Unterricht. Munchen: Hueber. Sharwood Smith‚ M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition‚ 15‚ 165±179. Schwerdtfeger‚ I. (1989). Sehen und Verstehen. Arbeit mit Filmen im Unterricht Deutsch als Fremdsprache. Berlin: Langenscheidt. Swain‚ M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.)‚ Input in second language acquisition (pp. 235±256). Rowley
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Cognitive Development: Vygotsky RECORD OF OBSERVATION The subject is an 8 year old boy I will refer to as “Q” In his home. “Q” is playing a board game with his father “P”. The game consists of dice‚ player pieces that need to be moved and cards that are read telling the next move. Other people present are the boys’s 8 year old twin sister and the children’s mother as the observer. Q and P set out the board game. It looks very complicated‚ there are many pieces. This particular game
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In this essay ‚ we are going to talk about Task-Based Language Learning (TBLL) or else known as Task-Based Instruction(TBI) and how it implies in the classroom .Task-Based Learning started to gain some currency from 1996 when Jane Willis published a book entitled :A Framework for Task-Based Learning (Longman) . But though ‚ Willis (1996) suggested that before the 80’s that the model of PPP ( Presentation ‚ Practice and Performance) was the traditional way of learning and teaching activity . This
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• Behaviourism • Cognitivism • Social Constructivism • Humanism 6 3 Second Language Learning Theories (I) • Krashen’s Monitor Model • acquisition-learning hypothesis • monitor hypothesis • natural order hypothesis • input hypothesis • affective filter hypothesis • Implications for teaching Second Language Learning Theories (II) • Universal Grammar • Why a Universal
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of the spoken text. They find it hard to complete the teacher-prepared follow-up tasks and worksheets. Therefore‚ the author suggests that the teacher should consider why students in low efficiency levels have difficulty in comprehending listening input. There are four reasons for these problems. The first one is the fast rate of speech. For example‚ for EFL‚ a spoken text at normal speed‚ even low speed‚ is too fast for them to get the words. Another one is the variety of speech. It seems to be difficult
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hypotheses: 1) Students’ listening ability and their oral English production ability are correlated. 2) Teachers who bring listening and audio-visual materials into oral English class are likely to have better teaching results. Krashen’s Comprehensive Input Hypothesis is the theoretical foundation of the author’s research. The author studies the nature of listening and speaking‚ by doing so she points out the effects of listening on improving students’ oral English from two broad aspects. This thesis
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how their development is a product of their environment. Vygotsky’s Zone of Proximal Development (ZPD) is the concept that having assistance and guidance from others‚ children can learn tasks that is too difficult for them to do on their own. Scaffolding is an important part of ZPD; it is the support and guidance while learning a new task. Lev Vygotsky was born in Orsha‚ Belarus in 1986. In 1917 he graduated from the University of Moscow with a law degree. His real interests were in psychology
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“SIOP is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learned throughout the United States.” SIOP consists of eight components: lesson preparation‚ building background‚ comprehensible input‚ strategies‚ interaction‚ practice/application‚ lesson delivery‚ review and assessment. I also learned ways to integrate SIOP in the classroom. Teachers can prepare lessons that support the objectives and standards. Also‚ teachers can learn
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Since the last few decades there has been a controversy of which language to use for teaching in the second language classroom. Scholars are still arguing regarding what language is better to use in order to achieve the maximum results of the learners’ L2 acquisition. Before going further with confusion‚ writer would like to elaborate more on what it means by L1 and L2. According to Mitchell and Miles (2004)‚ the first language is the language which learners learn “through habits as respond to stimuli
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Task One - Discuss behaviourist applications to education Behaviourists use an approach to learning and education where they concentrate on pupils’ behaviour and‚ more specifically‚ changes in observable behaviour. This is in contrast to a more cognitive approach which focuses on inner thought processes. Focusing on observable behavioural changes is obviously important in the realm of education since teachers need to be able to see what students are doing and to identify the reasons for students
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