of comprehensible inputs of Stephen Krushen and Operant Conditioning of B.F. Skinner. Comprehensible Inputs help the researcher to classify the level of Secondary Freshmen and classify what skills they are found weak and strong. Operant Conditioning also helps the researcher to know the effect of the unconditioned behavior of the student in learning reading skills in the application level. These theories will help the researcher to come up to his theses title “Comprehensible Inputs
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The Interaction Hypothesis (IH) is attributed to Michael Long (1981) is based primarily on the work of Stephen Krashen and Evelyn Hatch. Long emphasized the importance of comprehensible input that was central to Krashen’s Input Hypothesis but claimed that this input was most likely to be acquired during interactions which involved discourse modifications. This claim supported that of Hatch (1978) who showed a direct link between the way learners acquired a second language (l2) and the interactions
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We can see how overall how comprehensible input and output are crucial during the clip where Lucy is making him read from a children’s book‚ and Ricky is struggling with all the words that end in “o-u-g-h” because of all the different sounds that “o-u-g-h” makes in English; the input was not comprehensible based on what he knows in Spanish or what he knows in English in terms of reading written text‚ so the output was not comprehensible in either language. I don’t think that this
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Key issues in second language acquisition SLA as a uniform phenomenon Second language acquisition (SLA) is a complex process‚ involving many interrelated factors. SLA is not a uniform and predictable phenomenon. There is no single way in which learners acquire knowledge of a second language (L2). SLA is the product of many factors pertaining to the learner on the one hand and the learning situation on the other. It is important‚ therefore‚ to start by recognizing the complexity and diversity that
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of an English Coursebook and Its Oral Communicative Activities INDEX Pages 1 Introduction 4 2 Literature review 5 2.1. Research on oral discourse 5 2.2. Research on communicative competence 5 2.3. Language exposure: input hypothesis 8 2.4. Language production: output hypothesis 9 2.5. Designing oral communicative activities 10 2.6. The use of coursebooks in the EFL classroom: advantages and disadvantages 3 Methods 11 13 3.1. Corpus
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............................................................................. 5 COMPREHENSIBLE INPUT .......................................................................... 7 A Brief History of Linguistic Theory ..................................................... 7 Listening ................................................................................................. 8 Gaining Access to Comprehensible Input ............................................ 9 Strategies ......................
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Classroom Inquiry-oriented projects Opportunities for the testing of hypotheses Curiosity encouraged Staged scaffolding Critiques of Cognitivism Like Behaviorism‚ knowledge itself is given and absolute ( a ‘realist’ perspective) Input – Process – Output model is mechanistic and deterministic Does not account enough for individuality Little emphasis on affective characteristics (that is‚ the emotions) Social Learning Theory (SLT) – Carolw illcover this Grew out of Cognitivism
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talk to children‚ we do it in a different way. * Subconscious act * Between Children and caretakers * Between Natives and non-natives * The idea is to use a comprehensible input (Krashen) * The only way to learn English is to modify the way we speak – comprehensible input * Communication as a goal * Focus is on problem solving or accomplishing tasks Key concepts (cont.) Intersecting angles: * Teaching methods and language assessment (Common
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KINESTHETIC LEARNING: What is Kinesthetic Learning? Kids learn best kinesthetically- by moving and touching materials that teach them. Children have an innate‚ enthusiastic love of learning. Learning takes place when the child is in an absolutely positive state of mind. Kinesthetic learning focuses on whole body and whole brain learning. All children start out as kinesthetic learners. Reading can be learned kinesthetically age 3-8‚ in early childhood. How? We move!- kids ages 3-8 do what
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Investigating Learning in Modern Foreign Languages 1. Introduction 2. Literature Review 3. Reflection on practice 4. Conclusion 5. Bibliography 6. Appendix (scheme of work‚ and subject mentor feedback example) 1. Introduction In the following essay‚ I begin with an overview of the genesis‚ historical development
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