingual method? K.madhavarajan, K. madhavarajan, k.madhavarajan, k. madhavarajan
Glossary
The document discusses several language teaching methods and concepts, including Total Physical Response which uses physical movement to reduce inhibitions, the difference between language acquisition and learning, the silent period in language learning, and definitions of terms like mother tongue, EFL, ESL, approach, drill, phonics, digital literacy, multiple intelligences, and target language.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Glossary
This document defines key terms related to language learning:
- TPR is a method using physical movement to learn commands in a new language.
- Acquisition involves subconscious learning through natural communication, while learning relies on direct instruction of rules.
- The silent period hypothesis proposes language learners initially only listen before speaking.
- Other terms defined include target language, mother tongue, EFL, ESL, approach, drill, literacy, and multiple intelligences.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Grammar-translation method-Reflection
1) The passage discusses a grammar translation activity where students translated a literary passage from English to their native language of Malay.
2) Some strengths of this method are that it uses both the native and target languages, making it easier for students to understand. It also improves students' grammar in both languages. However, not all words can be directly translated.
3) Weaknesses include an inability to translate some words exactly and a neglect of speaking skills, since the focus is on reading and writing in the native language.
Why do students from rural area mispronounce words By Sakthivel.
This document discusses reasons why students from rural areas often mispronounce words in English. Some of the key reasons provided include: interference from their mother tongue, poor teaching quality if teachers themselves have incorrect pronunciation, environmental factors like the rural setting and lack of English language exposure at home, lack of confidence and opportunities to practice speaking English. The document also provides examples of commonly mispronounced English words and suggests some remedial measures like motivation, increased practice through drills, reading and media exposure to help improve pronunciation.
Stages of Second Language Acquisition
Language acquisition involves learning one's native language and any additional languages. The process of acquiring a second language involves five stages: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. Each stage is characterized by increasing vocabulary size and language ability, from not speaking at all in the earliest stage to functioning similar to a native speaker after 5-10 years.
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
The audio-lingual method was an oral-based language teaching approach developed in the US in 1945 that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation and focused on overlearning grammar patterns through repetitive drills, imitation, and no direct grammar instruction. The teacher acted as a model and director of exchanges while students were expected to respond accurately and rapidly.
Difference between CLT and ALM
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
DIRECT METHOD AND TRNASLATION METHOD
The document summarizes and compares the Grammar-Translation Method (GTM) and the Direct Method (DM) of teaching foreign languages.
GTM is a traditional method used since the 16th century that focuses on translating between the native and target languages. Key features include using grammar rules and the native language for instruction. It aims to develop reading and writing skills. DM emerged in the early 1900s and focuses on oral skills through situational conversation practice without translation. It aims to develop oral proficiency through techniques like reading aloud, questioning, and dictation exclusively in the target language. Both methods have advantages like developing specific skills but also disadvantages like lack of motivation for learners.
The universal hypothesis
The universal hypothesis proposes that all human languages share certain basic structural properties, called linguistic universals. According to this hypothesis, humans are born with an innate, universal grammar (UG) that contains a set of rules for language acquisition. The study of linguistic universals can help explain second language acquisition in two ways. First, it can identify which properties of the target language will be more or less difficult to acquire based on their status as linguistic universals. Second, it allows researchers to predict which differences between the first and second language will cause difficulties in acquisition and which will not.
Approaches To Learner Autonomy In Language Learning
The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
Glossary
The document defines several key terms related to language teaching methods. Total Physical Response (TPR) is a method where instructors give commands in the target language and students respond through physical actions. Language acquisition refers to naturally learning a language without formal training, while language learning is through formal classroom education. The silent period hypothesis proposes that language learners initially refrain from speaking as they focus on listening, similar to how infants learn their first language.
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Audiolingual 2015
The Audio-Lingual Method (ALM) was developed in the 1950s-1960s based on principles of structural linguistics and behaviorism. It aimed to teach communicative competence through an intensive focus on oral skills using repetition and drills. Language was taught via memorization and imitation of dialogs. Grammar was induced from examples, not explicitly taught. The teacher led strict pattern practice drills while students played a passive role as imitators. Evaluation focused on discrete points and errors were avoided. Oral skills were emphasized over other skills.
