strategy use in independent language learning’ Jespersen‚ O (2002) ‘How to teach a foreign language’. in Van Essen‚ A. ’A historical perspective ’. in Modern Languages Across the Curriculum. ed by Grenfell‚ M. London: RoutledgeFalmer‚ 11 – 25 Lightbown‚ P and Spada‚ N (2006) Pachler‚ N & Field‚ K (2001) Learning to Teach Modern Foreign Languages in the Secondary School. London: RoutledgeFalmer‚ 202 – 224. Pinker‚ S (2008) The Stuff of Thought. London: Penguin Group‚ 332‚ 335. Stevick‚ E (1994) ‘Learning
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children learning a second language Siraj-Blatchford and Clarke‚ 2000‚ Supporting identity‚ diversity and language in early years Smidt‚ 2008‚ Supporting multilingual learners in the early years: many languages – many development children Lightbown and Spada‚ 2006‚ How languages are learned Prim‚ 2010‚ How to support children learning English as an additional language Vygotsky‚ 1986‚ Thought and Language South‚ 1999‚ Working paper 5: The distinctiveness of EAL: A cross curriculum discipline
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References Alliance for Excellent Education. (2005). Six key strategies for teachers of English language learners. Retrieved February 6‚ 2013 from http://www.all4ed.org/files/archive/publications/SixKeyStrategies.pdf Allot‚ R. (2003). Imitations in language and speech. Proceedings of the AISB ’03 Second International Symposium on Imitation in Animals and Artifacts. The University of Aberystwyth Wales‚ 105-112. August‚ D.‚ & Hakuta‚ K. (Eds.). (1997). Improving schooling for language-minority
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Language 1 influence on learning other languages Abstract Second language learners resort to their mother tongue or first language and some strategies to make learning of their second language easier. This is what referred to as language transfer. How does this transfer help? Is L1 influence on L2 the same for all languages and learners? INTRODUCTION: All second language learners have already acquired at least their first language before
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Teaching language in context (3rd ed.). Boston: Heinle and Heinle. Rivera-Mills‚ S. V. & Plonsky‚ L. (2007). Empowering students with language learning strategies: A critical review of current issues. Foreign Language Annals‚ 40‚ 535- 548. Spada‚ N. & Lightbown‚ P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly‚ 42‚ 181-207.
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Sandro Botticelli was born in Florence‚ Italy on March first (Lightbown). Sandro Botticelli was given his nickname from his elder brother‚ Antonio. Antonio started training his younger brother to be a goldsmith from a young age . This training came to an abrupt end as Botticelli was made the apprentice of Fra Fillippo Lippi (“Biography”). Fillippo Lippi was an artist from Florence who was known for his frescoes and paintings (Lightbown). Sandro Botticelli got most of his training from Fillippo Lippi
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TEACHING IDIOMATIC EXPRESSIONS TO LEARNERS OF EFL THROUGH A CORPUS BASED ON DISNEY MOVIES Irene López Rodriguez Brown University‚ USA Elena María García Moreno Escuela Oficial de Idiomas de Cartagena Abstract: This paper attempts to provide a strategy for the teaching of idioms to learners of EFL through a corpus based on Disney movies. Adopting a cognitive approach‚ idioms are seen as being motivated by conceptual metaphors which tend to be grounded in our embodied experiences and which
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&Rodgers‚ 2001)while others claimed that error correction was not only unnecessary‚ but also harmful to language learning(Krashen‚ 1981a;1981b). With the emergence of communicative approaches‚ error correction underwent aradical shift (Nicholas‚ Lightbown‚ &Spada‚ 2001; Russell‚ 2009). CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners ’linguistic development‚ not as a sin to be avoided. CLT advocates recognized
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Beginning to simply answer this question‚ Lightbown and Spata (2010)‚ state that in very early stages children produce a specific group of repeated words to convey their thoughts: for example‚ a comfortable baby frequently repeats cooing and gurgling; however it is not the case with a hungry child. Moreover‚ they assert that the process of learning to communicate falls into different sequential stages‚ which is the focus of this paper. According to Lightbown and Spata (2010)‚ as children grow up‚
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LEL Task 1 – Learner Profile LEARNER IDENTIFICATION: Information about Faisa was gathered through a recorded interview‚ informal conversations in class‚ class assessments and a learning styles test (VAX). INTRODUCTION Faisa is a 21-year-old Somali woman. She moved to the UK in 2006 as a refugee. She lives in a council flat with her brother‚ his wife and her baby nephew. She worked in a mobile-phone shop for five months in 2008‚ but has been unemployed for the past eighteen months and
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