Group 5: Variable Competency Model/How does it work?/Where does it work? The group decided that this model focuses on teacher-student interaction, student-student interaction and student-book interaction. It emphasizes on using what the student already knows about a particular task/subject/language and then builds on from there to learning new tasks. The teacher needs to make sure that the student is not put on the spot when responding to a task--this is to avoid getting the student's anxiety heightened and self-esteem lowered. Example: The student says, "I does not have a pencil." The teacher would respond, "You do not have a pencil." The group also decided that there should be some kind of positive reinforcement that will get the students willing to participate on their own without feeling that they're put on the spot to respond to the teacher's task at hand. Example: giving positive praises for participating: Good job! That was a good answer! Students would be able to interact with other students on the same task initiated by the teacher.
Here is the link to our notes on a Microsoft.doc: Group 4 02-23-09 notes If that does not work here are our notes posted below:
23 February 2009 Group 4: Disadvantages and Advantages of Variable Competence Model There are four factors (these factors apply to both the teacher and the student): 1.Motivation is an advantage and disadvantage for both the teacher and the student when it comes to Variable Competence Model. This factor is significant because it depends on the interaction between student and teacher. So if there is no interest in acquiring or teaching the target language there is no meaning and this problem defeats the purpose of learning and teaching the target language (L1). (Liz Imasa) 2.Opportunity is an important factor to Variable Competence Model because of the need for more linguistic resources. Not all schools, teachers, or students have resources to learn the target language because resources usually are expensive or are not available/limited. (Polly-Jo Quitigua). 3.Environment is another important factor because depending on where the student lives or is exposed to decides what will appeal or apply to the L2 student. An example that group five mentioned was the idea of snow. Some students that do not experience snow may call it ice. (Rose) 4.Personality is a significant factor to the Variable Competence Model because personality affects a person's motivation. Depending on the personality of the teacher or student he/she may be more open to learning or teaching. (Vina Johnson)
Group2: Error analysis is a procedure for analyzing second language data which begins with the errors that learners make and attempts to explain them. It uses the target language as the point of comparison. Mistake’ versus ‘Error’ Mistake: Random performance slip caused by fatigue, excitement, etc. Readily self-corrected.
Error: Systematic deviation by learners who have not yet mastered the rules. More difficult to correct. Indication of learner’s attempt to figure out the L2 system Steps in Error Analysis 1. Collect data 2. Identify errors 3. Classify errors 4. Quantify errors 5. Analyze source 6. Remediation Problems with Error Analysis 1. Focus on errors mean that researchers ignored what the learner did right 2. Empirically it was difficult to identify the source of many errors 3. Doesn't account for all the problems that learners have, e.g. Avoidance.
Hi: Thanks for posting the collective information about the processes of language learning. These notes will prove invaluable to all of the classmates as they put together the BLOGs for their inquiry into for research and online resources. -j-
Notes on CONTRASTIVE ANALYSIS Group 1 (Maricel, Georgette, and Edna) February 23, 2009 Chapter 3 Class Discussion
CONTRASTIVE ANALYSIS The contrastive analysis approach to language learning is based on behaviorist theories that language is learned through the development of new habits. The assumption is that the habits of L1, the first language of the student, may interfere with learning the language habits in the target language (L2). Learning about the differences between L1 and L2 promotes better learning of L2.
PROS AND CONS Identifying the similarities and differences between the two languages, L1 and L2: +May assist the teacher in predicting learning difficulties for the student in L2 +Can assist the teacher in designing a better course +Focus on difficult areas of language study
-Students making the predicted learning errors in language learning could not be supported in observations and research findings
-Students with different L1s made similar errors as they learned L2; their errors were not specific to their L1 in numerous cases.
-Focusing on the similarities and differences between L1 and L2 may lead to ignoring the need for learning the structure of L2.
EXAMPLES Example 1: Chamorro /ng/ and English /ng/ English native speakers learning the Chamorro /ng/ in the initial position (ngånga’ = duck) find it difficult to produce; this sound does not exist in the initial position of English words; it is present in the medial and final positions only (singing, king) in English.
Example 2: English /p/ and /b/ and the speech production of these sounds by speakers from Micronesia English has two separate sounds (buy and pie), but the Pacific islanders from Micronesia may produce the same sound for both the /p/ and /b/ so that both words sound the same (buy, bie or puy, pie).
What is: Inter-language is the stage between when a L2 learner first starts to learn the second language and becoming fluent.
Example of: L2: “Roberto has a book is about electricity.” Fluency: “Roberto has a book that is about electricity.”
Pro: The good part of Interlanguage Development is that it is a development stage of learning the target language.
Con: The downfall of this development is Fossilization. When a student or language learner uses the language (target) wrong and it is not corrected early, the “bad habit” becomes fossilized. Adult second language learners tend to have this problem. They would learn the target language but to an extent of just learning how to communicate. If problems are not corrected and had become fossilized into the learner’s language, it is difficult to correct the problem later.
Strategies to encourage progression: Group work
Bringing students into frequent contact with competent speakers of the language, most often their peers.
They can participate in pen pal relationships with advance speakers of the target language.
