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Silent Period
The silent period (also called pre-production period) is a phase reported to have been observed in second-language acquisition where the learner does not yet produce but is actively processing the L2 (second language). This silent period has been claimed to be typically found in children and has been called the second stage of second language acquisition, following the use of L1 (native language) and preceding productive use of L2, and can last between a few weeks to a year. Generalizing how long this period may last is nearly impossible because it depends on many personal and individual variables that come into play. While the silent period has received much endorsement from researchers and educators, some argue against the validity of such a period. There are debates surrounding its significance in language acquisition, of how language teachers should address such a period in school curriculum, and what exactly language learners are processing (or not) during such a period. The ph ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second-language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning — otherwise referred to as L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is regarded by some but not everybody as a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of ''interlanguage:'' the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays rem ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Teaching Methods
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods which can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method and technique''. It has been expanded by Richards and Rogers in 1982 to ''approach'', ''design'', and ''procedure''. Methodology In ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Total Physical Response
Total physical response is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs. Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speec ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Natural Approach
The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasises communication, and places decreased importance on conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input. The natural approach has become closely associated with Krashen's monitor model, and it is often seen as an application of the theory to language teaching. Despite this perception, there are some differences, particularly Terrell's view that some degree of conscious grammar study can be beneficial. The syllabus focuses on activities which Terrell sees as promoting subconscious la ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Automatic Language Growth
James Marvin Brown (January 28, 1925 – August 29, 2002"United States Social Security Death Index," database, ''FamilySearch'' (https://familysearch.org/ark:/61903/1:1:JLBY-7N5 : 20 May 2014), J M Brown, 29 Aug 2002; citing U.S. Social Security Administration, ''Death Master File'', database (Alexandria, Virginia: National Technical Information Service, ongoing).) was an American linguist who studied the evolution of Thai and related languages, supervised the teaching of English and Thai at AUA Language Center, Bangkok, Thailand and developed the Automatic Language Growth approach to language teaching. Early life Brown was born in 1925 to Lawrence M. Brown and Fannie D. Brown (née Parker). He grew up in Salt Lake City, Utah. Education Brown studied Mandarin Chinese as an officer in the United States Navy during World War II. After working in U.S. Naval Intelligence in Washington D.C., where he translated Chinese telegrams, he returned to the University of Utah to study on ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language-teaching Methodology
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods which can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method and technique''. It has been expanded by Richards and Rogers in 1982 to ''approach'', ''design'', and ''procedure''. Methodology In ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
