Stage of language development

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Information about Stage of language development

Published on March 14, 2014

Author: dollytam


iri~-C-';L- irliJV 1500 East First Avenue Project C.A.L.L. M.S.A.D. 52 RRI BOX 1034 Tumer, ME 04282 (207)225-3655 Project TALK Aurora, CO 80011 303-340-051 EXT. 313 email: THE STAGES OF LANGUAGE DEVELOPMENT Students acquiring a second language will naturally progress through several stages. Given individual differences, the period of time a student will take to pass through a particular stage varies greatly, and because language acquisition is an ongoing process, stages may overlap. As the teacher of second language learners, it is important to be able to recognize each stage's characteristics and to use the following suggestions to assist students according to the stage they are in. SILENT/RECEPTIVE STAGE STAGE 1 CHARACTERISTICS STRATEGIES The student: The teacher could: • needs time to become comfortable with classroom activities, the teacher, and classmates • begins to understand the message but does not focus on or analyze the form • responds to communication non- verbally • acquires passive vocabulary (recognizes but cannot yet use certain words) • will perhaps appear confused and/or hesitant • focus on teaching commands through TPR – Total Physical Response - in which the student responds to commands non- verbally (i.e. "sit down, stand up, close your book") • use gestures and body language to act out what is being said • emphasize listening skills and not expect or force the student to speak until he or she is ready • use visuals, pictures, and other realia • understands the main idea of the message but may not understand each word • responds verbally with one or two words (may advance to two to three word groupings) • begins to use words that have been frequently heard, especially those pertaining to classroom environment • mispronounces words (mispronunciation is normal and there is no need for correction, provided the listener understands what is being said) • use yes/no questions and questions that require dichotomous answer (questions which require repetition of no more than one word that the teacher has used in the question) • begin a sentence and have the student complete the sentence with a word • continue to introduce new vocabulary while practicing previously learned vocabulary (the student needs to hear a word many times before feeling comfortable using it) EARLY PRODUCTION STAGE 2 CHARACTERISTICS STRATEGIES

SPEECH EMERGENCE STAGE 3 CHARACTERISTICS STRATEGIES The student: • begins using simple sentences • improves pronunciation and intonation • demonstrates an expanded vocabulary using words that have been heard many times and that are now understood The teacher could: • ask how and why questions • introduce rudimentary forms of reading and writing • emphasize to other students the importance of not making fun of or discouraging the student's efforts (such behavior would inhibit the student's language production). © 1996 by Project TALK ADVANCED FLUENCY STAGE 5 CHARACTERISTICS The student: • begins interacting with native speakers makes few grammatical errors STRATEGIES The teacher could: • begin to provide some grammar instruction • focus on reading and writing skills • continue to emphasize vocabulary – student still requires extensive vocabulary development • use sheltered English, scaffolding, and cooperative learning techniques • has a high comprehensive level but may not be advanced enough to understand all academic classroom language • continues to learn new vocabulary The teacher could: • provide opportunities for student to use the new language in comfortable situations • engage student in activities which focus on speech production and not grammatical form or absolute correctness • provide opportunities for student to talk about himself/herself, including desires, feelings, abilities, etc. • introduce colloquialisms and idiomatic expressions INTERMEDIATE FLUENCY STAGE 4 CHARACTERISTICS STRATEGIES The student: • begins to use longer sentences and more elaborate speech patterns • makes errors as he or she attempts to use new vocabulary and more complex grammatical structures • begins to think in the new language instead of translating from the native language into the new language

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