Psycholinguistics
The document discusses the status of English language learning in Pakistan and problems faced by secondary level students. Through observing an English class, many issues were identified including spelling mistakes, poor grammar, and interference from the native language. Some common problems faced by students are poor sentence structure understanding, spelling errors, grammatical problems, and lack of focus on writing skills. The document provides recommendations to address these issues such as improving teacher training, revising the assessment system to focus on accuracy, and encouraging more opportunities for self-writing practice from an early age.
Communicative language
Communicative Language Teaching (CLT) focuses on developing students' communicative competence and ability through activities such as collaboration, task-based learning using real-world texts and materials, and group work. CLT lessons emphasize interaction between students through jigsaw exercises and presentations where students research topics in groups. Teachers facilitate CLT lessons through guiding principles from theorists like Canale and Swain while ensuring activities incorporate collaboration, task-based learning, and use of authentic materials.
Audio lingual method
Audio lingual method, ELT, What is Audio lingual method? K.madhavarajan, K. madhavarajan, k.madhavarajan, k. madhavarajan
Glossary
The document discusses several language teaching methods and concepts, including Total Physical Response which uses physical movement to reduce inhibitions, the difference between language acquisition and learning, the silent period in language learning, and definitions of terms like mother tongue, EFL, ESL, approach, drill, phonics, digital literacy, multiple intelligences, and target language.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Glossary
This document defines key terms related to language learning:
- TPR is a method using physical movement to learn commands in a new language.
- Acquisition involves subconscious learning through natural communication, while learning relies on direct instruction of rules.
- The silent period hypothesis proposes language learners initially only listen before speaking.
- Other terms defined include target language, mother tongue, EFL, ESL, approach, drill, literacy, and multiple intelligences.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Grammar-translation method-Reflection
1) The passage discusses a grammar translation activity where students translated a literary passage from English to their native language of Malay.
2) Some strengths of this method are that it uses both the native and target languages, making it easier for students to understand. It also improves students' grammar in both languages. However, not all words can be directly translated.
3) Weaknesses include an inability to translate some words exactly and a neglect of speaking skills, since the focus is on reading and writing in the native language.
Why do students from rural area mispronounce words By Sakthivel.
This document discusses reasons why students from rural areas often mispronounce words in English. Some of the key reasons provided include: interference from their mother tongue, poor teaching quality if teachers themselves have incorrect pronunciation, environmental factors like the rural setting and lack of English language exposure at home, lack of confidence and opportunities to practice speaking English. The document also provides examples of commonly mispronounced English words and suggests some remedial measures like motivation, increased practice through drills, reading and media exposure to help improve pronunciation.
Stages of Second Language Acquisition
Language acquisition involves learning one's native language and any additional languages. The process of acquiring a second language involves five stages: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. Each stage is characterized by increasing vocabulary size and language ability, from not speaking at all in the earliest stage to functioning similar to a native speaker after 5-10 years.
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
The audio-lingual method was an oral-based language teaching approach developed in the US in 1945 that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation and focused on overlearning grammar patterns through repetitive drills, imitation, and no direct grammar instruction. The teacher acted as a model and director of exchanges while students were expected to respond accurately and rapidly.
Difference between CLT and ALM
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
DIRECT METHOD AND TRNASLATION METHOD
The document summarizes and compares the Grammar-Translation Method (GTM) and the Direct Method (DM) of teaching foreign languages.
GTM is a traditional method used since the 16th century that focuses on translating between the native and target languages. Key features include using grammar rules and the native language for instruction. It aims to develop reading and writing skills. DM emerged in the early 1900s and focuses on oral skills through situational conversation practice without translation. It aims to develop oral proficiency through techniques like reading aloud, questioning, and dictation exclusively in the target language. Both methods have advantages like developing specific skills but also disadvantages like lack of motivation for learners.
The universal hypothesis
The universal hypothesis proposes that all human languages share certain basic structural properties, called linguistic universals. According to this hypothesis, humans are born with an innate, universal grammar (UG) that contains a set of rules for language acquisition. The study of linguistic universals can help explain second language acquisition in two ways. First, it can identify which properties of the target language will be more or less difficult to acquire based on their status as linguistic universals. Second, it allows researchers to predict which differences between the first and second language will cause difficulties in acquisition and which will not.
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OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Why do students from rural area mispronounce words By Sakthivel.
Why do students from rural area mispronounce words By Sakthivel.
