up(McLaughlin, 1977). The research shows that children with satisfactory acquaintance to more than one language can develop each language at a rate and in a method that is in most respects similar to the growth of monolingual children learning only one of these languages. When children effectively obtain two languages in early childhood, they must distribute their learning time between the languages. It is frequently supposed that a child owns a volume for language that the adult have lost (Jakobovits, 1972)
Teaching listening or testing listening? “It is a truism to point out that the technique of asking questions after a reading or listening task is a testing technique and not a teaching technique” (McDonough 1981:74) “By learning to listen then, we mean that we want our students to attend to what they hear, to process it, to understand it, to interpret it, to evaluate it, to respond to it, we want them to become involved and active listeners. (Underwood, 1989:4) Based on
ABSTRACT Learning a new foreign language is not easy nor as difficult as it may be seen. In this research, I want to show that in order to be able to do something easier than first imagined, one has to be shown how to do that very same thing, only simply. You need to first learn to crawl before walking. This works for languages too, although it takes more of an effort. Here are my methods of learning : • The timeframe of my method is: Quality, then quantity. • The method is based upon a strategy