Chapter 2 -How children learn languages

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Chapter 2 -How children learn languages

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Micaela Torres

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Chapter 2 -How children learn languages


Ordonner les Lettres Chapter 2 -How children learn languagesVersion en ligne Chapter 2 -How children learn languages par Micaela Torres 1 From birth to around eight months babies can hear and produce a wide range of noises and sounds. A G I B B L B N 2 At about eleven months infants put names to the object and people around them. D O F R T H E R S I T W 3 Between eight months and two years, they enter a genuinely syntax phase of acquisition by placing two words together to create a new meaning. T W D O O R S W 4 At the age of three or four, when the essential languages elements are put in place, the successive grammatical systems which children construct begin to resemble the norms of the adults who surround them. N D L S T E A X L N M P A C C H G C I I L , A S L O O R I Y A O N T O C N 5 Between six and twelve, children continue to expand their reading vocabulary and to improve their understanding of words. C X S E I C L I A L I N R T S N T N A M C I P N Y S A C A E D O X T D E H Y L C 6 As children get older they are more able to take another person’s perspective and are better at using persuasive arguments to get what they want. K I N O E S L O I R S T A L L V A C N S 7 This approach emphasises repetition in the form of drills, accuracy, and the avoidance of errors. It arose from the work of Skinner. It believes that imitation and practice or habit formation are key processes in language Development. I V I E T H O A U R V B I W S E 8 Children are pre-programmed to learn a language, and are highly sensitive to the linguistic features of their environment. V V I N T S T I E A I W 9 This approach emphasises that language development was an aspect of general cognitive growth, claiming that certain thinking skills must first mature in order to create a framework for language development. N T V I T I E W V E P O E L A E L V - O G D C M I N E 10 Bruner showed how innate devices, such as Chomsky’s LAD were not able to function without the help given by an adult. They called this kind of help the language acquisition support system (LASS). I I I S S I S N T O E T A E V T R C L - C A W I N O 11 This type of people learn faster because of their age…… P O E G L O E Y N U P 12 This people has a less level of motivation but a great experience maybe negative L L D R O E O E E P P 13 Language is highly contextualized and learner is highly motivated. O N A A E N E U G G L 14 Language can be more decontextualized or presented within an artificial context. W O G T A G L N A U E 15 This factor helps students to have a successful language learning. O V O A T N T I I M 16 Children with this extra education learn a language better and easier A L T I I U N A U G E D O I B C L N 17 Different kinds of aptitude learners may have which are not usually measured on IQ tests. E I G M I E L E L T C I U T L E N P S L N 18 Ellis suggests that there are three parts to the development of a…. A G G N N L A E O S C D U E 19 Is the first stage. Moving from simple vocabulary to basic syntax. E N U E Q E C S 20 The second stage. In which the language is acquired and differs from child to child. D R O R E 21 The speed of which may vary enormously from learner to learner. A M E E V T F O L E E D P N O R T 22 Language that the child can understand because of the context, even if they don’t know every word. M H L T E R E P C N I O N U E I S P B 23 A method where children listen to instructions and respond with physical actions before they start speaking S R T I S H P E N S L P E T O A O C Y A L 24 A term which describes the process of actual learning when new language moves from the short-term to the long-term memory. T A I N K E 25 When learners produce spoken or written language after understanding the input H L D E U G / C A C O P E E N L U T N U T P R R M I G E S P O O A U B N O T I 26 It refers to what teachers should do in the classroom based on how they think children learn a second language. C C N I A T S L H N I T I G I A M E O P 27 A teaching method based on repetition, drills, and memorizing sentence patterns, with little focus on meaning or communication L - D A A A C G L A U R O O U P I I H P N 28 An approach focused on using language to communicate real meaning instead of memorising forms. A O P C I A H T A C O U P I N M R C M E V 29

Chapter 2 -How children learn languages

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Chapter 2 -How children learn languagesVersion en ligne

par Micaela Torres

From birth to around eight months babies can hear and produce a wide range of noises and sounds.

At about eleven months infants put names to the object and people around them.

Between eight months and two years, they enter a genuinely syntax phase of acquisition by placing two words together to create a new meaning.

At the age of three or four, when the essential languages elements are put in place, the successive grammatical systems which children construct begin to resemble the norms of the adults who surround them.

Between six and twelve, children continue to expand their reading vocabulary and to improve their understanding of words.

As children get older they are more able to take another person’s perspective and are better at using persuasive arguments to get what they want.

This approach emphasises repetition in the form of drills, accuracy, and the avoidance of errors. It arose from the work of Skinner. It believes that imitation and practice or habit formation are key processes in language Development.

Children are pre-programmed to learn a language, and are highly sensitive to the linguistic features of their environment.

This approach emphasises that language development was an aspect of general cognitive growth, claiming that certain thinking skills must first mature in order to create a framework for language development.

Bruner showed how innate devices, such as Chomsky’s LAD were not able to function without the help given by an adult. They called this kind of help the language acquisition support system (LASS).

This type of people learn faster because of their age……

This people has a less level of motivation but a great experience maybe negative

Language is highly contextualized and learner is highly motivated.

Language can be more decontextualized or presented within an artificial context.

This factor helps students to have a successful language learning.

Children with this extra education learn a language better and easier

Different kinds of aptitude learners may have which are not usually measured on IQ tests.

Ellis suggests that there are three parts to the development of a….

Is the first stage. Moving from simple vocabulary to basic syntax.

The second stage. In which the language is acquired and differs from child to child.

The speed of which may vary enormously from learner to learner.

Language that the child can understand because of the context, even if they don’t know every word.

A method where children listen to instructions and respond with physical actions before they start speaking

A term which describes the process of actual learning when new language moves from the short-term to the long-term memory.

When learners produce spoken or written language after understanding the input

It refers to what teachers should do in the classroom based on how they think children learn a second language.

A teaching method based on repetition, drills, and memorizing sentence patterns, with little focus on meaning or communication

An approach focused on using language to communicate real meaning instead of memorising forms.