2. Children and Language Almost all children acquire a language, apparently without effort. Acquisition seems to be almost for children up to about of six years, they seem to be able to learn languages with incredible facility
3. The ease or acquisition becomes gradually less noticeable as children move towards puberty, and after that, language acquisition became more difficult. Acquisition is; the way in which people get language without conscious effort, without thinking about grammar or vocabulary
4. Children need to hear a lot of Language. Such exposure is absolutely vital, but is obviously, the nature of the language they hear matters too. Matters in the tone voice, when parents simplify what they say, they don’t use complex sentences or technical vocabulary.
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6. Together with their parents, they make language together, and then, they try it out and use it.
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9. Karshen, among others, suggested that teachers should concentrate on acquisition rather than learning and that the role of language should be provide the right kind of language exposure
10. The principal function of learnt language is to monitor what is coming from the acquisition learners win.
11. We have to notice that the ability of acquire language deteriorated with the age.
22. CommunicativeLanguageTeaching (CLT) CTL has twomainguidingprinciples: Involveslanguagefunctionswhichstudentsshouldlearnhowtoperfomrusingvarietylanguageexponents. Studentsalsoneedtobeaware of theneedforappropriacy. Ifstudentsgetenoughexposuretolanguage, and opportunitiesforlanguage use thenlanguagelearningwilltakecare of itself. Manycommuncativeactivities.
23. Task-BasedLearning (TBL) TBL is a natural extension of communicativelanguageteaching. Instead of languagestudyleadingto a task, thetaskitselfisthemainfocus and jumping-off pointforsubsequentstudylater. A typical TBL sequencestartswith a pre-task. Thisisfollowedby a taskcycleand finallylanguagefocusphase. Production at thestartingpoint.
