...Mother Tongue and L2 English Learners I remember the time when I was told that in an English class the use of the mother tongue cannot be acceptable because it is not beneficial for students to learn a foreign language. So I asked to myself, why? Because I knew that you cannot speak in Spanish all the time, but “never”? In my classes I accept it for some activities and for others I do not. According to Davis Carless “Students use of the mother tongue in the task-based classroom”, the use of the native language or mother tongue (MT) is quite complex because it could be beneficial for learners but, at the same time, it could not. In general, the use of MT is stigmatized by some methods, and teachers who cannot handle a class in the target language (TL) feel frustrated by the overuse of the students’ first language. However, as the writer claims, by taking into account the type of tasks we give to our students we can analize which are the ones that imply a positive effect on the second language acquisition and the ones that imply negative effects. Thus, teachers will be able to handle a task-based class with both languages in interaction. Firstly, Carless argues that the use of MT may have positive and negative effects on second language acquisition. Positive effects seem to “serve social and cognitive functions, including the construction of scaffolded assistance and create through collaborative dialogue the opportunity for language acquisition to take place.” In fact, through...
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...NEGATIVE LANGUAGE TRANSFER W H E N L E A R N I N G SPANISH AS A FOREIGN LANGUAGE NURIA CALVO CORTÉS Universidad Complutense de Madrid RESUMEN. Este trabajo se centra en la influencia negativa de la transferencia lingüística en el aprendizaje del español como segunda lengua. Está dividido en dos partes: una teórica y un análisis práctico. La primera incluye los distintos aspectos que se tienen que tener en cuanta a la hora de considerar la transferencia lingüística. La segunda analiza distintos ejemplos de transferencia negativa que se han extraído de textos escritos por varios estudiantes británicos que están aprendiendo español. La conclusión mostrará que el análisis de estos errores puede ayudar a predecir algunos de estos errores. PALABRAS CLAVE. Influencia negativa, transferencia lingüística, español como segunda lengua, dos partes: una teórica y un análisis práctico, transferencia negativa, predecir errores. ABSTRACT. This paper focuses on the negative influence of Language Transfer on the learning process Spanish as an L2. It is divided into two main parts; a theoretical one and a practical analysis. The former includes the different aspects considering language transfer, whereas the latter analyses different mistakes due to negative transfer, which have been taken form texts written by several British students when learning Spanish. The conclusion will show that the analysis of these mistakes may help predict some of these mistakes. KEY WORDS. negative influence,...
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...1 The Induction-Deduction Opposition: Ambiguities and Complexities of the Didactic Reality Wilfried Decoo Published in IRAL: International Review of Applied Linguistics, vol. 34, n° 2 (May 1996), 95-118. ("didactic" = pertaining to teaching and learning in a school context) Abstract An analysis of some of the scientific literature reveals that the terms "induction" and "deduction" often point to various concepts. A number of modalities need to be discerned, especially in the realm of "induction". Experimental comparisons of different methodological approaches may also neglect, to some extent, the complexities of what is really taking place in the classroom setting. The purpose of this article is not to take sides in the methodological controversy, but to contribute to a greater awareness of terminology identification and of the tangents, plural forms and crossings between didactic strategies that draw on "induction" or "deduction". Les termes "induction" et "déduction", tels qu'une analyse de la littérature scientifique nous les révèle, renvoient souvent à des concepts différents. Il semble utile de discerner les différentes modalités, en particulier dans le domaine de "l'induction". Les comparaisons expérimentales de différentes approches méthodologiques semblent négliger, du moins en partie, les aspects complexes de la réalité en classe. Cet article ne prend pas position dans la controverse méthodologique, mais désire contribuer à une plus grande prise de conscience d'une part...
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...Rubric Teaching English as a second language – nonnative English speaking teachers of English (NNETs) compared to native English speaking teachers of English (NETs) in ESL cultures. NNETs from the same culture as their ESL students are preferable than NETs from a different culture than their ESL students. The shared culture between NNET and their ESL students (as oppose to NETs who do not share the same culture properties with their ESL students) helps the NNETs find better teaching techniques, making their student's language acquisition easier and approachable. NNETs have advantages in approaching the ESL students and display of empathy towards them and their needs. NNETs display better knowledge in some domains than NETs. Introduction...
