Subconscious factors of second language acquisition
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This document discusses different aspects of ego, risk-taking, and anxiety. It touches on how humans build defenses to protect their ego, different types of egos, taking risks through gambling and intelligent guesses, and how anxiety can exist on a deepest level or momentary level and be debilitating or facilitative.
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Community Language Learning (CLL) is an approach that sees students as whole people and aims to reduce fears about language learning. The teacher is sensitive to students' struggles and helps them overcome negative feelings. A key activity involves students having conversations while the teacher provides translations from behind without interrupting. Students then reflect on how the activity made them feel. They practice the conversation in groups and the teacher corrects them by repeating phrases correctly.
Teachers' beliefs
Teachers' beliefs are culturally developed, linked to values, formed early in life, and resistant to change. Teachers' beliefs affect their behavior, lesson planning, attitudes towards learning, and how they process subsequent information. The document recommends that language teachers show self-confidence, respect learners' ability to express themselves, create a positive learning atmosphere, and consider cognitive and affective aspects of their students. Readers are asked to reflect on teachers they have had and comment on the teachers' beliefs towards learners.
Teachers' beliefs
Teachers' beliefs are culturally developed, linked to values, formed early in life, and resistant to change. Teachers' beliefs affect their behavior, lesson planning, attitudes towards learning, and how they process subsequent information. The document recommends that language teachers show self-confidence, respect learners' ability to express themselves, create a positive learning atmosphere, and consider cognitive and affective aspects of their students. Readers are asked to reflect on teachers they have had and comment on the teachers' beliefs towards learners.
Lesson planning
The document provides guidance for developing an effective lesson plan, including key components such as objectives, activities, materials, and the lesson stages. It recommends that a lesson plan include the skills and topics to be developed, controlled and free activities to practice the skills, and resources needed. It also outlines the typical stages of a lesson - warm up, introduction, presentation, practice, and evaluation - and notes the importance of sequencing, pacing, monitoring, and reflecting on lessons.
TPR
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to develop listening comprehension before speaking. The teacher gives commands and models the actions, while students silently mimic the movements. New commands are added gradually. Characteristics include the teacher giving random commands, repeating corrections, students commanding each other, and sequencing actions.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Pronunciation teaching and theories (1)
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
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Roofer
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Nature of a Steel fixer's job
Steel fixers fit and secure steel reinforcement bars and mesh used to reinforce concrete structures. They work on projects like commercial buildings, housing, roads, tunnels, and bridges. Key responsibilities include setting up the work area, cutting and bending rebar according to engineering plans, tying rebar together, installing supports and formwork to hold the concrete, and joining sections. Starting salaries for trainees range from £11,000 to £15,000 annually, while qualified steel fixers earn between £16,000 and £27,000, and those in supervisory roles can earn up to £30,000. The job requires good heights tolerance, tool skills, fitness, teamwork, and understanding engineering instructions and health and safety procedures
Nature of a carpenter's job
Carpenters are skilled craftspeople who build, finish, and repair residential and commercial structures made of wood or metal, including bridges and dams. They measure and calculate dimensions accurately, read blueprints, frame buildings, install cabinets and flooring, and possess skills in exterior and interior finish work using specific tools. Carpenters must also be knowledgeable about safety policies, quality control, cost control, and able to complete paperwork on time.
TTT, Lesson planning
The document discusses the essential components of an effective lesson plan, including objectives to develop language and life skills, appropriate activities and materials, and the typical stages of a lesson from warm-up to evaluation. It notes that objectives, activities, materials, sequencing, pacing, level of difficulty, individual differences, monitoring, and timing should all be considered when planning a lesson. A sample lesson plan template is provided to help organize these components.
Lessonplanning 120229221709-phpapp02
The document discusses the essential components of an effective lesson plan, including objectives to develop language and life skills, appropriate activities and materials. It outlines the typical stages of a lesson as warm-up/review, introduction, presentation, practice and evaluation. It provides tips for an effective lesson such as smooth transitions, varied pacing, accounting for different learning levels, monitoring participation, sufficient timing and reflective teaching. At the end is an example lesson plan template.
Communitylanguagelearning 120220222240-phpapp01
Community Language Learning (CLL) is an approach that sees students as whole people and aims to reduce fears about language learning. The teacher is sensitive to students' struggles and helps them overcome negative feelings. A key activity involves students having conversations while the teacher provides translations from behind without interrupting. Students then reflect on how the activity made them feel. They practice the conversation in groups and the teacher corrects them by repeating phrases correctly.
Teachers' beliefs
Teachers' beliefs are culturally developed, linked to values, formed early in life, and resistant to change. Teachers' beliefs affect their behavior, lesson planning, attitudes towards learning, and how they process subsequent information. The document recommends that language teachers show self-confidence, respect learners' ability to express themselves, create a positive learning atmosphere, and consider cognitive and affective aspects of their students. Readers are asked to reflect on teachers they have had and comment on the teachers' beliefs towards learners.
Teachers' beliefs
Teachers' beliefs are culturally developed, linked to values, formed early in life, and resistant to change. Teachers' beliefs affect their behavior, lesson planning, attitudes towards learning, and how they process subsequent information. The document recommends that language teachers show self-confidence, respect learners' ability to express themselves, create a positive learning atmosphere, and consider cognitive and affective aspects of their students. Readers are asked to reflect on teachers they have had and comment on the teachers' beliefs towards learners.
Lesson planning
The document provides guidance for developing an effective lesson plan, including key components such as objectives, activities, materials, and the lesson stages. It recommends that a lesson plan include the skills and topics to be developed, controlled and free activities to practice the skills, and resources needed. It also outlines the typical stages of a lesson - warm up, introduction, presentation, practice, and evaluation - and notes the importance of sequencing, pacing, monitoring, and reflecting on lessons.
TPR
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to develop listening comprehension before speaking. The teacher gives commands and models the actions, while students silently mimic the movements. New commands are added gradually. Characteristics include the teacher giving random commands, repeating corrections, students commanding each other, and sequencing actions.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Pronunciation teaching and theories (1)
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
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Subconscious factors of second language acquisition
- 1. By Brittany Triggs and Michael Rosenthal