General Features Of Second Language Tasks

Draw a long horizontal line on a sheet of paper. Ask the student what he knows about the topic. As the student talks, the adult draws simple pictures (or writes keywords), representing the student’s ideas along the straight line. The adult discreetly arranges the pictures in a logical order during this brainstorming process. At the end of the exercise, the student “reads” the assignment to the adult, using the pictures (or keywords) as prompts. This verbal rehearsal helps the student hear the logical flow of the language. The student then completes the writing assignment using the timeline as a visual

|For practical training, learners may have the benefit of observing others in the group carry out a task and learn from mistakes or things|

* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.

This also includes giving clear, concise and accurate feedback to learners on their progress and achievement along with developmental comment. Any progress and achievement should be recorded in accordance with awarding

Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity

(The introduction is used for you to model processes for the students to show them how you expect work to be done.)

For example, during writing tasks, rather than asking Connor to write a recount, he would be asked to only write the orientation. This would be broken down step by step into ‘when’, ‘who’, ‘what’ and ‘where’. To assist Connor to persist with more difficult tasks he is provided with constant feedback and encouragement to reinforce correct practice (Seely Flint et al., 2014; Woolfolk & Margetts, 2010). During cooperative learning activities Connor is paired with a supportive partner who can tutor, scaffold and extend him. The effectiveness of these strategies will be assessed through daily observations, analysis of Connor’s work and collection of checklists to see if they have been marked off properly.

Donald Schon (1983) identified that learning in practice could be enhanced by 2 different kinds of activity – Reflection in-action and Reflection on-action.

doing tasks and learn from taking time to go over the task at hand. This is

Use questions and feedbacks to help learners learning process. It is a process to help staffs performance level and concentrate on the tasks outcome which is very important to know the rating of the work

Work is to be organized and distributed when first starting class. A set goal is to be created and must be completed by the end of class.

Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that

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.

Language is a cognitive function that most of us take for granted. It starts from early on, some say at conception, and it develops in complexity as we get older. It is an essential part of communication and without it its development would be greatly hindered. This natural process requires complex structures and reasoning, the bringing together of sounds and words to develop concrete ideas and thoughts. In this paper we will discuss the components of language and how it relates to cognitive processes.

In this theory it is believed that activities are needed in order to reinforce the information that the student has been given. This is what reinforces the learning that has taken place in the classroom. Activities make learners think and thinking motivates learning O’Neil, Fisher, & Newbold, 2009). In this lesson the material that is presented in the classroom lecture will be reinforced during the small group sessions when the learners are given activities to do in regards to the information that they have been given.