Assignment: According to Swain‚ ...producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249) In Swain’s view‚ learners need not only input‚ but output: they need to use language in order to learn it. Krashen‚ however‚ as recently as 2009‚ stated that: Research done over the last three decades has shown that we acquire language by understanding
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CHAPTER 7 POPULAR IDEAS ABOUT LANGUAGE LEARNING: FACTS AND OPINIONS 1. Language are learned mainly through imitation. Leaners produce many novel sentences that they could not have heard before. Children do not imitate everything they hear‚ but often selectively imitate certain words or structures that they are in the process of learning. Second language learners produce many sentences that they could not have heard. They are like children learning their first language. 2. Parents
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Similarities and differences between 1st and 2nd language acquisition Introduction Various theories are put forward to describe first language (L1) acquisition and second language (L2) acquisition. In order to understand the nature of L1 and L2 language acquisition‚ various aspects were examined‚ compared‚ and contrasted. Interlanguages have some common characteristics with L1 acquisition‚ because both share similar developmental sequences. Some of the characteristics of L2 acquisition show
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CHAPTER ONE DEDUCTIVE AND INDUCTIVE APPROACHES – A SHORT REVIEW 1.1. Definitions and names When it comes to teaching grammar two main trends have been competing with one another for ages‚ these are: deductive and inductive approaches. While the first one seems to be more successful as it has continuously been applied since ancient times‚ the other was appreciated only in Classical‚ Reneissance‚ 19th and 20th century (Johnson‚ 1999‚ p. 147). However‚ it seems to have gained real popularity
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Centre. Harris‚ T. (2003). Listening with your eyes: the importance of speech-related gestures in the language classroom. Foreign Language Annuals‚ 36‚ 180-187. Krashen‚ S. D. (1985). The input hypothesis: issues and implications. London‚ Longman Lightbown‚ P Long‚ M. H. (2007). Second language needs analysis. Cambridge: Cambridge University Press. Long‚ M. and Crookes G. (1993). Units of analysis in course design. Oxford: Oxford University Press. Norris‚ J. M. (2009). Task-based teaching and testing
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Age and Language Learning What exactly is the relationship between age and language learning? There are numerous myths and misconceptions about the relative abilities or inabilities of language learners of different ages. Do children learn language faster? Is it impossible for adults to achieve fluency? In a word - no. These and other common beliefs are simply not true. Children do not necessarily learn faster than adults and‚ in fact‚ adults may learn more efficiently. Furthermore‚ there is no
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References: Lightbown‚ P. Spada‚ N. (2006). How languages are learned New York: Oxford University Press ICELT In-Service Certificate in English Language Teaching Declaration I‚ Eduardo García Acevedo‚ declare that the following Language for Teachers Task 4: Focus on the teacher’s
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Wolfgang. 1986. Second Language Acquisition. Cambridge: Cambridge University Press‚ pp. 3-32. Lazaraton‚ Anne. 2001. “Teaching Oral Skills”‚ in Marianne Celce-Murcia (ed) Teaching English as a Second Foreign Language. Boston: Heinle and Heinle. Lightbown and Spada. 2006. How Languages are learned. Oxford: Oxford University Press. Mariani‚ Luciano. 1994. “Developing strategic competence: Towards autonomy in oral interaction”‚ in Perspectives‚ a journal of TESOL- Italy. Volume XX‚ Number 1. http://www.learningpaths
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Communication‚ at its base level‚ is the act of expression. Whether that involves conveying one’s feelings‚ opinions‚ or a myriad of possible emotions‚ language is the essential tool that makes expression possible. It can be verbal or non-verbal‚ subtle or complex‚ and is inherently social in nature. However‚ the primary function of language‚ no matter what form it takes‚ will always be that of expression. I‚ like many others no doubt‚ find myself in the all too familiar position of being a relatively
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Applied Linguistics. London. Pearson Education Limited. Patton Tabors. (2008). One Child‚ Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language. Second Edition. U.S.A. Brooks Publishing. Patsy M. Lightbown‚ Nina Spada. (2006) How Languages Are Learned. Oxford Handbooks for Language Teachers. 4th edition. Oxford University Press.
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