|
Articulatory Approach For Teaching Pronunciation
The Articulatory approach to teaching pronunciation considers learning how to pronounce a second language to be a motor skill which most students are not in a position to develop based on self-evaluation of their production. The role of the teacher is therefore to provide feedback on students' performance as part of coaching them in the movements of the vocal tract articulators (tongue, jaw, lips, etc.) which create speech sounds. The Articulatory approach is an alternative to the imitative-intuitive and analytic-linguistic approaches, both of which involve the teacher providing a model for her students to imitate. The model might be her own voice or a recording. In the articulatory approach, the students are not asked to match a model but instead to experiment with making sounds, with the teacher acting as a source of ideas, encouragement and feedback on how close the students are getting to the target. The problem of categorical perception When learning a new language, students ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language
A person's second language, or L2, is a language that is not the native language (first language or L1) of the speaker, but is learned later. A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment. Second-language acquisition The distinction between acquiring and learning was made by Stephen Krashen (1982) as part of his Monitor Theory. According to Krashen, the ''acquisition'' of a language is a natural process; whereas ''learning'' a language is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Motor Skill
A motor skill is a function that involves specific movements of the body's muscles to perform a certain task. These tasks could include walking, running, or riding a bike. In order to perform this skill, the body's nervous system, muscles, and brain have to all work together. The goal of motor skill is to optimize the ability to perform the skill at the rate of success, precision, and to reduce the energy consumption required for performance. Performance is an act of executing a motor skill or task. Continuous practice of a specific motor skill will result in a greatly improved performance, which leads to Motor Learning. Motor learning is a relatively permanent change in the ability to perform a skill as a result of continuous practice or experience. Types of motor skills Motor skills are movements and actions of the muscles. There are two major groups of motor skills: *Gross motor skills – require the use of large muscle groups in our legs, torso, and arms to perform tasks such ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Vocal Tract
The vocal tract is the cavity in human bodies and in animals where the sound produced at the sound source (larynx in mammals; syrinx (biology), syrinx in birds) is filtered. In birds it consists of the Vertebrate trachea, trachea, the Syrinx (biology), syrinx, the oral cavity, the upper part of the esophagus, and the beak. In mammals it consists of the laryngeal cavity, the pharynx, the oral cavity, and the nasal cavity. The estimated average length of the vocal tract in adult male humans is 16.9 cm and 14.1 cm in adult females. See also *Language *Talking birds – species of birds capable of imitating human sounds, but without known comprehension *Speech organ *Speech synthesis *Manner of articulation References {{Reflist Human head and neck Human voice ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
First Language
A first language, native tongue, native language, mother tongue or L1 is the first language or dialect that a person has been exposed to from birth or within the critical period. In some countries, the term ''native language'' or ''mother tongue'' refers to the language or dialect of one's ethnic group rather than one's first language. The first language of a child is part of that child's personal, social and cultural identity. Another impact of the first language is that it brings about the reflection and learning of successful social patterns of acting and speaking. Research suggests that while a non-native speaker may develop fluency in a targeted language after about two years of immersion, it can take between five and seven years for that child to be on the same working level as their native speaking counterparts. On 17 November 1999, UNESCO designated 21 February as International Mother Language Day. Definitions One of the more widely accepted definitions of native sp ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language
A person's second language, or L2, is a language that is not the native language (first language or L1) of the speaker, but is learned later. A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment. Second-language acquisition The distinction between acquiring and learning was made by Stephen Krashen (1982) as part of his Monitor Theory. According to Krashen, the ''acquisition'' of a language is a natural process; whereas ''learning'' a language is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Categorical Perception
