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Last update: 9/2017 LANGUAGE ACQUISITION vs. LANGUAGE LEARNING Ricardo E. Schütz – MA TESL Apresentação desta palestra: • Phil Young’s English School, Curitiba – 11/2011 TABLE OF CONTENTS CONTENTS • A Brief Introductory History • Effects of LA and LL on • Language Acquisition (LA) Motivation • Language Learning (LL) • The Age Factor • LA vs. LL • Native vs. Non-Native • LA, LL & the Nature of Teacher Language • Group Size • Monitor & Level of Irregularity • Final Conclusions • Spelling-Pronunciation • Appendix Correspondence • My Acquisition • Word Stress • My Wife’s Acquisition • Phonetic Signaling • My Daughter’s Acquisition • Monitor & Personality • Language Living-Learning Centers A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY Methodology for language teaching along the times can be summarized in three distinct movements: Up to the 1950s From the 1950s to the 80s From the 1990s on Grammar-Translation Audiolingual Approach Communicative Approaches Written language analysis Spokenlanguage analysis Language in use Language learning Language drilling Language acquisition Activities ABOUT the language Activities WITH the language Activities IN the language Intellectual effort Mechanical practice Communicative practice As metodologias de ensino de línguas ao longo dos tempos podem ser resumidas a três movimentos distintos. A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY GRAMMAR-TRANSLATION The study of second languages, mainly for the purpose of scripture translation, has existed for many centuries. The Grammar-Translation Method, based on language analysis, predominated until the th middle of the 20 century. O estudo de línguas estrangeiras, principalmente para fins de traduzir textos bíblicos, existe desde a antiguidade. A metodologia baseada no estudo da gramática e no exercício da tradução predominou até a metade do Século XX.
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