The document discusses the interactionist approach to second language acquisition (SLA). It explains that the interactionist approach focuses on how social interaction and modified input through negotiation of meaning promotes language acquisition. The interaction hypothesis posits that interactional modification makes input comprehensible, comprehensible input promotes acquisition, and therefore interactional modification promotes acquisition. The document also provides a critical review of some key aspects of the interactionist perspective, such as the role of modified input and the importance of social context in SLA.
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
Fundamental Concepts in Linguistics
1. Langue vs. Parole
2. Competence vs. Performance
3. Linguistic sign vs. Symbol
4. substance &Form
5. Structure & System
6. Syntagmatic and Paradigmatic Relationships
7. Diachronic & Synchronic Approaches
Fundamental Concepts in Linguistics
1. Langue vs. Parole
2. Competence vs. Performance
3. Linguistic sign vs. Symbol
4. substance &Form
5. Structure & System
6. Syntagmatic and Paradigmatic Relationships
7. Diachronic & Synchronic Approaches
Interaction theory (IT) is an approach to questions about social cognition, or how one understands other people, that focuses on bodily behaviors and environmental contexts rather than on mental processes.
October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it Welcome to Gboard clipboard, any text you copy will be saved here.Tap on a clip to paste it in the text box.Touch and hold a clip to pin it. Unpinned clips will be deleted after 1 hour.Use the edit icon to pin, add or delete clips.October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and the š well with the possibility of what was with me I don't let it October and what was with you guys Kay and the systems engineer w c baby I hope you have been proposed what was easy and th
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
It is a short detailed presentation on Misconceptions about Linguistics. In this presentation only general misconceptions are written only to make the students well acquitted of linguistics.
Acquisition of English Prepositions among Iraqi Secondary School Students in ...Hani Shakir
Ā
The study focuses on the acquisition of English prepositions among students of Iraqi secondary school in Kuala
Lumpur, Malaysia. Participants in the study were (20) students all of them at sixth level. The researchers studied the
studentsā responses to the given test to investigate the problematic prepositions of English language that Iraqi English as
foreign language (EFL) learners have in their everyday and academic usage; and investigate the way that EFL Iraqi
learners differentiate between using English and Arabic prepositions. The major finding in this study is that the main
reason for all the errors is the dominance of the mother tongue (MT) on English language (EL), especially with Arabic
language having a syntactic structure when imposed on EL that too with Arabic meaning on EL. The dominance and
influence of oneās MT is a major challenge in using the EL in the right way by Iraqi EFL learners. In a subconscious
manner, Iraqi EFL learners tend to use or impose their MTās syntactic, semantic structures and patterns on EL. Arabic
and English have different number of prepositions and word-to-word equivalents of prepositions cannot be found
between Iraqi Arabic and English Languages. Iraqi EFL learners are influenced by the prepositional system of their MT
(Arabic) when they intend to use the prepositions in EL and this leads to errors and lack of idiomaticity. Inaccuracy is a
result of this, which is reflected in class hours for EFL learners.
Movie Effects on EFL Learners at Iraqi School in Kuala LumpurHani Shakir
Ā
Previously, one of the vital tasks of English learning is to find new methods and resources to make the EFL students
more stimulating and productive. Recently, the usage of movies (in DVD format) in courses became popular or
supplementary resources to learn English among EFL learners. Many researchers stated that authentic video is an
advantage and inspiring tool in language learning. However, there have been quite few studies on the relationship
between effective learning and studentsā movie preferences. This research aims at finding the relationship between
effective learning and studentsā movie preferences. To this end, data were collected by using posttests. Participants were
students from a Iraqi school in Kuala Lumpur. The researchers uncovered that the participants had insight into the
subtitles/captions which are used in the movie in classrooms. The implications of these findings and suggestions are
discussed.
INTERNATIONALIZATION
Internationalization is about taking the rest of the world seriously, not only oneās home country, and can be thought of as the formal term for thinking globally before acting locally. It requires knowing enough about the larger world to act appropriately in a specific context and location, especially when interacting with cultural others.