Categorical perception is a phenomenon of perception of distinct categories when there is a gradual change in a variable along a continuum. It was originally observed for auditory stimuli but now found to be applicable to other perceptual modalities. The motor theory of speech perception And what about the very building blocks of the language we use to name categories: Are our speech-sounds —/ba/, /da/, /ga/ —innate or learned? The first question we must answer about them is whether they are categorical categories at all, or merely arbitrary points along a continuum. It turns out that if one analyzes the sound spectrogram of ba and pa, for example, both are found to lie along an acoustic continuum called "voice-onset-time." With a technique similar to the one used in "morphing" visual images continuously into one another, it is possible to "morph" a /ba/ gradually into a /pa/ and beyond by gradually increasing the voicing parameter. Alvin Liberman and colleagues (he did not ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Trubetzkoy
The House of Trubetskoy (English), Трубецкие (Russian), Трубяцкі ( Belarusian), ''Trubecki'' (Polish), ''Trubetsky'' ( Ruthenian), Трубецький (Ukrainian), ''Troubetzkoy'' (French), ''Trubic'' (Croatian), ''Trubetski'' (Estonian), ''Trubezkoi'' or ''Trubetzkoy'' (German), is a Russian gentry family of Ruthenian stock and Lithuanian origin, like many other princely houses of Grand Duchy of Lithuania, later prominent in Russian history, science, and arts. They are descended from Algirdas's son Demetrius I Starshy (1327 – 12 August 1399 (the Battle of the Vorskla River)). They used the Pogoń Litewska coat of arms and the Trubetsky coat of arms. Sovereign rule Princes Troubetzkoy descend from Demetrius I Starshy, one of Algirdas's sons, who ruled the towns of Bryansk and Starodub. He was killed together with his elder sons in the Battle of the Vorskla River (1399). Demetrius's descendants continued to rule the town of Trubetsk (Troubchevsk) until the 1 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Henry Sweet
Henry Sweet (15 September 1845 – 30 April 1912) was an English philologist, phonetician and grammarian.''Concise Oxford Companion to the English Language'', as hosted oencyclopedia.com/ref> As a philologist, he specialized in the Germanic languages, particularly Old English and Old Norse. In addition, Sweet published works on larger issues of phonetics and grammar in language and the teaching of languages. Many of his ideas have remained influential, and a number of his works continue to be in print, being used as course texts at colleges and universities. Life and work Henry Sweet was born in St Pancras, London. He was educated at Bruce Castle School and King's College School, London."SWEET, Henry MA, PhD, LLD", in '' Who Was Who 1897–1915'' (London: A. & C. Black, 1988 reprint, ) In 1864, he spent a short time studying at Heidelberg University. Upon his return to England, he took up an office job with a trading company in London. Five years later, aged twenty-four, he won ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Caleb Gattegno
Caleb Gattegno (1911–1988) was an Egyptian educator, psychologist, and mathematician. He is considered one of the most influential and prolific mathematics educators of the twentieth century. He is best known for introducing new approaches to teaching and learning mathematics (Visible & Tangible Math), foreign languages (The Silent Way) and reading ( Words in Color). Gattegno also developed pedagogical materials for each of these approaches, and was the author of more than 120 books and hundreds of articles largely on the topics of education and human development. Background Gattegno was born November 11, 1911, in Alexandria, Egypt. His parents, Menachem Gattegno, a Spanish merchant, and his wife, Bchora, had nine children. Because of poverty, Gattegno and his siblings had to work starting from a young age. The future mathematician had no formal education until he started to learn on his own at the age of 14. He took external examinations when he was 20 years old and obtained ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Silent Way
The Silent Way is a language-teaching approach created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book ''Teaching Foreign Languages in Schools: The Silent Way''. Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. It is usually regarded as an "alternative" language-teaching method; Cook groups it under "other styles", Richards groups it under "alternative approaches and methods" and Jin & Cortazzi group it under "Humanistic or Alternative Approaches". The method emphasizes learner autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, to elicit responses from them, and to encourage them to correct their own errors. Pronunciation is seen as fundamental to the method, wit ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Phonics
Phonics is a method for teaching people how to Reading, read and write an alphabetic language (such as English alphabet, English, Arabic alphabet, Arabic or Russian alphabet, Russian). It is done by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. In English, this is also known as the alphabetic principle or the ''Alphabetic code''. Phonics is taught using a variety of approaches, for example: a) learning ''individual'' sounds and their corresponding letters (e.g. the word cat has three letters and three sounds c - a - t, (in International Phonetic Alphabet, IPA: , , ), whereas the word flower has six letters but four sounds: f - l - ow - er, (IPA , , , ), or b) learning the sounds of letters or groups of letters, at the word level, such as similar sounds (e.g., cat, can, call), or Syllable#Rime, rimes (e.g., hat, mat and sat have the same rime, "at"), or ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
