References: Echevarria‚ J.‚ Vogt‚ M.‚ & Short‚ D. (2008). Making content comprehensible for English learners the SIOP model (3rd Ed.). Boston‚ MA: Pearson Education‚ Inc. New York State Department of Education. (2011). Learning Standards for English Language Arts. Retrieved July 18‚ 2011‚ from http://www.p12.nysed.gov/ciai/standards
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INTRODUCTION Imagine yourself in a world where humans interact with computers. You are sitting in front of your personal computer that can listen‚ talk‚ or even scream aloud. It has the ability to gather information about you and interact with you through special techniques like facial recognition‚ speech recognition‚ etc. It can even understand your emotions at the touch of the mouse. It verifies your identity‚ feels your presents‚ and starts interacting with you .You asks the computer to dial
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three types have been identified‚ which are cognitive strategies‚ meta-cognitive strategies‚ and social/affective strategies. Cognitive strategies assist students in organizing information through learning that is self-regulated. Meta-cognitive strategies use awareness‚ interaction‚ and reflection in a manner that is interrelated‚ integrated‚ and recursive. Social/Affective Strategies are affective and social influences on learning. Enhanced learning is possible when people interact with each other
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Characteristics of English Language Teaching Methods: COMPARISON Adapted from Richards and Rodgers (2001) and Gültekin Boran‚ http://w3.gazi.edu.tr/web/gboran/eltmethodstogether.doc T: teacher‚ S: Student; SS: students Grammar Translation Method and Direct Method |METHOD |Grammar Translation Method |Direct Method | |Proponents/Advocates
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Similarities and differences between 1st and 2nd language acquisition Introduction Various theories are put forward to describe first language (L1) acquisition and second language (L2) acquisition. In order to understand the nature of L1 and L2 language acquisition‚ various aspects were examined‚ compared‚ and contrasted. Interlanguages have some common characteristics with L1 acquisition‚ because both share similar developmental sequences. Some of the characteristics of L2 acquisition show
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Asniati Ningsih 105214005 English for Specific Purposes Chapter II ESP CHARACTERISTICS AND SUBCHARACTERISTICS ESP currently possesses three specifics referents in the world of English language education: a. Specific subsets of the English language that are required to carry out specific task for specific purposes. b. A branch of language education that studies and teaches subsets of English to assist learners in successfully carrying out specific task for specific purposes.
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Linguistics III Set 1: Cross linguistic influence and learner language Psychological principles of SLA form the foundation stones for building a comprehensible understanding of the acquisition of the linguistic system. The studies was centered on the contrasts between the native lang and the target lang (contrastive analysis) and the effect of the native on the target lang (cross linguistic influence). 1-The contrastive analysis Hypothesis It’s the study of two languages in contrast. Based on
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5.3 Digesters 5.4 Sludge bags 5.5 Three trickle filters 5.6 Settling lagoon 6.0 Additions and conversions 7.0 Project description of new system 7.1 Inlet 7.2 Storage tanks 7.3 Bioreactor 7.4 Two clarifiers 7.5 RAS pump station 7.6 Aerobic digester 7.7 Sludge press 7.8 Three sand filters 7.9 Chlorine holding tanks 7.10 Settling lagoon 8.0
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Reading Author: Date created: 12/10/2013 6:45 PM PST ; Date modified: 12/10/2013 8:47 PM PST VITAL INFORMATION Subject(s) ESL‚ Language Arts (English)‚ Reading Topic or Unit of Study Reading Comprehension Grade/Level Grade 2 Summary This lesson is designed to increase reading comprehension‚ fluency‚ and provide practice with high frequency words while supporting English Language Learners. STANDARDS Standards AZ Arizona English Language Proficiency (ELP) Standards (2013) Stage: ELL Stage II: Grades 1 2
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Age and Language Learning The Relationship between Age and Language Learning What is the relationship between age and language learning ? There are many prejudices‚ myths‚ misunderstandings and misconceptions about the abilities or inabilities of the language learners of different ages. There are manyquestion about this where nobody has an exact answer for it. • Do children learn language quicker than adults ? • Is it impossible for adults to achieve fluency in any additional language
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