victim of this man. Shortly after Susan Wiley was discovered, on the day that they together were to appear in court, he shot and killed himself. Susan had had very limited social interaction, she could not talk having never been taught how. Her language tutor was Susan Curtiss. Her first psychologist was James Kent. She also met at this time scientist Jay Shurley a psychiatrist who was an expert in social isolation. Her special education teacher was Jean Butler. At this time also David Rigler, a
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ON SLA GROUP 4 2013-10 1) What is the comic about? This is the story of a man who travels to a foreign country, probably in the Middle East. He does not know neither its language nor its culture. When he gets off the train he finds an elderly man who removes his hat and says an expression in his native language. At first, the traveler does not correspond to the gesture and assumes it is a greeting. As he is heading to his hotel he runs into people along the way who repeat the same expression
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international schools where English is used as the language of instruction as well as the increasing number of English courses aimed especially for children. Sometimes people hold a misconception regarding teaching English for young learners, in which they believe that the earlier the kids learn a foreign language, the better it will be. As a matter of fact, this assumption is not completely true. Only when handled with care will the teaching of foreign language to young learners succeed as expected. Otherwise
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English Language Acquisition through Educational Computer Game for Young Learner Technology has grown into something which is really sophisticated recently. It affects almost every aspect in this world. Education is one of the aspects that cannot dodge the mass effect of technology. Recently, educators are addicted to include technology in their teaching activities. Many programs and applications have been invented to aid the educators. Students are also familiar with technology. Even
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3.1. Research Design This study is carried out with a one group pre-test and post-test design. In this experimental research, the implementation of discovery-learning through IGI (independent variable) will be monitored, and acquisition about English tenses and learners’ motivation (dependent variables) will be measured. The grammar points in this research are English tenses. A pre-test and a post-test are designed to be the same. An anonymous questionnaire on motivation
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Foreign Language Annals Á vol. 43, No. 1 27 Language-Learning Motivation During Short-Term Study Abroad: An Activity Theory Perspective Heather Willis Allen University of Miami Abstract: This study investigated the development of language-learning motivation during short-term study abroad (SA) for six intermediate-level students of French. Taking an activity theory perspective, findings demonstrated that one of two orientations motivated participants to study or continue studying French at
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University ------------------------------------------------- Abstract An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen. Research evidence for the use of such programs in EFL/ESL contexts is presented, emphasizing the benefits of this type of input for students' English language learning and skills development. Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused
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Brown, H. Douglas. (1994). Teaching by principles: an interactive approach to language proficiency. Upper Saddle River, N.J., USA: Prentice Hall Regents. Burke, A. (2011). Group work: how to use groups effectively. The Journal of Effective Teaching, Vol. 11, No. 2, 2011, 87-95. Last retrieved by December 16, 2015 from http://uncw.edu/cte/et/articles/Vol11_2/Burke.pdf Gardner, R.C. (1985). Social psychology and second language learning: the role of attitudes and motivation, London: Edward Arnold.
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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)
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culture-based reading materials, however, might be exploited in a second way to explain these results as “overreliance on knowledge-based or top-down processing” (Carrell, 1988, p. 102). Discussing the relationship between comprehensible input and acquisition, Ellis (2003) states that “if learners can rely extensively on top-down processing they may pay little attention to the form of the input and may therefore not acquire anything new” (p. 279). The learners in this study who had been given the context
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