...The theoretical framework for teachers’ beliefs in this study is based on a computational model of second language acquisition proposed by Ellis (1998) that highlights four major stages that relates roughly to common beliefs on the process of how grammar should be taught. The first stage, input, stresses on the materials and the modification of input used in teaching grammar in the classroom. The second, explicit knowledge, provides explicit instruction; the third, output, emphasizes production practice; and the final stage, negative feedback, highlights the role of error correction. The model can be seen in Figure 1 with the four stages highlighted by the letters A, B, C, and D respectively. Figure _: A Computational Model of L2 Acquisition...
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...Various theories are put forward to describe second language acquisition (SLA). The following theories represent serious thinking over the past century about the way a person acquires or learns a second language. The first theory will be Behaviourism. In mid-century, Burrhus Frederic Skinner developed behaviourist theory which predicted that any human behaviour could be learned through a process of stimulus, response, and positive or negative reinforcement (S-R-R). This S-R-R process is to make the desired behaviour become a habit that can be performed spontaneously. According to behaviourists, this process also can be applied into language learning. A concrete example of behaviourism applied directly to higher-level training, as a result of Bandura’ (1977) work, is behaviour. The terms are used interchangeably. This uses techniques such as "goal setting" and "self-reinforcement" to help people acquire the characteristics of a competent role model. Next, the second theory will be Language Acquisition Device (LAD) which developed by Noam Chomsky. Chomsky found out that there is an innate ability in every people which enable them to acquire and use language and this ability is known as LAD. Chomsky was not as concerned with the actual language being spoken as with the unspoken but understood rules that made the utterances appropriate, correct to native speakers. He argued that the stages of development that are required for children to develop their cognitive abilities in other...
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...According to Seville-Troike (2012), “Second Language Acquisition (SLA) refers both to the study of individual and groups who are learning a language subsequent to learning their first one as young children, and to the process of leaning that language” (p.2). She maintains that every subsequent language after the first language (L1) is referred to as the second language (L2) even though it might not necessarily be the second language learned. In the past, most SLA linguistic research that includes Spanish as an L1 or native language (NL) and English as an L2 or foreign language (FL) has been conducted predominately in the United States, Canada, and parts of Europe. Very little research if any has been done in Puerto Rico in applied linguistics...
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...USING MOTHER TONGUE TO SECOND LANGUAGE ACQUISITION Every day language plays an important role in all activities in life. It is use for expressing one’s thought and ideas by modulating the sounds. It is a communication process of God’s gift to human to interact and to communicate meaningfully at various levels such as personal, social and intellectual. One of the most prominent and advance language that is use today is the English language that has a countless influence not only in means of communication but also in written text. English language comes to our aid in our commercial transactions throughout the globe such as business and education. In learning an English language is now in demand because it takes place in globalization and helpful in dealing with other people from a foreign country. Unlike other languages, it has a establish pattern, phonological constraint and grammatical structure. In a real sense, English is an international and recognizable as a language we use today. To begin, language of human has different varieties and acquisitions that can be learn through a process. Firstly, the first language acquisition (L1) is a language through with the child makes acquaintance with anything about it to communicate. Learning L1 which is also called as mother tongue takes place in every natural way and through proper imitation and exposition. On the contrary, second language acquisition (L2) which is also called as foreign language is a language skill in listening, speaking...
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...Meshell EDU230 October 10, 2015 Jamie Morris EDU-230 Teaching Strategies in Second Language Acquisition for English Language Learners Scenario 1: An elementary-aged student is an English language learner. The student is comfortable (low affective filter) trying new words and linking words together, but is not pronouncing the words correctly and/or putting words in the correct order (syntax). Development stage of second language acquisition and rationale for your choice: This scenario is an example of developmental stage 3 because it supports the student’s use of short phrases and the frequent grammatical errors that often interfere with the student’s communication. Teaching strategies that can be used to support the student with rationale: The teaching strategies that I would use to support this student would be the strategies that analyze the learner and educate them on their individual character (strategy 1), set up goals and expectations for the learner based on their characteristics (strategy 2), and finally, guide and give materials to the learner to master the language, as the ultimate decision is on them to do it or not (strategy 3). Scenario 2: A high school student is familiar with key words in her secondary language. Further, she is beginning to scaffold words to demonstrate a higher level of comprehension and retention. Development stage of second language acquisition and rationale for your choice: This is an example in the developmental...