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...IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK WILROSE SWEET S. BERIOSO GRAZEL ANNE B. DELOS SANTOS GEORGELYN M. TAMPARONG March 2015 IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK ------------------------------------------------- A Research Paper Presented to the Faculty of the College Of Arts and Sciences- La Salle University, Ozamiz City ------------------------------------------------- In Partial Fulfillment of the Requirements of EN12104 Writing in the Discipline ------------------------------------------------- WILROSE SWEET S. BERIOSO GRAZEL ANNE DELOS B. SANTOS GEORGELYN M. TAMPARONG March 2015 ACKNOWLEDGMENT The preparation of this term paper is a group effort and a time consuming endeavor. As such, the researchers want to express their sincere thanks and heartfelt gratitude to the following persons who in one way or another exerted effort, offered full assistance, encouragement and inspiration in making this study a success. To Ms. Marylene Tizon, their instructor who served as the consultant and adviser, for sharing her time, valuable knowledge, expertise and for her helpful advice in the completion of this project. To their beloved parents for their undying moral and financial support. To their friends, classmates and board mates for the comfort whenever they are weary, as well as for the motivations and suggestions. Above all, the researchers are indeed very thankful to the Almighty God for His never ending wisdom...
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...Factors affecting L2 learning Conceptual objective: the students will be able to enumerate those factors connected to L2 learning success Procedural objective: the students will explore those factors that have promoted their success as language learners, making a chart and comparing it with other people Attitudinal objective: the students will develop a critical attitude towards the causal correlations between factors and learning success Attitudinal objective: the students will realize the need for further research A. Internal/ Individual B. External a. 1. Age 2. Aptitude 3. Motivation and Attitude 4. Personality 5. Cognitive Style 6. Hemisphere specialisation 7. Learning Strategies 1. Learning and Teaching Contexts 2.Teaching a second language: Effects 2.1. Input and interaction: How these elements affect learning A.1. AGE AND L2 LEARNING • Effects of age on RATE of second language learning ΚAdults are superior to children in rate of acquisition ΚOlder children learn more rapidly than younger children ΚWith regards to morphology and syntax, the adolescents do best, followed by the adults and then the children ΚGrammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term Κ Where pronunciation is concerned, adults do not always progress more rapidly than children do Thus: adults learn faster than children, and this is more applicable to grammar than pronunciation, although in the case of formal learning situations adults...
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...YULE – THE STUDY OF LANGUAGE S U M M A R Y ( C HA P TE R S F O R I S L 1 ) CHAPTER 1 – THE ORIGINS OF LANGUAGE The divine source: Bible: Adam gave names to the things Hindu: wife of the creator of the universe created the language Several experiments to find the “original” language: Psammetichus: two babies grew up only for the company of goats children have uttered “bekos” – (Phrygian word for “bread”) could be the sound of the goats “be” (Greek suffix “-kos”) King James the Fourth: Children should have started speaking Hebrew Other experiments: children whit no access to human language grow up with no language at all The natural sound source: Language as a result of onomatopoeia and/or natural cries of emotion (e.g. splash, bang, boom, ouch, ooh, wow,…) What about soundless and abstract things? The social interaction source: Language as a result of communication between earliest groups of humans, who used hums, grunts and groans -> language as a progress of this Apes and other primates also have grunts and groans for communication, but no language The physical adaption source: Evolution factors which have made humans able to develop language: o Teeth are upright and even in height o Lips have more intricate muscle interlacing than other primates o Mouth is smaller an can be opened and closed rapidly o Tongue is smaller, thicker and more muscular o Larynx (containing the vocal cords) is much lower than the position of other primates o Pharynx (above...
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...AbstractIAbstractPronunciation learning is very important in second language acquisition.However,thebasic knowledge of phonetics has been ignored.Pupils in Hebei province begin to learnEnglish in grade three in the primary school.But there is no systematic knowledge ofphonetics in the textbooks.Phonetics learning needs not only the phonics imitation method,but also the basic knowledge about phonetics.However,with the influence of quality-orientededucation and the western language teaching mode,pronunciation teaching in China tends touse the imitation method and the basic knowledge of phonetics is undervalued.It is worth tonotice that English acquisition environment for Chinese students is different from the West.First,English teachers in China are mostly Chinese.Even if there are foreign teachers,theforeigners teaching force is relatively weak.Second,the language surrounding to the studentsis mainly in Chinese.And students in the oral English class are not active to participate andinteract.Moreover,English belongs to Indo-European language system,while Chinesebelongs to Sino-Tibetan language system.They belong to different language families andthere are many differences in tone,syllable and phoneme.Thus the negative influence ofChinese on the English acquisition is great.Without any basic knowledge of phonetics,thelearners will meet lots of difficulties when they learn a new language which is quite differentfrom their mother tongue.Therefore,the Chinese phonetic teaching only...
