- What is a permanent struggle in teaching/learning?
It is to reach beyond the confines of your first language into a new language, a new culture, a new way of thinking, feeling and acting.
- Are we equiped with a do – it-yourself-kit to acquire languages?
Language learning is not a set of easy stpes that can be programmed in a quick do-it-yourself kit.
- Why do people learn or fail to learn a language?
It depend on variables to affect in the process, a current issues in Second language acquisition.
- Name the issues to consider in second language acquisition.
Curren issues in SLA mat be initially approached as a multitude of questions that are being asked about this complex process:
WHO, WHAT, HOW, WHEN, WHERE, and WHY.
- What are the motivations to learn a language? The motivation to learn a language is understand the system and functioning of the second language, speak and understand a language, its phonemes and morphemes, words and sentences and discourse structures.
- What is a PARADIGM?
Paradigm is an interlocking design, in this case is a theory of second language.
- Give 3 definitions for LANGUAGE
1) Language is a complex,specialized skill, which develops in the child spontaneously,without conscious effort or formal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in every individual, and is distinct from more general abilities to process information or behave intelligently.
2) Language is a system of arbitraty conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another.
3) Language is acquired by all people inmuch the same way: language and language learning both have universal characteristics.
- What is the relation between language and cognition?
-Explicit and formal accounts of the system of language on several possible levels (most commonly phonological, syntactic, and semantic)
-The symbolic nature of language; the relationship between language and reality; the philosophy of language; the history of language.
-Phonetics, phonology; writing systems; kinesics, proxemics, and other “paralinguistic” features of language.
-Semantics; language and cognition; psycolinguistics.
-Communication systems; speaker-hearer interaction; sentence processing.
-Dialectology; sociolinguistics; language and culture; bilingualism and second language acquisition.
-Human language and nonhuman communication; the physiology of language.
-Language universals; first language acquisition
- Which are some LEARNING definitions?
Learning is acquisition or getting of knowledge of a subject or a skill by study, experience, or intruction.
Learning is retention of information or skill.
Learning involves active,conscious focus on and acting upon events outside or inside the organism.
Learning is relatively permanent but subject to forgetting.
Learning is a change to behavior.
Learninf involves some form of practice, perhaps reinforced practice.
- Can we define TEACHING apart from learning?
Teaching can not be defined apart fromlearning. Teachins is guiding and faciliting learning,enabling the learner to learn, setting the conditions for learning.
- What is the importance of our PEDAGOGIAL PHILOSOPHY?
The importance of our PEDAGOGICAL PHILOSPHY is influenced and determined your teaching style,your approach,methods and classroom techiniques.
Your understanding of how the learner learns will determine your Philosophy of education.
- Refer to the 3 schools of thought in SLA?
Behaviorism or structuralism: Describes human languages and identififies the structural characteristicsof those languages. An important axiom of structural linguistics was that “languages can differ from each other without limit”.
Behavioristic paradigm: is focused on publicly observable responses –those that can be objectively perciveid,recorded, and measured.
Typical themes: Description, observable performance, scientific method,empiricism,surface structure, conditioning,reinforcement.
Rationalism and cognitive Psychology:
Chomsky was trying to show that human laguage cannot be scrutinized simply in terms of observable stimuli and responses or the volumes or raw data gathered by field linguists. The generative linguist was interesed not only in discribing language( descriptive),but also in arriving at an explanatory level of adequacy in the study of language, that is a "principled basis,independent of any particular language, for the selection of the descriptively adequate grammar of each language.
Cognitive psychologists,like genartive linguists, sought to discover underlying motivations and deeper structures of human behavior by using a rational approach. That is, They freed themselves from the strictly empirical study typical of behaviorists and employed the tools of logic,reason, extrapolation,and inference in order to derive explanations for human behavior.
Typical themes: generative linguistics, acquisition,innatenes,interlanguage systematicity,universal grammar,competence,deep structure.
Constructivism: constructivists, not unlike some cognitive psychologists,aregue that all human beings construct their own version of reality,and therefore multiple constrasting ways of knowing and describing are equally legitimate this perspective might be described as:
An emphasis on active processes of construction (of meaning) attention to texts as a means of gaining insights into those processes,and an interest in the nature of knowledge and its variations,including the nature of knowledge associated with membership in a particular group.(Spivey)
Typical themes: interactive discourse, sociacultural variables,cooperative group learning, interlanguage variability,interactionist hypotheses.
13. Describe GTM
Grammar translation method is a language teaching methodology and has a list characteristcs:
1. classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together,and instruction often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts,which are treated as exercises in grammatical analysis.
7. Often the only skills are exercises in translating disconected sentences fromthe target language into the mother tongue.
8. Littlle or no attentionis given to pronunciation.
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