How Languages are Learned | Noter

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How Languages are Learned | Noter

Et kort overblik over forskellige teorier for sprogtilegnelse med udgangspunkt i bogen "How languages are Learned".

Indhold

Chapter 1: Learning a first language.
Chapter 2: Theoretical approaches to explain second language learning:
Chapter 3:Factors affecting second language learning.
Chapter 4: Learner Language
Chapter 5: Observing second language teaching
Chapter 6: Second language learning in the classroom

Uddrag

Chapter 2: Theoretical approaches to explain second language learning:
Learner profiles and Learning conditions:
A child learning its first language has no knowledge of another language, no cognitive maturity, no metalinguistic awareness, almost no knowledge of the world, but is usually not nervous about speaking. Most feel freedom to be silent until they are ready to speak, that they have ample time and have modified input; furthermore they are being corrected in word choice, grammar and pronunciation.
A child learning a second language informally has knowledge of another language, and has little cognitive maturity, a little metalinguistic awareness and a little knowledge of the world; but are usually not nervous about speaking. They usually feel freedom to be silent; their ample time is usually many hours a day, and gets modified input; furthermore they are sometimes corrected in word choice, grammar and pronunciation, but just a little.
An adolescent learning a second language in a formal language learning setting has knowledge of another language, has cognitive maturity, metalinguistic awareness and great knowledge of the world. They are often forced to speak and the ample time is limited, but most often they get corrected in grammar, word choice and pronunciation, and get a lot of modified input.
An adult learning a second language informally has knowledge of another language, has cognitive maturity,... Køb adgang for at læse mere

How Languages are Learned | Noter

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