What ways of practicing words do vou use?

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Look through the samples of practicing vocabulary.

Sample 1

Choose the words for each picture. new, nice, small, green, dirty, clean, large, red, beautiful, English, wide, deep, blue, Russian, dark
city	country	town

Sample 2

Learners were asked to rate the toys according to their preferences:

	doll	football	teddy-bear	kite	bike	toy car
1.			4.
2.			5.
3.			6.

THE FACTORS INFLUENCING SECOND LANGUAGE

ACQUISITION IN CHILDREN

Neurological Factors

• Intellectual, logical and analytic functions - in the left hemisphere, the functions related to the emotional and social needs - in the right hemisphere.

• The role of the right hemisphere in the acquisition of a second language: the strategy of guessing at meanings and the use of formulaic expressions, which children are very good at, are examples of right hemisphere activity.

• The left hemisphere gradually becomes more dominant than the right hemisphere. The left hemisphere dominance might influence the tendency to overgeneralise and to become too intellectually centred on the task of second language learning.

Psychomotor Factor

• Children have the plasticity of the psychomotor coordination of the 'speech muscles' in second language acquisition which adults miss.

• Children are sensitive to a wider spectrum of speech sounds - they can discriminate and imitate sounds not belonging to their mother tongue.

• Young learners acquire language kinesthetically, they benefit from physical activity such as, play games or acting out (TPR).

Cognitive Factors

• Jean Piaget's concrete operational stage from age 7 to 11 justifies learning 'by doing' and 'hands on' activities.

• Children are generally not aware that are acquiring language - they acquire language subconsciously.

• Equilibration - 'progressive interior organisation of knowledge in stepwise fashion'. Sullivan (1967:12) in Brown (1994) Disequilibrium may provide the key motivation for language acquisition: language interacts with cognition to achieve equilibrium.

• Children are amazingly indifferent to contradictions in language. Their practice and imitation, however, is a meaningful activity, that is contextualised and purposeful -the child happens to be learning the language meaningfully.

• Children are naturally curious and they want to find out things. Sensory aids will help children internalise concepts. The nonverbal language - facial expressions, gestures and touching are very useful.

• Children are characterised by very short attention span (3 minutes per year of age).

Decide which of the following statements are TRUE

and which are FALSE:

1. Lateralisation is complete by the age of 5.

2. There is a critical period not only for first language acquisition but also for second language acquisition.

3. The strategy of guessing at meanings and of using formulaic utterances is an example of left hemisphere activity.

4. People after the age of puberty are most likely to acquirenative like pronunciation of the target language.

5. Young children are generally not ‘aware’ that they are acquiring language.

6. Children are amazingly indifferent to contradictions.

7. Affective domain includes: empathy, self-esteem, extroversion, inhibition, aptitude, imitation, anxiety and attitudes.

8. Younger children are more frightened because they are more aware of the language forms.

9. Preadolescent children of 9 or 10 are beginning to develop inhibitions.

10. Children learning two languages simultaneously acquire them by the use of different strategies.

11. Children learning a second language use a creative construction process.

12. Children appear to be as distracted by the first language as adults.

13. The child's ego is static, permanent and inflexible through the age of puberty.

14. Peer pressure extends to language: “Be like the rest of the kids”.

15. Young children are not egocentric.

16. Children need context embedded language.

 

Affective Factors

• The affective factors: empathy, self-esteem, extroversion, inhibition, imitation, anxiety, attitudes. Very young children are totally egocentric. The child's ego is dynamic and growing and flexible through the age of puberty-younger children are less frightened because they are less aware of language forms, and the possibility of making errors in those forms. The study of second language learning as the acquisition of second identity.

• The role of attitudes in second language learning (child has no negative attitudes to another culture).

• Peer pressure "be like the rest of the kids" - the pressure to learn the second language like other children.

• The children need to feel secure in the classroom and they have to have the sense of belonging. They learn best when they enjoy the lessons and they like their teacher.

Linguistic Factors

• Children learning two languages simultaneously acquire them by the use of similar strategies. Linguistic and cognitive processes of second language learning in children are generally similar to first language processes. Children are in essence learning two first languages, and the key to success is distinguishing separate contexts for the two languages.

• Children learning a second language use a creative construction process just as they do in their first language (developmental errors appear rather than interference ones). Second language acquisition;

- learners induce the rules;

- they generalise across the category;

- they overgeneralise;

- they proceed in stages of development;

• Language needs to be context embedded. Children need frequent repetitions and thus the spiral syllabus seems to be most appropriate. It enables revisiting familiar structures and vocabulary in new context.