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
Chapter 4: The Audio-Lingual Method by Diane Larsen-Freeman
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Approaches To Learner Autonomy In Language Learning
The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
Glossary
The document defines several key terms related to language teaching methods. Total Physical Response (TPR) is a method where instructors give commands in the target language and students respond through physical actions. Language acquisition refers to naturally learning a language without formal training, while language learning is through formal classroom education. The silent period hypothesis proposes that language learners initially refrain from speaking as they focus on listening, similar to how infants learn their first language.
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English Glossary
The document defines and describes several key terms related to language teaching methodology, including:
- Total physical response (TPR), a language teaching method where instructors give commands in the target language and students respond with physical actions.
- The distinction between language acquisition, a subconscious process, and language learning, a conscious process focused on grammatical rules.
- The silent period, a stage in second language acquisition where learners do not speak as they acquire the language.
- Mother tongue, the first language a person learns from birth.
- EFL and ESL, referring to the study and use of English by non-native speakers in their home country or an English-speaking country,
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This document defines key terms related to language acquisition and teaching approaches, including the differences between acquisition and learning, definitions of digital literacy and literacy, descriptions of concepts like the silent period, phonics, Total Physical Response (TPR), and Vygotsky's Zone of Proximal Development (ZDP). It also discusses Gardner's theory of multiple intelligences, differences between learning a first language versus a target language, and concepts like the language acquisition device.
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Similar to Second ChildHood Education Glossary English Resources
Glossary
This document provides definitions for key terms related to early childhood education and language acquisition. It defines concepts like the zone of proximal development (ZPD), total physical response (TPR), target language and mother tongue, acquisition versus learning, the silent period, and the critical period. Additional terms defined include language acquisition device (LAD), English as a foreign language (EFL) and English as a second language (ESL), phonics, multiple intelligences theory, digital literacy, and literacy. The document serves as a glossary to explain important concepts for those studying early childhood education and language learning.
Glossary
The document discusses several language teaching methods and concepts, including Total Physical Response which uses physical movement to reduce inhibitions, the difference between language acquisition and learning, the silent period in language learning, and definitions of terms like mother tongue, EFL, ESL, approach, drill, phonics, digital literacy, multiple intelligences, and target language.
Glossary
This glossary defines key terms related to language learning:
- Total Physical Response (TPR) involves learners responding to language with body motions.
- Acquisition is subconscious while learning is conscious, resulting in rules knowledge.
- Mother tongue refers to a person's native language learned from birth.
- The silent period allows language learners time to listen without speaking production.
- English as a Foreign Language (EFL) denotes English studied in a non-English environment.
- English as a Second Language (ESL) provides accommodations for students whose first language is not English.
Glossary 2015
Vygotsky's zone of proximal development focuses on a child's ability to do tasks independently or with skilled adult help, rather than only what they already know. Total physical response is a teaching method using actions where children listen and follow teacher instructions. The target language is what learners are studying, while the mother tongue refers to one's native or parent language. Acquisition involves implicit learning through exposure and practice, while learning involves explicit memorization of rules which does not necessarily lead to good speaking or writing abilities. There is also a hypothesized critical period before puberty when children can more effectively learn a second language using the same mechanisms as their first language.
Glossary
The document defines and describes several key concepts in language teaching and learning:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to teach language to young children through following teacher instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- Approaches are methods used by teachers to instruct language, while acquisition involves natural communication versus learning with a focus on language forms.
Glossary 151113182600-lva1-app6892
The document defines several key concepts in language teaching:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to teach language to young children.
- The target language is the language being studied, while the mother tongue is one's native language.
- There are different approaches a teacher can take, and acquisition involves natural communication while learning focuses more on analysis and form.
Compendium
The document defines key terms related to second language acquisition such as interlanguage, communicative approach, and grammar translation method. It also describes several common approaches to teaching second languages like the audio-lingual method, community language learning, and total physical response. Additionally, it discusses differences between first and second language acquisition and brain areas involved in language processing like Broca's and Wernicke's areas.
Glossary 151113182600-lva1-app6892
The document defines and describes several key concepts in language teaching and learning:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to help children learn through following instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- There are different approaches a teacher may take to language instruction.
- Acquisition involves natural communication, while learning is more technical and focused on form over communication.
- The silent period refers to a time when students feel unable to communicate orally in a new language.
Approaches to language teaching
This document discusses different approaches and methods for teaching language:
- The grammar-translation method teaches through translation with little active use of the target language.
- The audio-lingual method uses behaviorist models with drills and reinforcement.
