Hi Brian
Tried to do this rhyme for Headstart. Does it look right to you?
Star Light Star Bright
Anang waazakone Anang Waaseyaa
First I see tonight
Nitam Anang niwaabidan dibikad
I wish I may I wish I might
Ni bagosendam maagizhaa Ni bagosendam daa
Have the wish I wish tonight
Ayaaw ii'ow bagosendan ni begosendam oma dibikad
Tuesday, February 24, 2009
Sunday, February 22, 2009
Post II
Post II
How Do We become proficient in a second language is the question?
I read several theories in this chp.I found it true , that we would benefit on many parts of the theories. But not to depend on just one as the saviour. Each of them help us to develop our own ideas on teaching our language. It also helps to develop and/or clarify our own set of principle for language teaching. I am including some of the questions listed in the text. 1. Do adults learn foreign language in a manner similar to the way children acquire their native language. Very good question, I think that in some ways we do and some ways we don't. We adopt some similarities. Not a tried or true system. 2. Are humans born with a special capacity for language that is specific to our species. I believe this to be true, our language is special to us, it is part of our identity, part of our culture, so I make the assumption that is specific to our species. (Anishinaabe). Our language has special meanings, a special living souls, special sounds, intonations, glutteral stops, etc. We are given this language at birth and we were never given the opportunity to use it. So now as adults, we have to use it and learn it as the babies would. Practice makes perfect. 3.How does our knowlege of our native language affect our learning of a new language. This isn't a new language, or foreign language. It is our language we were born with. If we don't use it we lose it. Brian's quote: Use it or lose it. It is helpful to us, not a hinderance. that we know some of the words before hand. 4. What is the optimum type of "input" for adults who are begining their study of a foreign lanauge? They do profit best fro listening to fluent speakers. The more you hear it, they better you become and more comfortable and trusting to speak for yourself. We can use a basic framework to sart the input and work with the individual in order to correspond with what they already know.5. What role does interaction with native speakers, teachers, or target language have in laguage acquistion? They play a great role in the language comprehension. They need the native speakers to interact with in order to learn and to follow their mentoring and role modeling. In this day and age, we tend to follow the leader and adopt the practices of the teacher, in the language curriculum or language model, their by accepting the information presented the teachers. They present good information. 6. What is the role of explicit grammar role instruction in adult foreign language learning? In some cases, they can learn, other times, they would need the grammar specifics, that will help them achieve language goals. All language has some rules that are very necessary in order to learn a language. They are specific grammaticals that will enhance the language learning process. No doubt. 7. Do language learners acquire grammatical features in a predictable order when language learning occurs in natural use situations? That's a hard one to predict. I would tend to guess, that it would help in a natural use situation. Natural ways seem to be the ideal way to teach. An environment that students feel comfortable and is very environmentally setting for learning. (Natural use situation). 8. What is the role of practice in adult language learning? In the Elder and mentor practice, It is like learning the skill of others. You are acquiring the skill (fluent language skills) from the mentor. Language learning isn't different from other forms of human learning. 9.Do students need to have an opportunity to practice new forms and sturctures in "controlled acitivities" before being asked to communicate their own meaning using those features? Yes it is a good way to monitor learning skills and would give them the oppourtunity to learn some skills, before being asked to perform, and then be assessed. We have that quality of watching, learning, watching learning and then performance. We tend to monitor the siuation, appraise it, and learn what the goal is before we perform. Good point there I feel. Good way to learn. After they have learned the basics ina language class, then it safe to expect them to paricipate and engage in conversations. It is important to let the students perform in the activities controlled situations, no they perform better in the controlled performance or form-focused activities. 10.What is the role of feedback in language learning? It is imporatnt for the students to learn the correct woding in language class. It is important to check for errors and do corrections, any corrections help promote beter communications between the teachers and the other students. It is helps to minimize corrections, but it is important to clairfy the words as you proceed, students understand the need for this type of claification and are not intimidate by it. We all learn together, and all get corrected together. Team correction. No one is offended. Loads of good information to learning language. It is good gain all the good knowledge available as it creates and builds many resources as we move along in own language teaching and learning.
Krashens Monitor Theory: First and Second Language Acquistion are Similar.
The acquistion-learning distinction: "which states that adults have two distinct and independent wa;ys of deveoping comptence in a second language" Acquisiton which is subconscious process "similar, if not identical, to the way children develop ability in their first language"; and learning, which refers to conscious knowledge of the rules of grammar of a second language and their application in production. I picked this to do some follow up on my aother piece on chapter 2. It is gives more information and clarifys my answer on acquistion and grammaticals.
The natural order hypothesis, which maintains tht acquistion of grammatical stuctures (primarily morphemes) follows a predictabel order when that acqisiton is natural. (i.e., not via formal learning).
The monitor hypothesis, which states that acquistion is the sole initiator of all second-language utterances and is responsible for fluency, while learning (conscious knowledge of rules) can function only as an "ediotr or "monitor" for the output. The monitor operates only when there is sufficient time, the focus is on form, and the language user knows the rule being applies. Another clarification on my comments on the language of acquistion stated earlier. Not menat to confuse anyone, in the readings or what was implied. Hopeful it clairifies my statements.
The input hypotesis, which maintains that we acquire more language only when we are exposed to "comprehensive input" language that contains sturctures that are " a little beyond" our use of concept, our knowledge of the world, and other extra linguistics use directed to us. According to this hypotesis, acquirers "go for meaning" first, and, as a result, acquire sturcture as well.Communication is successful and there is enough of it . A final part of the input theory part manitains that speaking fluency cannot be taught directly, but rather "emerges" naturally over time. I like this explanation cleared up some of what i thought I said in an earlier statement.
