meta-cognitive strategies‚ cognitive strategies and social/affective strategies (Echevarria‚ et.al.‚ 2004‚ p.82). Meta-cognitive strategies make use of awareness‚ interaction‚ and reflection in a way which is interrelated‚ integrated‚ and recursive. Cognitive strategies are directly related to each student’s learning and help students in organizing information during self-regulated learning. Social/Affective Strategies are known as social influences and affective on learning (i.e. group work). Echevarria‚
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CHAPTER 2 REVIEW OF LITERATURE This chapter comprises six main sections that summarize the theoretical and empirical knowledge base regarding second language development and academic achievement in a second language. At the end of each main section‚4 there is a summary synthesizing studies and highlighting key findings relevant to the present study. The first section reviews selected second language acquisition theories that reflect representative‚ current trends in the field and provide a
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Introduction The theory of Language acquisition and learning is one of the most impressive aspects of human development. It is an amazing feat‚ which has attracted the attention of linguists for generations. Language Acquisition (LA) and Language Learning (LL) have sometimes been treated as two distinct phenomena creating controversy due to their variability in terms of age and environment. Oxford (1990: 4) in distinguishing between LA and LL argues that the first arises from naturalistic and unconscious
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typically acquired at the crucial period of cognitive development; pre-puberty‚ when L1 and other crucial life-skills are also acquired or learned. Children never resist L1 acquisition‚ any more than they resist learning to walk. Given even minimal ’input’ during critical pre-pubescent development‚ all humans acquire the L1 of the society or social group they are born into as a natural and essential part of their lives. Even brain-damaged and/or retarded children usually acquire the full grammatical
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messages they are conveying and understanding." "The best methods are therefore those that supply ’comprehensible input’ in low anxiety situations‚ containing messages that students really want to hear. These methods do not force early production in the second language‚ but allow students to produce when they are ’ready’‚ recognizing that improvement comes from supplying communicative and comprehensible input‚ and not from forcing and correcting production." "In the real world‚ conversations with sympathetic
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various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction‚ scaffolding‚ and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore‚ it will be detailed in this paper. Various methods of feedback from the ELL are discussed‚ as it is vital to their educational
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Running head: COMPREHENSIVE EXAMINATION CAST PROGRAM Abstract Guided by four principles – Respect and Value all Individuals‚ Educate by Integrating Theory and Practice‚ Advocate for Access to a Socially Just Education‚ Lead in Order to Facilitate Transformation‚ the Loyola Marymount University (LMU) (2009) Education department has developed a structured curriculum by which teachers learn and are able to make an impact in our world today. The theories and foundational
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*STRUCTURALISM (Ferdynand de Saussure) European structuralism: Main tenets: Language has a structure (in which each elements interact)‚ it is a system of signs (noise is language only when it express or communicates ideas. Sign- car->signifier- /ka:r/ physical dimension of language‚ signified- car as a thing‚ The signified is what these visible/audible aspects mean to us.) two levels of language: Langue( abstract system) and parole (actual speech) *BEHAVIOURISM(John B. Watson) Lg learning
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comprehension question to the whole class. Accurate and appropriate: “What is the reason to buy two machines that do the same thing?” This sample focuses the learners’ attention to the question being answered at that moment. It also provides modified input to enhance students’ understanding because this could have easily been worded like: “Why buying two machines to do the same job?” Thus‚ by paraphrasing why and replacing job for thing‚ I make sure I use semantic elements that students can easily identify
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Significant language development and academic growth of the English Learner Kathy Gallivan ELL 497‚ Capstone Class Prof. Louise Framan November 5‚ 2012 The ultimate goal of teaching content and language to English language learners involves many theories of pedagogy and language acquisition. One language development theory is discussed within an introduction of Stephen Krashen at a language seminar‚ Mr. Shoebottom summarized his theory of language acquisition as having “no fundamental
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