- The direct method conducts instruction exclusively in the target language using everyday vocabulary.
- The communicative approach focuses on interacting and negotiating meaning in the target language.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
Chart 23th april
This document provides background information and comparisons of various language teaching approaches including Audiolingualism, the Direct Method, the Natural Approach, Total Physical Response (TPR), and the Communicative Approach. It discusses the origins and key aspects of each approach, including underlying theories of language and learning, goals and objectives, syllabus design, types of learning activities, roles of teachers and learners, and the use of instructional materials. The approaches range from those that are more teacher-centered and focus on grammar and repetition, like Audiolingualism, to those that are more learner-centered and emphasize meaningful communication, such as the Communicative Approach.
Glossary
This document defines and explains key terms related to language learning and teaching. It defines acquisition vs learning, approaches to language teaching, digital literacy vs literacy, English as a foreign language vs English as a second language, the silent period, the language acquisition device, mother tongue vs target language, multiple intelligences theory, phonics, total physical response, and the zone of proximal development. The document provides brief explanations of each term.
natural and communicatif approach
The Natural Approach is a language teaching method based on the assumption that learning a foreign language follows the same patterns as learning a native language. It emphasizes exposing learners to hearing and understanding the language before speaking. The Communicative Approach also emphasizes interaction and problem solving as both the means and goal of learning a language. It uses activities like role plays, pair work and group work. Both approaches initially prioritize communicative competence over accurate grammar and allow students to communicate before building accuracy.
ESL Methodology
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Oral presentation
The document discusses strategies for teaching language skills to young learners of a second language. It addresses creating a comfortable environment, focusing initially on comprehension over production, using Total Physical Response activities, and integrating language skills rather than teaching them in isolation. Some key recommendations include allowing a silence period as students adjust, using gestures and visuals to enhance comprehension, emphasizing patterns and routines, and providing feedback to students on their language use. The overall message is that successful second language acquisition involves comprehending language before producing it, within a low-anxiety setting.
GLOSSARY
The document defines and describes several key terms related to language teaching and learning:
- Total Physical Response (TPR) is a language teaching technique where learners respond to language input with body motions.
- The "Silent Period" refers to the initial stage of language acquisition where learners understand more than they can produce, ranging from 2-6 months.
- "Mother Tongue" denotes one's dominant and home language, not just the first language learned as a child.
- "Approach" provides the overall philosophy and direction for a language teaching process, while methods and techniques are specific parts of the approach.
Glossary
The document defines and describes several key terms related to language teaching and learning:
- Total Physical Response (TPR) is a language teaching technique where learners respond to language input with body motions.
- The "Silent Period" refers to the initial stage of language acquisition where learners understand more than they can produce, ranging from 2-6 months.
- "Mother Tongue" denotes one's dominant first language acquired from one's mother, which is most important and mastered.
- "Phonics" is a method of teaching reading based on letter-sound relationships to decode words.
Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Glossary
The document defines several key terms related to language teaching methods. Total Physical Response (TPR) is a method where instructors give commands in the target language and students respond through physical actions. Language acquisition refers to naturally learning a language without formal training, while language learning is through formal classroom education. The silent period hypothesis proposes that language learners initially refrain from speaking as they focus on listening, similar to how infants learn their first language.
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Second ChildHood Education Glossary English Resources
- 1. 2º year of Early Childhood Education Rosa María Gilsanz MªCarmen Zarco
- 2. TPR is a language teaching method where instructors give commands to students in the target language, and students respond with whole-body actions. Learning by doing.
- 3. Target language: A language that a n onnative speaker is in the process of learning. Mother tongue: a person's native la nguage. It’s the first language.
- 4. Digital literacy: It’s the familiarity with computer s and how they work Literacy:the ability to use language proficiently. Skill.
- 5. Howard Gardner`s theory who identified seven distinct intelligences:
- 6. English a first language (EFL): is the use of english as a native language. English as a second language (ESL): is the use or study of English by speakers with different native languages. The silent period, or preproduction, is a stage in second language acquisition where learners do not attempt to speak. Silent periods are more common in children than in adult learners.
- 7. Approach: it’s a method to teach or learning something. Drill: Disciplined, repetitious exercise as a means of teaching and perfecting a skill or procedure.
- 8. Phonics is a method for teaching reading and writing of the English language in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.
- 9. Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. They get a feel for what is and what isn’t correct.
- 10. Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. They get a feel for what is and what isn’t correct.