second language acquisition theories that reflect representative‚ current trends in the field and provide a theoretical foundation for the study. The second section focuses on defining language proficiency and reviews relevant studies illuminating linguistic factors implicated in ELLs’ schooling. The third section summarizes the language learning strategy research base. The fourth section identifies relevant theories and research regarding motivation for learning a second language and makes connections
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concerning EA (Error Analysis)‚ the various reasons causing errors are comprehensively explored. The author proposes that teachers should employ different and flexible error treatment strategies in accordance with the teaching objectives‚ students’ linguistic competence‚ their affective factors and the effectiveness of the error correction. Key words: error analysis; contrastive analysis; interlanguage; EFL classroom teaching 1. Introduction In foreign language learning‚ error correction has become
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language and different lists of features can be found. The following is a slightly modified list of features proposed by the linguist Charles Hockett: 1. Arbitrariness. It is generally the case that there is no ’natural’ connection between a linguistic form and its meaning. For the majority of animal signals‚ however‚ there appears to be a clear connection between the conveyed message and the signal used to convey it. Arbitrariness of the symbols. Any symbol can be mapped onto any concept
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complex communication. The scientific study of language in any of its senses is called linguistics. Linguistic theory has traditionally considered native speakers as the only reliable source of linguistic data (Chomsky 1965). It is therefore not surprising to find only a limited number of works focusing on non-native speakers prior to the 1990s. The first attempt to put‘(non)nativism’ onto the centre stage of linguistic inquiry by challenging current undisputed assumptions on the matter was Paikeday’s
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Cohesion in English. London: Longman. Hill‚ J. 2000. Revising priorities: From grammatical failure to collocational success. In: M. Lewis. (Eds.)‚ Teaching collocation. Hove: Language Teaching Publications‚ 47-70. Lado‚R. 1957. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Ann Arbor‚ Michigan: University of Michigan. Mackin‚ R. 1978. On collocations: Words shall be known by the company they keep. In: Strevens. (Ed.)‚ In Honour of A. S. Hornby .Oxford: Oxford University Press
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ERROR ANALYSIS Error analysis emerged with the growing criticism of constrictive analysis. It was S.P Corder who first advocated in ELT and Applied linguistics community the importance of errors in language learning process. Corder (1967) mentions the paradigm shift in linguistics from a behaviouristic view of language to a more rationalistic view and claims that in language teaching‚ one noticeable effect is to shift the emphasis away from teaching towards study of learning. Corder further
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controlled by external factors‚ and the learner is viewed as a passive medium. They ignore the internal processing that takes place in learner’s mind. Input consists of: ▫ stimuli – with stimuli‚ the person speaking to the learner models specific linguistic forms which the learner internalizes by imitating them ▫ feedback – it takes the form of positive reinforcement or correction. The possibility of shaping L2 acquisition by manipulating input to provide appropriate stimuli and adequate feedback
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first is represented by a large group of phoneticians: H. Sweet‚ D. Jones‚ G. Palmer‚ L. Armstrong‚ I. Ward‚ R. Kingdon‚ J. O’Connor‚ A. Gimson and others. It is traditional and widely used. According to this approach the smallest unit to which linguistic meaning can be attached is a tone-group (sense-group). Their theory is based on the assumption that intonation consists of basic functional "blocks". They pay much attention to these "blocks" but not to the way they are connected. Intonation is
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Advantages of teaching children Language acquisition‚ the ability to understand and use language‚ is a product of dynamic‚ repetitive and multifaceted learning. This key feature distinguishes humans from other organisms. Understand language isn’t in genetic code or nor acquired by magic‚ language is learned. Learning a language affords wondrous opportunities for growth and development in young children‚ and it also provides an extraordinary way to communicate. Some evidence suggests multilingualism
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competence/performance model of language. It was also a reaction against Chomsky’s overemphasis on linguistic competence. Hymes defined cc as that aspect of our competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific contexts. or Knowledge that enables a person to communicate functionally and interactively. In Hymes view‚ linguistic competence or knowledge about language forms could not account for the social and functional rules of
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