Group 5: Variable Competency Model/How does it work?/Where does it work? The group decided that this model focuses on teacher-student interaction, student-student interaction and student-book interaction. It emphasizes on using what the student already knows about a particular task/subject/language and then builds on from there to learning new tasks. The teacher needs to make sure that the student is not put on the spot when responding to a task--this is to avoid getting the student's anxiety heightened and self-esteem lowered. Example: The student says, "I does not have a pencil." The teacher would respond, "You do not have a pencil." The group also decided that there should be some kind of positive reinforcement that will get the students willing to participate on their own without feeling that they're put on the spot to respond to the teacher's task at hand. Example: giving positive praises for participating: Good job! That was a good answer! Students would be able to interact with other students on the same task initiated by the teacher.
ReplyDeleteHere is the link to our notes on a Microsoft.doc: Group 4 02-23-09 notes
ReplyDeleteIf that does not work here are our notes posted below:
23 February 2009
Group 4: Disadvantages and Advantages of Variable Competence Model
There are four factors (these factors apply to both the teacher and the student):
1.Motivation is an advantage and disadvantage for both the teacher and the student when it comes to Variable Competence Model. This factor is significant because it depends on the interaction between student and teacher. So if there is no interest in acquiring or teaching the target language there is no meaning and this problem defeats the purpose of learning and teaching the target language (L1). (Liz Imasa)
2.Opportunity is an important factor to Variable Competence Model because of the need for more linguistic resources. Not all schools, teachers, or students have resources to learn the target language because resources usually are expensive or are not available/limited. (Polly-Jo Quitigua).
3.Environment is another important factor because depending on where the student lives or is exposed to decides what will appeal or apply to the L2 student. An example that group five mentioned was the idea of snow. Some students that do not experience snow may call it ice. (Rose)
4.Personality is a significant factor to the Variable Competence Model because personality affects a person's motivation. Depending on the personality of the teacher or student he/she may be more open to learning or teaching. (Vina Johnson)
Group2: Error analysis is a procedure for analyzing second language data which begins with the errors that learners make and attempts to explain them. It uses the target language as the point of comparison.
ReplyDeleteMistake’ versus ‘Error’
Mistake: Random performance slip caused by fatigue, excitement, etc. Readily self-corrected.
Error: Systematic deviation by learners who have not yet mastered the rules. More difficult to correct. Indication of learner’s attempt to figure out the L2 system
Steps in Error Analysis
1. Collect data
2. Identify errors
3. Classify errors
4. Quantify errors
5. Analyze source
6. Remediation
Problems with Error Analysis
1. Focus on errors mean that researchers ignored what the learner did right
2. Empirically it was difficult to identify the source of many errors
3. Doesn't account for all the problems that learners have, e.g. Avoidance.
Hi:
ReplyDeleteThanks for posting the collective information about the processes of language learning. These notes will prove invaluable to all of the classmates as they put together the BLOGs for their inquiry into for research and online resources.
-j-
Notes on CONTRASTIVE ANALYSIS
ReplyDeleteGroup 1 (Maricel, Georgette, and Edna)
February 23, 2009 Chapter 3 Class Discussion
CONTRASTIVE ANALYSIS
The contrastive analysis approach to language learning is based on behaviorist theories that language is learned through the development of new habits.
The assumption is that the habits of L1, the first language of the student, may interfere with learning the language habits in the target language (L2).
Learning about the differences between L1 and L2 promotes better learning of L2.
PROS AND CONS
Identifying the similarities and differences between the two languages, L1 and L2:
+May assist the teacher in predicting learning difficulties for the student in L2
+Can assist the teacher in designing a better course
+Focus on difficult areas of language study
-Students making the predicted learning errors in language learning could not be supported in observations and research findings
-Students with different L1s made similar errors as they learned L2; their errors were not specific to their L1 in numerous cases.
-Focusing on the similarities and differences between L1 and L2 may lead to ignoring the need for learning the structure of L2.
EXAMPLES
Example 1: Chamorro /ng/ and English /ng/
English native speakers learning the Chamorro /ng/ in the initial position (ngånga’ = duck) find it difficult to produce; this sound does not exist in the initial position of English words; it is present in the medial and final positions only (singing, king) in English.
Example 2: English /p/ and /b/ and the speech production of these sounds by speakers from Micronesia
English has two separate sounds (buy and pie), but the Pacific islanders from Micronesia may produce the same sound for both the /p/ and /b/ so that both words sound the same (buy, bie or puy, pie).
Group #3
ReplyDeleteInter-language Development
What is:
Inter-language is the stage between when a L2 learner first starts to learn the second language and becoming fluent.
Example of:
L2: “Roberto has a book is about electricity.”
Fluency: “Roberto has a book that is about electricity.”
Pro: The good part of Interlanguage Development is that it is a development stage of learning the target language.
Con: The downfall of this development is Fossilization. When a student or language learner uses the language (target) wrong and it is not corrected early, the “bad habit” becomes fossilized. Adult second language learners tend to have this problem. They would learn the target language but to an extent of just learning how to communicate. If problems are not corrected and had become fossilized into the learner’s language, it is difficult to correct the problem later.
Strategies to encourage progression:
Group work
Bringing students into frequent contact with competent speakers of the language, most often their peers.
They can participate in pen pal relationships with advance speakers of the target language.
I am a part of Group 1 (Contrastive Analysis). Edna forgot to ad me in the group.
ReplyDeleteOOPS.....I meant "add"
ReplyDeleteI am part of group two. I know our names is not listed but it is on the moodle.
ReplyDelete