Interesting reading and a lot of hypothesis and theories. Good ones. Didin't get to the # 5 part of the reading. Phyllis
How Do We become proficient in a second language is the question?
I read several theories in this chp.I found it true , that we would benefit on many parts of the theories. But not to depend on just one as the saviour. Each of them help us to develop our own ideas on teaching our language. It also helps to develop and/or clarify our own set of principle for language teaching. I am including some of the questions listed in the text. 1. Do adults learn foreign language in a manner similar to the way children acquire their native language. Very good question, I think that in some ways we do and some ways we don't. We adopt some similarities. Not a tried or true system. 2. Are humans born with a special capacity for language that is specific to our species. I believe this to be true, our language is special to us, it is part of our identity, part of our culture, so I make the assumption that is specific to our species. (Anishinaabe). Our language has special meanings, a special living souls, special sounds, intonations, glutteral stops, etc. We are given this language at birth and we were never given the opportunity to use it. So now as adults, we have to use it and learn it as the babies would. Practice makes perfect. 3.How does our knowlege of our native language affect our learning of a new language. This isn't a new language, or foreign language. It is our language we were born with. If we don't use it we lose it. Brian's quote: Use it or lose it. It is helpful to us, not a hinderance. that we know some of the words before hand. 4. What is the optimum type of "input" for adults who are begining their study of a foreign lanauge? They do profit best fro listening to fluent speakers. The more you hear it, they better you become and more comfortable and trusting to speak for yourself. We can use a basic framework to sart the input and work with the individual in order to correspond with what they already know.5. What role does interaction with native speakers, teachers, or target language have in laguage acquistion? They play a great role in the language comprehension. They need the native speakers to interact with in order to learn and to follow their mentoring and role modeling. In this day and age, we tend to follow the leader and adopt the practices of the teacher, in the language curriculum or language model, their by accepting the information presented the teachers. They present good information. 6. What is the role of explicit grammar role instruction in adult foreign language learning? In some cases, they can learn, other times, they would need the grammar specifics, that will help them achieve language goals. All language has some rules that are very necessary in order to learn a language. They are specific grammaticals that will enhance the language learning process. No doubt. 7. Do language learners acquire grammatical features in a predictable order when language learning occurs in natural use situations? That's a hard one to predict. I would tend to guess, that it would help in a natural use situation. Natural ways seem to be the ideal way to teach. An environment that students feel comfortable and is very environmentally setting for learning. (Natural use situation). 8. What is the role of practice in adult language learning? In the Elder and mentor practice, It is like learning the skill of others. You are acquiring the skill (fluent language skills) from the mentor. Language learning isn't different from other forms of human learning. 9.Do students need to have an opportunity to practice new forms and sturctures in "controlled acitivities" before being asked to communicate their own meaning using those features? Yes it is a good way to monitor learning skills and would give them the oppourtunity to learn some skills, before being asked to perform, and then be assessed. We have that quality of watching, learning, watching learning and then performance. We tend to monitor the siuation, appraise it, and learn what the goal is before we perform. Good point there I feel. Good way to learn. After they have learned the basics ina language class, then it safe to expect them to paricipate and engage in conversations. It is important to let the students perform in the activities controlled situations, no they perform better in the controlled performance or form-focused activities. 10.What is the role of feedback in language learning? It is imporatnt for the students to learn the correct woding in language class. It is important to check for errors and do corrections, any corrections help promote beter communications between the teachers and the other students. It is helps to minimize corrections, but it is important to clairfy the words as you proceed, students understand the need for this type of claification and are not intimidate by it. We all learn together, and all get corrected together. Team correction. No one is offended. Loads of good information to learning language. It is good gain all the good knowledge available as it creates and builds many resources as we move along in own language teaching and learning.
Krashens Monitor Theory: First and Second Language Acquistion are Similar.
The acquistion-learning distinction: "which states that adults have two distinct and independent wa;ys of deveoping comptence in a second language" Acquisiton which is subconscious process "similar, if not identical, to the way children develop ability in their first language"; and learning, which refers to conscious knowledge of the rules of grammar of a second language and their application in production. I picked this to do some follow up on my aother piece on chapter 2. It is gives more information and clarifys my answer on acquistion and grammaticals.
The natural order hypothesis, which maintains tht acquistion of grammatical stuctures (primarily morphemes) follows a predictabel order when that acqisiton is natural. (i.e., not via formal learning).
The monitor hypothesis, which states that acquistion is the sole initiator of all second-language utterances and is responsible for fluency, while learning (conscious knowledge of rules) can function only as an "ediotr or "monitor" for the output. The monitor operates only when there is sufficient time, the focus is on form, and the language user knows the rule being applies. Another clarification on my comments on the language of acquistion stated earlier. Not menat to confuse anyone, in the readings or what was implied. Hopeful it clairifies my statements.
The input hypotesis, which maintains that we acquire more language only when we are exposed to "comprehensive input" language that contains sturctures that are " a little beyond" our use of concept, our knowledge of the world, and other extra linguistics use directed to us. According to this hypotesis, acquirers "go for meaning" first, and, as a result, acquire sturcture as well.Communication is successful and there is enough of it . A final part of the input theory part manitains that speaking fluency cannot be taught directly, but rather "emerges" naturally over time. I like this explanation cleared up some of what i thought I said in an earlier statement.
Interesting reading and a lot of hypothesis and theories. Good ones. Didin't get to the # 5 part of the reading. Phyllis
Wednesday, February 18, 2009
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