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EML 433 Lecture 1
Language and Learning
| Question | Answer |
|---|---|
| Language Processes (4) | Reading, writing, talking and listening. Haris (2006) |
| How do we construct meaning? | We construct meaning from experience. Emmitt et al (2007) |
| Social Practices | Language and Literacy are social practices. Emmitt et al (2007) |
| What is a major role of language? | A major role of language is to structure our ‘world’ and make sense of the environment. Emmitt et al (2007) |
| How do we learn language | We learn language in a way that is effective and natural. |
| Linguistic codes and rules | The same linguistic codes and rules are used for understanding reading, writing, speaking, listening and language. |
| Immersion | Learners need to be immersed in texts of all kinds. |
| Demonstration | Learners need to receive many demonstrations of how texts are constructed and used. |
| Expectation | Expectations of those to whom learners and rebred are powerful coercers of behaviour. |
| Responsibility | Learners need to make their own decisions about when, how and what bits to learn. If they loose the ability they are de-powered. |
| Use | Learners need time and opportunity to use, employ and practice their developing control in functional, realistic, non-artificial ways. |
| Approximation | Learners must be free to approximate the desired model - 'mistakes are essential for learning to occur. |
| Response | Learners must receive 'feedback' from exchanges with more knowledge others. Myst be relevant, appropriate & non-threatning. |
| Engagement | Engagement occurs when learner is convinced that 1) Have Potential 2) Understand relevance in life 3) Can try without fear if wrong. |
| Engagement must be accompanied by? (2) | Immersion and demonstration. |
| Probability of engagement increases with the use of what conditions? (5) | Expectation, responsibility, use, approximation, response. |
| What drives language? | Language is driven by meaning |
| How is language expressed? | Language is expressed in codes and symbols (written or auditory). |
| What is the link between language and culture? | Language is culturally derived and bound |
| How should we treat home language? | We should value cultural background & experiences & recognise the importance of providing a bridge between home and school. |
| SLA | Second Language Acquisition |
| EFL | English As A Foreign Language |
| TEFL | Teaching English As A Foreign Language |
| NESB | Non English Speaking Background |
| LOTE | Language Other Than English |
| LBOTE | Language Background Other Than English |
| ESL | English As A Second Language |
| TESOL | Teaching English To Speakers of Other Languages |
| What factors that affect Second Language learning (2) | Cognitive - IQ / Aptitude / Skills Affective - Attitudes / Motivation / Anxiety |
| How does English as a second language relate to teaching reading? | Similar conditions of learning are necessary, such as immersion, use, approximation and response. |
| Cognitive factors (3) | IQ, Aptitude, Skills |
| Affective factors (3) | Attitudes, Motivation, Anxiety |
| Language Aptitudes | Phonics, Syntax, Semantics, Grapho-phonics |
| Phonics Aptitudes | Phonemic coding ability – Identify and remember the sounds of a language |
| Syntax Aptitudes | Grammatical sensitivity – recognise the functions of words in sentences |
| Semantics Aptitudes | Inductive language learning ability – identify patterns and relations between form and meaning |
| Grapho-phonics Aptitudes | Rote learning ability – make and remember associations between stimuli |
| What is the difference between errors and mistakes? | Errors are gaps in the learner’s knowledge and mistakes are occasional lapses in performance. Ellis (1997) |
| What is the role of errors in learning? | Errors are systematic and reflect the developmental stages learners go through on their way to proficiency. |
| The Three Cues | Grapho-phonics, Syntax, Semantics |
| Language requires a complex combination of what? | The three main cues (Grapho-phonics, Syntax, Semantics) |
| Name six reading strategies (6) | Reading on, Re-reading, Guessing, Cross checking, Self correcting, confirming. |
| What are the three elements of cross checking? (3) | Does it look right? Does it make sense? Does it sound right? |
| Halliday said "Language is ......"? | Functional |
| What does language allow us to do? (6) | Know and act in the world, attain goals, understand & manipulate ideas, value practices, adapt to audience & purpose, examine & create. |
| What is text? (Halliday) | Meaningful stretches of written and spoken language – whole language. Halliday (1980's) |
| What is text? (Emmitt) | Texts are defined here as the product of any language event, hence a text can be oral, written, electronic or visual. Emmitt et al (2006) |
Created by:
Katellord
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