• Whole language approach in which language is not broken into many bits and pieces and the learners see the relationship to the whole.

Based on Brown, H. D. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.

• Vygotsky (1978) defined the ZPD (the zone of proximal development) as the distance between the actual developmental level and the level of potential development under adult guidance or in collaboration with more capable peers. Through collaboration the child is able to solve more complex tasks.

• Bruner (V966) claims that children's language and learning development takes place through the processes of social interaction. The interactional partner an adult support and help component provides a framework which Bruner referred to as scaffolding.

Find someone who can define the following terms.

Write the definition next to the term.

1. TPR..................................................................................................

2. acquisition.........................................................................................

3. a spiral syllabus.................................................................................

4. topic-based teaching..........................................................................

5. Whole Language Approach...............................................................

6. formulaic chunks...............................................................................

7. critical age.........................................................................................

8. Zone of Proximal Development.........................................................

9. Comrehensible Input.........................................................................

10. Silent Period....................................................................................

11. scaffolding......................................................................................

12. Suggestopedia..................................................................................

13. stir and settle activities.....................................................................

14. cross-curricuiar................................................................................

15. hands-on activities...........................................................................

 

 

TEYL Seminar

Russia. April 2004

Malgosia Tetiurka

mtetiurk@klio. umcs. lublin.pl

Piaget's Stages of Development

 

• The Sensorimotor Stage (0–2)

J object permanence

J circularity

J imitation

• The Preoperational Stage (2–7)

J egocentrism

J centration

J irreversibility

J animism

J dramatic play (lg development – 250 words at the age ot 2 vs. several thousand at age 6)

J parallel play

• The Concrete Operations Period (7–11)

J conservation

J reversibility

J seriation

J classification

• The Formal Operations Period (11–15)

J abstract thinking

J logical reasoning

J scientific experimentation

J combinatorial thinking

J idealism

Приложение 7

Анкета для учителя, преподающего английский язык

В начальной школе

1. Как давно Вы начали работать в начальной школе (с детьми младшего школьного возраста)?

2. Как происходит процесс учета возрастных особенностей младших школьников на Ваших уроках? Используете ли ВЫ различные песни, рифмовки, игры, чтобы повысить мотивацию детей к учению?

3. Какие приемы Вы непосредственно используете для обучения иноязычному говорению в начальной школе?

4. По какому УМК Вы работаете? Это единственный источник, которым Вы пользуетесь на уроке или Вы прибегаете к помощи других УМК?

5. Как авторы данного УМК решают проблему обучения говорению на начальном этапе?

6. Как происходит контроль усвоения знаний?

7. Какие особенности присутствуют в организации урока в начальной школе?

8. Что Вы можете посоветовать молодым специалистам, собирающимся работать в начальной школе?

 

X. Хекхаузен рассматривает функции мотива только в связи с этапами действия – началом, выполнением, завершением. На начальной стадии мотив инициирует действие, стимулирует, побуждает его. Актуализация мотива на стадии выполнения обеспечивает постоянно высокий уровень активности действия. Поддержание мотивации на стадии завершения действия связано с оценкой результатов, с успехом, что способствует подкреплению мотивов [20, 413].

Мотивы в психологии классифицируются по различным основаниям:

- по отношению мотивов к самой деятельности. Если мотивы, побуждающие данную деятельность, не связаны с ней, то их называют внешними по отношению к этой деятельности. Если же мотивы непосредственно связаны с самой деятельностью, то их называют внутренними;

- по степени осознаваемости: осознаваемые и неосознаваемые мотивы;

- по степени действенности: понимаемые мотивы; действующие, то есть те, ради которых человек действительно осуществляет данную деятельность. [28, 42]

Из всего вышесказанного следует, что сложность выявления мотивов деятельности связана с тем, что всякая деятельность побуждается не одним мотивом, а несколькими, то есть деятельность обычно полимотивирована. Совокупность всех мотивов к данной деятельности называется мотивацией деятельности данного индивида [8,11].

Мотивация – это процесс, связывающий воедино личностные и ситуационные параметры на пути регуляции деятельности, направленной на преобразование предметной ситуации для реализации релевантного мотива. Для осуществления определенного предметного отношения личности к окружающей ситуации можно говорить не только о мотивации какой-либо деятельности, но и об общей мотивации. Характерной для данного человека, имея в виду совокупность стойких мотивов, соответствующих направленности его личности и определяющих видов его основных деятельностей.

Таким образом, рассмотрев такие ключевые понятая как потребности, мотив, мотивация, выступающие основными компонентами «мотивационной сферы», следует поподробнее остановиться на закономерностях ее развития, так как именно она определяет отношение ребенка к предмету.