the game: before‚ during‚ and after the game (Wright‚ Betteridge‚ & Buckby‚ 2005). 3. This meaningful communication provides the basis for comprehensible input (Krashen‚ 1985)‚ i.e.‚ what students understand as they listen and read‚ interaction to enhance comprehensibility‚ e.g.‚ asking for repetition or giving examples (Long‚ 1991)‚ and comprehensible output‚ speaking and writing so that others can understand (Swain‚ 1993). 4. The emotions aroused when playing games add variety to the sometimes
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is/starfsfolk/solrunb/vygotsky.htm McLeod‚ S. A. (2010). Zone of Proximal Development - Scaffolding - Simply Psychology. Retrieved 21 September‚ 2013 from http://www.simplypsychology.org/Zone-of- Proximal-Development.html Overall‚ L. (2007). Supporting children ’s learning: a guide for teachers assistants. London: Sage. Retrieved July 15‚ 2013‚ from http://www.swin.eblib.com.au./patron/Read.aspx?p=354900&pg=40 Read‚ Carol. (n.d). Scaffolding children’s talk and learning. Retrieved January 7 2013 from http://www
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• Warming up discussions • Input reading • Self-assessment questions (SAQS) • Exploratory tasks • Integrated task Warming up discussion 0 Warm up the concept of a “communicative situation” (situation‚ in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a “mind map” of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative
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subtle bodily cues indicating varying functional states of the body or its organs and the emotional/physiological state. This dimension is the primary sensory‚ physiological aspect of body awareness with its early‚ mostly pre-conscious appraisal or affective “coloring” of that sensation. It is subdivided into four sub-domains: A) sensations of distress‚ worry‚ pain and tension (e.g. “I am aware of tension in my muscles”); B) sensations of wellbeing (e.g. “I feel my feet warming up when I relax”); C)
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Motivation 1) Motivation- an urge‚ a drive to engage in the learning process 2) Reasons for learning language: school curriculum‚ qualifications/job‚ TLC (Target Language Community)‚ when Ls live there and learn L2(second lg or official lg). In methodology we talk about EFL (English as a foreign language) and ESL (English as a second language)‚ however‚ it happens that these terms are treated as synonyms‚ ESP ( English for Specific Purposes). Before the teacher begins lessons with a group
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Functional Approaches 1.Interpersonal interaction is emphasized. 2.Language functions rather linguistic form are emphasized. 3.Language learning is viewed as a socialization process. L1A vs FLL 1) physiological aspect 2) cognitive aspect 3) affective aspect 4) sociocultural aspect 5) learning condition Additional comparisons between L1A and FLL: difference: Manner subconsciously/consciously Focus meaning/structure Environment natural/formal Learning speed Achievement
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information‚ as by speech‚ visuals‚ signals‚ writing‚ or behavior. One definition of communication is “any act by which one person gives to or receives from another person information about that person’s needs‚ desires‚ perceptions‚ knowledge‚ or affective states. Communication may be intentional or unintentional‚ may involve conventional or unconventional signals‚ may take linguistic or nonlinguistic forms‚ and may occur through spoken or other modes. Communication is neither transmission of message
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Consider ways in which you can provide learning activities which will motivate your learners and analyse both the strengths and limitations of resources available‚ with particular reference to new and developing technologies. How can functional skills (literacy‚ numeracy‚ language and ICT) be improved by using these resources to carry out activities? Learning activities form an inherent part of the learning process without which learners rates wouldn’t be retained‚ performance would be fractured
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Language plays an important role in human life. One tries to acquire‚ learn and use language as a means of communication‚ and simultaneously as social symbol of humanity. It forms the foundation of our perceptions‚ communications‚ and daily interactions. By using language someone could make statements‚ convey facts and knowledge explain or report something‚ and keep social relations among the language users. It is a system of symbols by which we categorize‚ organize‚ and clarify our thinking. Language
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tested in this experiment‚ is found in almost all living organisms that are exposed daily to oxygen (such as fruits‚ vegetables and animals). Background Information The Catalase enzyme in this experiment is known for being less affective the warmer the temperature is. According to “Science fair projects” an enzyme becomes unstable at higher temperatures and the shape of the enzyme changes. The enzyme is also used to remove hydrogen peroxide from clothing in the textile industry.
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