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...RESEARCH PLAN: The question addressed in my research paper is whether the syntactic structure of the first language (L1) influences the syntactic structure of the second language (L2) acquired. I claim that L2’s syntactic structure is constructed depends on L1’s syntactic structure. I will support my claim by looking at three dissertations where the writers believe that L1’s syntactic structure has effects on L2’s syntactic structure. The first dissertation is about four experiments done with three groups of people with three different first languages (Japanese, Mandarin, Korean), and concludes that the syntactic structure is shared between L1 and L2 even though the word orders are different for languages (Kim, 2010). The second dissertation is focusing on the syntactic persistency between English and Korean, and concludes that there are syntactic priming effects between these two languages (Park, 2007). The third one is an investigation into the patterns and errors in English writing where English is the second language (Kosterina, 2007). I will use these three sources to argue and conclude that L2’s syntactic structure is dependent on L1’s syntactic structure. ANNOTATED BIBLIOGRAPHY: Kim, Sunfa. (2010). Syntactic representations of English in second language learners: An investigation of the process of English sentence production by bilingual speakers using a within-language (L2) structural priming paradigm. (State University of New York at Buffalo). ProQuest Dissertations and...
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...pedagogics in teaching the language of science to second speakers, the content-based instruction has gained great success all over the world. It aims at combining organically the systematic knowledge of a subject with the training of the second language skills. It is considered as an effective pedagogics as it helps improve students’ language skills and study in relevant subjects. The traditional pedagogics in foreign language teaching only lay stress on the training of language skills, lack of the integration with language content such as professional knowledge (Kasper, 2000). With a view to this, this essay gives a detailed elaboration to the teaching concepts, theories, teaching principles, and teaching mode of the content-based pedagogics in teaching the language of science to second speakers. The essay will firstly introduce the teaching concepts of content-based instruction (hereinafter referred as CBI). Then it will give a view of the theory basis of CBI. Following it will explain the teaching principles and the teaching mode of CBI. Altogether the essay will argue from different levels for the significance of the content-based instruction. The content-based instruction conduct the teaching the language of science to second speakers according to the communicative approach teaching principles. Studying second language in real situations not only accords with the language acquisition laws, but also help cultivate students’ competence of language usage. In addition, it can...
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...Running Header: Language Acquisition Language Acquisition Grand Canyon University ESL 523 August 2010 Abstract “Over the last twenty-five years, there have been major changes to the theory and practice of second language teaching and learning. These changes have been driven by changes in educational theory, changes in the way we think about language and learning, and the development of an active research agenda which has provided important insights and ideas for classroom practitioners.” Second language acquisition (SLA) methods are a controversial issue among scholars on the best approach to teaching a second language. At this time there is no official playbook on the exact best method for teaching a second language. Professor Rod Ellis from the University of Auckland in New Zealand wrote an article entitled “Principles of Instructed Second Language Acquisition.” In this article Ellis describes ten principles for effective second language instruction (SLI). These principles demonstrate both arguments of each in order for educators to reflect upon the processes. Language acquisition is the process of learning a language. The best method for second language acquisition is controversial subject among researchers. Rod Ellis’s article “Principles of Instructed Second Language Acquisition” demonstrates ten principles in which can be used as a guide line and reflection for educators to use for teaching a second language. This essay will summarize Ellis’s article...
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...Communicative Language Teaching The aim of this unit • To make you think about communicative approach to teaching languages • To analyse the concept of communicative competence • To reflect upon the communicative teaching techniques What do you have to do in this unit? • Warming up discussions • Input reading • Self-assessment questions (SAQS) • Exploratory tasks • Integrated task Warming up discussion 0 Warm up the concept of a “communicative situation” (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a “mind map” of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge...
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...Error analysis (linguistics) In second language acquisition, error analysis studies the above example, “I angry” would be a local error, since the types and causes of language errors. Errors are the meaning is apparent. classified[1] according to: From the beginning, error analysis was beset with methodological problems. In particular, the above ty• modality (i.e., level of proficiency in speaking, pologies are problematic: from linguistic data alone, it writing, reading, listening) is often impossible to reliably determine what kind of • linguistic levels (i.e., pronunciation, grammar, error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and vocabulary, style) writing) and not with learner reception (listening and • form (e.g., omission, insertion, substitution) reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which • type (systematic errors/errors in competence vs. oclearners simply do not use a form with which they are casional errors/errors in performance) uncomfortable. For these reasons, although error analy• cause (e.g., interference, interlanguage) sis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has • norm vs. system largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. 1 Methodology ...
