Children learning a foreign language: True or False

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Cameron - Chapter 1 - Children learning a foreign language

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Carina Scally

Argentina

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Children learning a foreign language: True or False


Children learning a foreign language: True or FalseVersion en ligne Cameron - Chapter 1 - Children learning a foreign language par Carina Scally 1 The book argues for a learning-centred approach rather than a strictly child-centred one. Yes No 2 The book supports a strictly child-centred approach to teaching language. Yes No 3 The book argues that language learning involves both oral and written dimensions and that meaning is central. Yes No 4 Children actively try to construct meaning when learning a new language. Yes No 5 Piaget is described as viewing the child as an active learner who constructs knowledge. Yes No 6 All children acquire a second language as quickly as their first, regardless of age. Yes No 7 Young learners’ language development begins with linking words to actions and objects. Yes No 8 Routines and scaffolding are used to support language growth in the classroom. Yes No 9 Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner. Yes No 10 Children and adults are different types of learners. Yes No 11 Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning. Yes No 12 Second language learning is exactly the same as first language learning in every respect. Yes No 13 The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention. Yes No 14 Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks. Yes No 15 Children find it easy to learn the metalanguage (i.e. the language used to talk about language). Yes No 16 The text asserts that culture is irrelevant to language learning. Yes No 17 Language learning is influenced by social interaction and can be internalised over time. Yes No 18 Language development occurs without any need for social interaction or practical meaning. Yes No 19 Grammar is the only focus in early language teaching. Yes No 20 Language teaching should rely exclusively on grammar-focused instruction. Yes No

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Children learning a foreign language: True or False

Oui ou Non

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Children learning a foreign language: True or FalseVersion en ligne

par Carina Scally

The book argues for a learning-centred approach rather than a strictly child-centred one.

The book supports a strictly child-centred approach to teaching language.

The book argues that language learning involves both oral and written dimensions and that meaning is central.

Children actively try to construct meaning when learning a new language.

Piaget is described as viewing the child as an active learner who constructs knowledge.

All children acquire a second language as quickly as their first, regardless of age.

Young learners’ language development begins with linking words to actions and objects.

Routines and scaffolding are used to support language growth in the classroom.

Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner.

Children and adults are different types of learners.

Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning.

Second language learning is exactly the same as first language learning in every respect.

The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention.

Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks.

Children find it easy to learn the metalanguage (i.e. the language used to talk about language).

The text asserts that culture is irrelevant to language learning.

Language learning is influenced by social interaction and can be internalised over time.

Language development occurs without any need for social interaction or practical meaning.

Grammar is the only focus in early language teaching.

Language teaching should rely exclusively on grammar-focused instruction.