The Behaviourist Approach Children acquire their first language at an extraordinary speed and to a degree of proficiency beyond pure chance. While we are able to recognize the different stages‚ the process remains a mystery. According to Lightbown and Spada (2006‚ p.10) there are three main theoretical positions: the behaviourist‚ the innatist‚ and
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instruction (Spada & Lightbown‚ 1993) focuses on the linguistic and grammatical structure which makes the speech grammatically accurate. In this method‚ linguistic and syntactic features of the target language are introduced to the learners. However‚ the accuracy does not come along with the competence in the language because the students instructed with the form-based approach lack the ability to produce spontaneous speeches (Sysoyev‚ 1999). Unlike form-based instruction‚ meaning-based (Spada & Lightbown
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second language acquisition. China: Oxford University Press. Krashen‚ S. (1982). Theory versus practice in language training. In R. W. Blair (Ed.)‚ Innovative approaches to language teaching (pp. 15-24). Rowley‚ MA: Newburry House Publishers. Lightbown‚ P. M.‚ & Spada‚ N. (2006). How languages are learned (3rd ed.). Oxford‚ UK: Oxford University Press. McLaughlin‚ B. (1991). Theories of second-language learning. Great Britain: Arnold. Murray‚ D. E.‚ & Christison‚ M. (2011a). What English language teachers
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Noam Chomsky holds that language development may be compared to the most basic biological functions such as an ability to walk as “every child will learn to walk as long as adequate nourishment and reasonable freedom of movement are provided” (Lightbown and Spada 1999:15). Both theories emphasize the importance of the environment which plays a crucial role when stimulating child’s language development. Hence‚ in order to pick up the language in a proper way the child must be exposed to the language
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The Implementation of Grammar In Communicative Language Teaching Paper Submitted as final exam for academic writing class By: FransiscusTeja H.B. - 2009031048 LeonardusWahono K. - 2010031068 English Department Faculty of Education Atmajaya Catholic University of Indonesia ABSTRACT Communicative Language Teaching is believed as a method that enhance second language learners to achieve the goal which is native-like proficiency and in it’s process‚ grammar instruction is unnecessary
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Mahmoud Moh’d Al-Hihi Linguistics for Elementary Teachers (CI324) After reading the first and second chapters‚ in How Linguistics are Learned‚ I am interested by what Lightbown and Spada (2006) argued. The authors claimed that “The development of bilingual or second language learning is of enormous importance” (p.25). They argued also that acquisition of more than one language in our new global world is rewarding for bilingual individuals socially and economically. The authors stated that most
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Exploring English Language Teaching. Language in Action. Hesse‚ Mechthild. 2009. Teenage Fiction in the Active English Classroom. Klett: Stuttgart. Hunston‚ Susan‚ and Oakey‚ David. 2010. Introducing Applied Linguistics. Concepts and Skills Lightbown‚ Patsy M.‚ and Spada‚ Nina. 2006. "How Languages are Learned. Third Edition Ministerium für Bildung‚ Wissenschaft und Weiterbildung Rheinland-Pfalz. 2000. Müller-Hartmann‚ Andreas‚ and Schocker-von Ditfurth‚ Marita. 2009. Introduction to English Language Teaching
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Revisited.” Ntlworld. n.p‚ 2010. Web. 07 Nov. 2012. Cook‚ Vivian. “Differences between L1 and L2 acquisition.” Ntlworld. n.p‚ 2009. Web. 07 Nov. 2012. Cook‚ Vivian. “First and second language learning.” Ntlworld. n.p‚ n.d. Web. 07 Nov. 2012. Lightbown‚ P. and Nina Spada. How language are learned. New York: Oxford University Press. 2007. Print.
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Second Language Acquisition Assignment: The subject assignment consists of answering this question: According to Swain‚ ... producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249) In Swain’s view‚ learners need not only input‚ but output: they need to use language in order to learn it. Krashen‚ however‚ as recently as 2009‚ stated that:
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Bibliography: Krashen‚ S. & Terrell‚ T. (1983). The natural approach: Language acquisition in the classroom. San Francisco: The Alemany Press. Lightbown‚ P.‚ & Spada‚ N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition‚ 12‚ 429-446. Long‚ M. (1983). Does second language instruction make a difference
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