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...Hugvísindasvið Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs Einar Garibaldi Stefánsson Maí 2013 Háskóli Íslands Hugvísindasvið Enska Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs í ensku Einar Garibaldi Stefánsson Kt.: 030382-4209 Leiðbeinandi: Ásrún Jóhannsdóttir Maí 2013 Abstract This paper looks into the competence of second language acquisition by investigating how second language is acquired. Furthermore it explores the age factor in learning another language other than mother tongue and also attempts to answer if there is enough current evidence that can demonstrate clearly that starting young makes any real difference in achieving better language competence. Moreover, research such as on motivation in relation to the learning environment along with language exposure and attitudes will be discussed and data analysed to find out if it plays any significant role in aiding learners to achieve successful second language competence. It has been a common belief that starting young to learn a second language makes a significant difference in language learning. However, results indicate that this is not entirely true in all cases since there are further factors that affect successful second language acquisition achievement such as language exposure and motivation. Consequently, if there is not enough language exposure, this might prevent the learners from succeeding in learning the language. Clearly, those...
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...Theories Of First Language Acquisition English Language Essay Imagine a blank template, a white sheet of paper, thats how human being starts off. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how one acquires the ability to produce the language? Linguists throughout the ages have tried to find out how does one ACQUIRE a language, is it a deep structure as claimed by Kimball? Or is it an innate ability, a build-in human capacity propagated by Chomsky? Various theories have arose since language studies came to fore, and the ability to acquire language has interested various parties since the dawn of man. From the dunes of Egypt, Psammeticus, the Pharaoh during the 7 th century BC, believed language was inborn and that children isolated from birth from any linguistic influence would develop the language they had been born with. Fast forward to the 15th century,King James of Scotland performed a similar experiment; the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor of India, desired to learn whether language was innate or acquired through exposure to the speech of adults. He believed that language was learned by people listening to each other and therefore a child could not develop language alone. So he ordered a house built for two infants and stationed a mute nurse to care for them. The children did not acquire speech, which seemed to...
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...believed by many that it is impossible for children to master two different languages simultaneously, children who are bilingual are more effective learners because the children can benefit from bilingualism in their cognitive development and help to progress their mental health. This paper will examine Jean Paget’s and Lev Vygotsky’s Theories of Cognitive Development, and B.F. Skinner’s and Noam Chomsky’s Language Development Theories, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic. Identify and describe at least two domains of human development (physical, biological emotional, cognitive, and/or social) and how they are impacted by the topic does bilingualism improve brain functioning. Identify and describe the stages of development that are affected by the topic does bilingualism improve brain functioning. Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Cognitive development is a comprehensive theory about the nature and development of human intelligence (wikipedia.com, 2014). When bilingualism is defined in the first way, as the characteristic of an individual who possesses two linguistic systems - we call it cognitive bilingualism (Hukuta and others, 1978). Bilingualism defined in the second way, as a characteristic of the social condition and affect of the individual...
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...Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative The importance of mother tongue-based schooling for educational quality Carole Benson 2004 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2005 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative”. For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to holding learners under water...
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...eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are key in developing basic skills and foundations of understanding in all subject areas and in classroom management. According to behaviorism, knowing is giving the correct response when exposed to a particular stimulus. The behaviorist is not concerned with how or why knowledge is obtained, but rather if the correct response is given. Yu Ching Chen’s web site on behaviorism states that, “Learning is defined as nothing more than the acquisition of new behavior”. In terms of the concept of learning, the process tends to be passive with regard to the behaviorist theory. The learner uses low level processing skills to understand material and the material is often isolated from real-world contexts or situations. Little responsibility is placed on the learner concerning his/her own education. Typical classroom instruction consistent with the behaviorist theory includes; classroom management, rote memorization, and drill and practice. Several examples of behaviorism used in classroom management were highlighted in the reading section titled, “Behavioral Views of Learning” by A. Woolfolk. One example, used by two of our own group members, is using a token system to reinforce positive academic performance and student behavior. A classroom application of using drill and practice includes computer software, such as Math Blaster’s. These types of software...
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...The direct purpose of this essay is to explore, research, and discuss bilingual language education throughout the United States and other countries. It is estimated that throughout the world approximately 6,000 different languages are spoken and that fewer than 25percent of our world’s approximate 200 countries recognize two or more official languages (Grimes, 1992 ). Grimes (1992) also goes on to surprise us with this unbelievable statistic, being that only a mere handful of these 200 countries recognizing more than two. Despite the above conservative figures, data has shown that there are many more bilingual or multilingual individuals around the world than there are monolingual (Tucker, 1999). It is estimated, that there are many more children...
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...important aspect of morality in a student life which is "speak politely". This research will focus on how to avoid using the rude and not useful words especially in high schools. When non-native speakers use the language in informally way, in particular teenagers, that would confuse them because they don’t realize that they speaking impolitely. Furthermore, that would make difficulties in differentiate between what is appropriate "formal" and what inappropriate "not formal". By a survey with a questionnaire divided into two sections, first one is for the English teachers and another one is for the students, it's...
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