Analysis Of Gouin 's Language Learning Experience

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers’ native language. According to Richards (2006) to learn how to communicate language people need competence which includes different real-life situations; grammar does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would eventually be

Every few years new foreign language teaching methods arrive on the scene. New textbooks appear far more frequently. New methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. Sometimes they are said to be based on recent developments in language learning theory and research. For example, one approach to teaching may emphasize the value of having students to imitate and practice a set of correct sentences

In the video titled The Four Stages of Acquiring Language, in which I observed. The first stage is “Babbling” one syllable sounds. I observed an infant at 4 months of age babbling. According to the CDC, at 4 months of age infants begin babbling, they can babble with expression and copy sounds he/she hears. Infants at this age can cry in different ways to express hunger, pain or being tired.

Whereas, Direct Method strengths are it makes it even interesting to study English by creating a direct bond between a word and the meaning thus make the students able to understand what they learnt and be able to express their own ideas on what have they learnt. Next, According to Macnee, "It is the quickest way of getting started". In a few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning. Furthermore, through this method, fluency of speech, good pronunciation and power of expressions are properly developed and all LSRW is applied. Lastly, this method eases alertness and participation of students and can be use from the lowest to the highest

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

Students who are more introverted may observe and listen to others until they are more confident of what to say. Teachers need to understand that the outgoing student may not be as fluent as he or she seems to be and that the more introverted student may be more proficient in their second language than they appear to be. Although it will take time, both types of students will learn to speak their second language proficiently. While these students are learning, they will make mistakes. The article states that if teachers correct the mistakes directly, it may discourage students from trying out their new language skills. Modeling the correct language is a much better way of correcting mistakes then using direct correction.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

In this lesson I implemented the Language Experience Approach (LEA) with a seven year old boy in the second grade. Nessel and Dixon (2008) write that the LEA is an approach to literacy instruction that uses student dictation, supported by teacher writing, to create a reading text that includes student vocabulary and language patterns. When using the LEA approach, students are encouraged to dictate a story, either as a group or individually, from their own personal experience. In the first step in the LEA process, students engage in a discussion with the teacher about their experience. In this stage, the teacher supports the students as they clarify their ideas and impressions of the event. The focus of this step is on building students’ oral

How can language and content instruction be coordinated to generate acquisition of social and cognitive academic languages?

First, there are many abstract words which cannot be interpreted directly in English. Therefore, much time and energy are wasted in making attempts to do so. The second disadvantages is, this method is based on the principles that auditory appeal is stronger that visual. However, there are children who learn more with visual than with their oral-aural sense like ears and tongue. Thirdly, this method ignores systematic written work and reading activities and sufficient attention is not paid to reading and writing. Forth, there is a lack of teachers trained and interested in teaching second language using this method. Fifth, in larger classes this method is not properly applied and teaching in this method does not suit or satisfy the needs of individual students in large classes. Eighth, The Direct Method is

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students