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Some strategies for teaching English
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Having in mind that this investigation is going to be carried out with a group of first graders aged between six and seven years old, and that they are in the stage of life in which learners are in the process of acquiring their mother tongue (L1) and a second language (L2) as well; this theory will allow to identify the characteristics of a learner in this stage of the acquisition process.
As it is stated in Saville-Troike (2006, p. 2) “The scope of SLA includes informal L2 learning that takes place in naturalistic contexts, formal L2 learning that takes place in classrooms and L2 learning that involves a mixture of these settings and circumstances”. In this case, this research project is going to focus on the second setting presented which is the formal L2 learning in SLA, given that classroom is the place where this research study is going to be developed and results are going to be revealed.
This theory is going to be approached because it focuses on the unconscious process of the acquisition of a target language, hence, this is advantageous for young learners to learn and acq...
There are many theories on how a person acquires a language. One can see that technology has influenced the way we input information as well as how we gather data based on these Second Language Acquisition (SLA) theories. For example, today’s technology has helped us study the way the human brain works, and this is what our theories of SLA are based on. So it is evident that many of the SLA theories are based on the way the human brain works and how it develops. Moving on, this case study is based on two Spanish speakers who are English Language Learners (ELL) and how they were led to determine the SLA on the subject of their speech. The two Spanish speakers that are analyzed during this investigation are Elizabeth, a five-year old girl, and
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Lightbown, P., & Spada, N. M. (2006). How languages are learned (3rd ed.). Oxford [england: Oxford University Press.
Language is a medium of communication and a carrier of culture because all that people know about their origin is communicated to them using language. In most cases mother tongues are suitable in expressing ones way of life. The native language is the best in expressing basic societal affairs. Language is the key medium of communication and it should be used in its simplest form because the simpler the language the easier the communication (Diyanni 633-639).
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
With the increasing popularity of dual immersion programs in schools and the widespread notion that language acquisition is something that needs to happen early on life, is there an ideal age to learn a second language (L2)?
In addition to that, the writer will discuss the fact of neutral learning and language acquisition and finally how to engage brain-based learning approach to develop the process of second language learning.
Language acquisition is perhaps one of the most debated issues of human development. Various theories and approaches have emerged over the years to study and analyse this developmental process. One factor contributing to the differing theories is the debate between nature v’s nurture. A question commonly asked is: Do humans a...
...n is often a welcome relief from guided conversation in the foreign language; and a five-minute session of English only can give students a sense of true accomplishment. Many teachers believe that they only need to make sure the kids are having fun in language class, as though having fun were the one and only criteria for success in ESL. On the other end of the method spectrum, there are language classes whose teachers demean students who do not respond to their textbook approach to language instruction. Neither extreme, fun or misery, is truly effective. The LLS approach takes the best that ESL theorists have to offer and incorporates it with techniques that work in the classroom. In the end, teachers have a huge challenge in teaching their students all the components of English so that they may be formidably competent on all levels in their newly acquired language.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language as well as his/her aptitude for learning it.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.