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... | |Subject: |EML110 English Curriculum: Understanding Language and Literacy | | |This subject introduces foundational concepts about language and literacy as sociocultural practices, and theories and models of language acquisition and early literacy | | |development. Students will explore contextual factors that impact language and literacy development such as cultural and linguistic diversity, and the influence of | | |globalisation and new technologies on literacy teaching and learning. Students will critically engage with English Curriculum documents to understand the intent and | | |organisation of English through the strands of language, literacy and literature. Students will develop core practices related to collecting, analysing and interpreting | | |data in order to understand children's early language and literacy experiences in a range of contexts. They will connect these experiences to pedagogical approaches that | | |support literacy learning in Years K-2. ...
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...ANALYZING MY SPEECH According with a record to my speech, I found a lot of mistakes and errors when I´m talking English, so it’s difficult to organize all of ideas, find the correct form to tell it and use the correct words to communicate properly, but when you checked and know the errors you could recognize that ‘the second-language acquisition is concerned with the internal representations of a language in the mind of the learner, and in how those representations change over time’ (Rod Ellis, 2003). Firstly, there are a lot of errors as misinformation, omission, overgeneralization and transfer errors, in this recorder you can find someone, for example the second language learner was talking about the climate changes in the town the last days, then she said “I don’t watch this climate here” (Recorder 2), the sentence could be a misinformation error because these errors can use one grammatical form in place of another grammatical form, even if this sentence is already said correctly, it’s unsuitable for the context which the learner’s answer was talking, it could be in past tense “I hadn’t seen this kind of climate here”. Another error with this topic, it is when beginner said “when the old woman do tortillas, she turn on the fire and so with this the air is contaminated”, beginner is making a lot of errors as omission because she is leaving out an item that is required for an utterance to be considered grammatical such as “the old woman do tortillas” and “she turn on the...
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...Introduction: The study aims at analyzing influence of different learning style in acquisition of upper intermediate Bangladeshi EFL learners. A two-phase interview was conducted in which Phase One included a self-created general questionnaire that was used to identify learner's profile, learning history and linguistic background. Phase Two consists of focused questions which are prepared by emphasizing on learning style, learning process, learning aid, learning environment and emotional state which help acquire language skills. In the processes of analyzing, researcher used a self-created questionnaire to find out what type of learner the interviewee is. Phase One interview took place at 3 p.m. August 2, 2014 at interviewee's residence at Banani, Dhaka. The researcher came to know about the interviewee Rameesa Y Chowdhury through a friend of her. Rameesa is her friend's cousin and she met her at her friend's place. After being informed about her educational background and proficiency level, researcher became interested in interviewing her. She made a call to her showing keen interest to take her interview. Rameesa happily agreed and said when she would be remained free to give interview. The Researcher also informed her that the interview would not have conducted in specific time and she can take as much as she needed for answering each question and the information that she provides through giving answers in interview will be audio recorded. Then he got her appointment to...
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...on the theories of first and second language acquisition, how do you think the average Malaysian student learn English? Discuss your reasons. Introduction Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adults. They have the ability to imitate pronunciation and work out the rules for themselves. The idea of “English is difficult” does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books. The advantages of beginning early Young children are still using their individual, innate language-learning strategies to acquire their home language and soon they also use these strategies to pick up English. Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with adults such their parents and teachers. They firstly make sense of the activity and then get meaning from the adult’s shared language. Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Young children who acquire language rather than consciously learn...
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...children’s Date | Author/ References | Title of Journal | Comments | Research method | 18/09/2012 | Sandradu Plessis and Brenda low | Challenges To Pre –School Teachers In Learners Acquisition Of English As Language Of Learning And Teaching | This journal highlights problems that teachers might come across in teaching English to pre –school children. The importance of identifying them and solving them because its believed here in this journal that preschool teachers play a key role in the acquisition of English language by the children because children spend most of their waking hour with the teachers. Therefore it’s believed that teachers do play a big role in the children’s life in order for them to acquire the language | Quantitative research method | 19/09/2012 | Karen E Johnson | The Relationship Between Teachers Believe And Practises During Literacy Instruction For Non –Native Speakers Of English | In this journal it is discussed teachers theoretical believe helps them to perceive, process, and act upon information in classroom. This also study extends the current research on teachers' theoretical beliefs within literacy contexts to the field of teaching English as a second language (ESL).Specifically, it examines the relationship between ESL teachers' theoretical beliefs about second-language learning and teaching and their instructional practice during literacy instruction with non-native speakers of English. Some have argued that teachers' beliefs act as a filter through...
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