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INTERNATIONALIZATION: "any systematic sustained effort aimed at making higher education more responsive to the requirements and challenges related to the globalization of societies, economy and labor markets" Kalvermark and Van Der Wende (1997)
INTERCULTURAL COMPETENCE: "the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills and attitudes" Deardroff (2006)
Code switching and mixing in internet Chatting Hani Shakir
Ā
This case study examined the occurrences of
code switching and code mixing in a chatroom
based environment. In Fall 2004, the chat
room conversations of 12 non-native speakers
of English from Spanish and Indonesian backgrounds
were collected during a two month
period and analyzed to identify: 1) frequency
of code switching and code mixing for both
cultures; 2) topics that triggered code switching
and code mixing in each culture; and 3)
topics common to both cultures and topics
less likely to occur within both cultures. The
findings suggest that technology-related terms,
along with introductory terms, triggered more
instances of code switching and code mixing
regardless of the linguistic background of the
participants. Conclusions and suggestions for
further research are provided.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Ā
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Ā
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnāt one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Artifact 2 - Investigating Pavilion Designs
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Seminar applied linguistics
1. Seminar in Applied Linguistics BBI5601
Approaches and Trends
in
Applied Linguistics
Ms.Tenku Mazuwana
Hani Shakir GS39584
Bilal Yasseen GS39550
Taha M. Taha
Saad Sameer
2. The Basics of Applied Linguistics
Language is a highly elaborated signaling system. We call the aspects
that are peculiar to it the design features of language. Some of these
we find only with the language of human beings, others we have in
common with animals. Another aspect of human language is that we
express thoughts with words.
What is Human Language?
3. ā¢A principle feature of human language is the duality of patterning. It enables us to
use our Language in a very economical way for a virtually infinite production of
linguistic units. How does this principle work? All human languages have a small,
limited set of speech sounds. The limitation derives. Since the restricted capacity of
our vocal apparatus. The speech sounds are referred to as consonants and vowels.
Linguistically speaking, the distinctive speech sounds are called phonemes. You
cannot use isolated phonemes for communication, because phonemes are by
themselves meaningless. But we can assemble and reassemble phonemes into
larger linguistic units. These are commonly called "words". Although our capacity
to produce new phonemes is limited, we frequently coin new words. Hence, our
capacity to produce vocabulary is unlimited.
Design Features Of Language
4. Linguistics is the scientific inquiry into the human language with all its aspects. All
its aspects: these are many. There is a specialized branch for each approach to the
examination of language.
Until the beginning of the 20th century, scholars were occupied with research on the
history of languages and the roots of words in ancient tongues. The famous linguist
Ferdinand de Saussure coined this approach the diachronic analysis and moved to
the analysis of the system of language, which he assumed to be of greater
importance. Saussure stated this in the first decades of this century and thus formed
the fundament of modern linguistics.
What is Linguistics?
5. Diachrony:
Diachronic linguistics views the historical development of a language. Thus, on the diachronic
axis we can go back and forth in time, watching the language with all its features change.
Synchrony:
Synchronic linguistics views a particular state of a language at some given point in time. This
could mean Modern English of the present day, or the systematic analysis of the system of
Shakespeare's English. However, no comparisons are made to other states of language.
Modern linguistics, following Ferdinand de Saussure, is primarily interested in the
synchronic point of view. Saussure postulated the priority of synchrony: no knowledge of the
historical development of a language is necessary to examine its present system. He arrived at
this radical viewpoint due to his conviction that linguistic research must concentrate on the
structure of language. Later, the whole paradigm was hence called structuralism.
Diachronic Versus Synchronic View
6. The Approaches:
- Historical Linguistics
This approach is occupied with the examination of the historical development of languages. But
apart from this diachronic analysis, it also deals with the synchronic analysis of certain states of
language. In this course, we will have a look at the development of the English language.
- Language Acquisition And Communication
How do we learn our language? How do the processes of language comprehension and
production work? This approach gives answers to these questions. Also, it takes a look at the
role of memory in language and how it is used once we are able to talk. Strictly speaking, it is a
branch of psycholinguistics, a discipline that emerged from the interdisciplinary collaboration of
linguistics and psychology in the 1950's. Research in language acquisition has meanwhile
become a strong domain of its own.
The Approaches And Trends Of Applied Linguistics:
7. - Phonetics:
The subjects of phonetics are the articulation, transport, and receival of speech sounds. Thus,
there are three corresponding branches of phonetics: articulatory, acoustic, and auditory
phonetics. In contrast to phonology, phonetics deals with the physical aspect of speech sounds.
In order to give a correct transcription of speech sounds, there are several special alphabets.
- Phonology
Phonology is the study of the distinctive sounds of a language, the so-called phonemes.
Phonology examines the functions of sounds within a language.
- Morphology:
Morphemes are the smallest meaningful elements of a language. Morphology is the study of
these meaning units. Not all words or even all syllables are necessarily meaning units.
Morphology employs discovery procedures to find out what words or syllables are morphemes.
8. - Syntax:
Syntax is the study of sentence structure; it is a part of grammar in the broad sense. There are
several ways of defining and examining sentences..
- Semiotics:
Semiotics is the study of signs in communication processes in general. It concerns itself with
the analysis of both linguistic and non-linguistic signs as communicative devices and with
their systems.
- Semantics
Linguistic semantics examines the meaning of linguistic signs and strings of signs.
