Chapter 3 Learning the spoken language first part

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Information about Chapter 3 Learning the spoken language first part

Published on April 2, 2008

Author: Annmari


Chapter 3: Teaching Languages to Young Learners:  Chapter 3: Teaching Languages to Young Learners Learning the spoken language Guiding principles for teaching # Meaning must come first. # Learn discourse skills by participation and building up knowledge. By the end of this chapter, you will have an understanding of…:  By the end of this chapter, you will have an understanding of… Why do we want to learn language from an early age? What is harder for the child, speaking or listening? How you can describe discourse! Know two different types of discourse! If personal meaning is important when learning language? Discourse:  Discourse Two ways of discribing discourse Contrasted with text- concerns use of language. Contrast of sentence- language longer then a sentence. Want the children to be able to use the language in real life. Children’s drive to find meaning:  Children’s drive to find meaning Desire to connect with other people Language as the primary tool Children only have partial understanding Use social knowledge to understand a new language Teachers checking for meaning:  Teachers checking for meaning Years to become equal participants Continue without understanding Teachers have responsibility Speaking and listening:  Speaking and listening Receptive and productive Input and output? Task-in-action:  Task-in-action Changing the plan Interaction between the student and the teacher Personal meaning is a key Formulaic language:  Formulaic language Formulaic sequences Phrases broken down and combined Formulaic phrases helps discourse development Conversation:  Conversation Conversational interaction Extended talk Development of conversational skills:  Development of conversational skills At 4-11 years Discourse in classrooms Training in communication Summary:  Summary Language is a tool for social interaction. Children use language to understand how people operate socially and mentally. Speaking demands more of the child, where it needs support for both understanding and production. Meaning must come first and it can help a student do a task. Up to 11 years old, the child might not ask questions when they don’t understand. Goal with language learning is to use it in real life.

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