STAGES OF SECOND LANGUAGE ACQUISITION
Summarized by Linda Ventriglia (1992)
There are four stages of cond language acquisition:
严升Pre-production
Early production
Speech emergence
钢笔抠图
Intermediate fluency
Pre-Production
The pre-production pha applies to tho who are totally new to English. Students at this level are “taking in” the new language and are trying to make n out of it to meet their basic needs. Language skills are being developed at the receptive level, a so-called “silent period.” Acquirers of cond language are able to comprehend more complex messages than they can produce.
Expected student behaviors at this level include: following simple commands; pointing and responding with movement; and perhaps simple utterances such as yes, no, thank you, or names. Teachers at this level must u strategies that include simplified speech, gestures, pointing, acting out, frequent repetition, props, visuals, modeling and demonstrating.
Early Production
After students have a reasonable opportunity to receive meaningful and understandable messages in English, they will begin to respond with one or two word answers or short utterances. In order for students to begin to speak, they must have a need to express themlves and be given a chance to produce language in a low anxiety environment. Teachers should keep in mind that students are experimenting and taking risks with the new language. Errors in grammar and pronunciation are to be expected. Direct error correction for students at the phas is inappropriate. Teachers need to model/demonstrate the correct respons in context.
经常盗汗怎么办Speech Emergence
Speech will emerge in the form of short phras and ntences. Students will begin to u the new language to communicate more freely among themlves. Learners at this level are successful in su
bject matter class when comprehensible instructional strategies are ud. In order to provide understandable subject matter content, teachers should begin the prentation of new concepts by using advance organizers. Teachers should attempt to modify their delivery of subject matter by using real objects, modeling, demonstration, visuals and teacher-talk focud on key points. Teachers must provide an opportunity for students to work in small groups. Asssment should include teacher obrvation and frequent oral comprehension checks. Since students will be engaged in a variety of individual and small group hands-on activities, evaluation should be performance-bad, as oppod to solely traditional paper and pencil asssments.
Intermediate Fluency
Intermediate level students may demonstrate near-native like or native like fluency in social ttings. However, they may experience difficulties in cognitively demanding, abstract subjects at school, especially when a high level of literacy is required. Teachers of students at the intermediate fluency level need to keep two points in mind. First, they must assist students to continue to grow intellectually by making sure they attain and u new concepts. Second, they must provide support to foster a high level of reading and writing skills. This can be accomplished by providing relevant content-bad literacy experiences (brainstorming, clustering, categorizing, charting, journal or log w
riting, reading and writing to acquire relevant information).
Typical student behavior and appropriate teacher behavior by student stage of language development are summarized in the following chart.
It is important to remember that the lack of language ability does not mean a lack of concept development or a lack of ability to learn. Teachers should continue to ask inferential and higher order questions (questions that require reasoning ability, hypothesizing, inferring, analyzing, justifying, predicting) that challenge the student to think. The language ud by the teacher need
not be complex for thinking skills to be exercid as shown in the model developed by Jeanne Foote and Montebello Unified School District and replicated below:
自制力Questioning Techniques
Second Language Acquisition Overview
Bridging
o Bridging is a strategy whereby children tie English words to concepts known in their first language.
o When first learning a cond language, children fall back on first-language structure to communicate at a more complex level.
o Learning to label known objects is one of the first ways children learn
建筑工程论文a cond language.都市电视剧
o Learning words and phras in a cond language is much easier when their meaning is understood.
早餐吃什么营养o Ea in acquiring meaning in the cond language depends upon how bridging is fostered in the classroom.
Chunking
云浮景点o Chunking is a strategy of picking up and imitating phras in a cond language.
o Chunks of language are phras or multiple-word units remembered as a whole.
o Second-language learners remember and imitate verbatim chunks of language when tho chunks are meaningful and rve a purpo.
o Second-language learners u chunks even before they figure out how to u components parately.
o Structures or chunks practiced in mechanistic language drills are ldom transferred or ud in natural communicative ttings. Creating
o Second-language learners learn language best in meaningful conversations and in game-like situations.
o Language cannot be isolated and taught during a specific gment of the day. It must be an integral part of all subject-matter instruction.
o Creative construction is fostered through the integration of language and subject-matter instruction.