- Pragmatics
Pragmatics is the study of the use of signs and the relationship between signs and their users.
- Text linguistics
The traditional linguistic disciplines regard the text as a peripheral phenomenon, whereas
Text linguistics regard the text as a sign of its own. There are various text types and
mechanisms that constitute textuality.
9. - Sociolinguistics
This is the study of the interaction of language and social organization. There are several models
that determine the variation of language in social contexts both on an individual as well as on a
social-group scale. Sociolinguistics is also concerned with national language policies.
- Computer Linguistics (also: Computational Linguistics)
This domain is an interdisciplinary area of research between linguistics and information science.
There are two main branches. First, computer linguists simulate grammars by implementing
language structures into computer programs. In this context, the term computer metaphor became
famous. It refers to the notion that the human brain can be simulated by a computer. Second,
computer linguists use the computer as a tool for the analysis of language. For instance, large
corpuses of text are processed with the aid of especially designed software.
- Second-language Acquisition (SLA)
It is the process by which people learn a second language. It refers to the scientific discipline
devoted to studying that process. Second language refers to any language learned in addition to a
person's first language; although the concept is named second-language acquisition, it can also
incorporate the learning of third, fourth, or subsequent languages.
10. The Sample Trend of SLA:
- Interactionist theory has grown in the latter half of the twentieth century and has become one of
the dominant sociological perspectives in the world today. Interactionism is micro-sociological and
believes that meaning is produced through the interactions of individuals.
- The Social Interactionist theory does not neglect the previous theories, but it gives an additional
social perspective of language acquisition. According to Gass (1997) the interactionist approach
has paid particular attention to the nature of the interactions L2 learners typically engage in. It has
focused on investigating, for example, the role of negotiation for meaning in the context of NS-
NNS (Native Speaker - Non-Native Speaker) conversations.
- According to Swain (1985) in addition to the importance placed on social interaction, some
researchers have looked more closely at output, or the speech produced by English language
learners, as an important variable in the overall language acquisition process. Language learnerās
output can serve to elicit modification of input from conversational partners to make it more
comprehensible.
Interactionist Approach
11. According to Lightbown and Spada (1999) the interaction hypothesis
posits a threeāstep process:
(a) Interactional modification makes input comprehensible;
(b) Comprehensible input promotes acquisition;
(c) Therefore, interactional modification promotes acquisition.
Interactionist Hypothesis :
12. ā¢ Interactionist critics pointed to some insufficiencies of Karshenās Input hypothesis. They
doubted that mere exposure to input, even if comprehensible, could promote language
learning.
ā¢ Long (1980, cited in Ellis 1999) agreed with Krashen that comprehensible input is necessary
for acquisition, but he asserted the importance of āmodified inputā. In Longās view, the
comprehensible input, paramount in Krashenās Input Hypothesis, is the result of āmodified
interactionā.
ā¢ Long (1985) maintains that it is becoming clearer that in order for learners to successfully
construct their own learner-language, conversation and interaction in social contexts must
play a central role in the acquisition process.
ā¢ Interaction hypothesis emphasizes on the role of negotiated interaction in language
development. According to Gass and Torres (2005) during negotiation works, the learnerās
attention is directed to:
1) The discrepancy between what she/he knows about L2 and what the L2 really is; and
2) The areas of L2 which he doesnāt have information. In this case, negotiation is the initial
step to learning and it is one part of interaction.
Critical Review:
13. ā¢ Long (1996, p. 415) claims that such modified input is evident in first language
acquisition in the form of āmothereseā and is realized in SLA by NSs using
āsimplified codesā such as foreigner talk, child language, pidgins, early second
language (L2) forms, telegraphese, and so forth.
ā¢ Brown (2000) emphasizes the importance of social context because human beings
develop their linguistic competence in interaction with others.
ā¢ Piaget and Vygotsky, as two important constructivists, emphasize the importance of
social contexts in making the input comprehensible, but they have different views.
ā¢ Vygotsky (1987, cited in Brown, 2000) rejects the notion of predisposition and
claims that acquisition happens only through social interaction.
ā¢ Ellis (1997) states that children are able to acquire new knowledge which is slightly
beyond their current competence as a result of the interaction with more competent
interlocutors.
14. ā¢ Ellis, R. (1997). Second language acquisition. Oxford: Oxford University
Press.
ā¢ Gass, S. (1997). Input, interaction, and the second language learner. Mahwah,
NJ: Erlbaum.
ā¢ Krashen, S. D. (1987). Principles and practice in second language acquisition.
London: Prentice-Hall International.
ā¢ Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford:
Oxford University Press.
ā¢ Long, M. H. (1983). Linguistic and conversational adjustments to non-native
speakers. Studies in Second Language Acquisition 5(2). 177-93.
ā¢ Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
References: