Mother tongue Second/foreign language Massive exposure to language. Exposure is often limited to lessons • • only. The mother tongue is a bonding • language. Language is often carefully selected - • and can therefore be poor in terms of Input usually very comprehensible • acquisition potential, but highly is subconsciously (‘motherese’ appropriate in terms of learning. designed for babies and children and usually highly effective). The comprehensibility of the input • depends on the skill. teacher’s Input is rather than • ‘rough-tuned’ selected precisely - so rich in Teachers help students to focus it’s • acquisition terms. precisely on important language issues. Focus usually on activation rather • than study (though parents do correct Teachers can control the amount of • children and, especially, involve them input. in repetitive routines which look a little Depending on age, students have the • like study). experience of Li acquisition to help Language is generated by need (the them with the second language. • and the positive aspect of baby/child’s) L1 and L2 contrast can be both • human-human interaction. insightful but (sometimes) confusing. Massive positive reinforcement of • There is not the same 1-1 contact • language production (the baby/child between the knower (mother/teacher) gets what it wants/a [positive] reaction). and the student (or child) C a) PPP b) Audio-lingualism
Mother tongue Second/foreign language • Massive exposure to language. • The mother tongue is a bonding language. • Input usually very comprehensible (‘motherese’ is subconsciously designed for babies and children and usually highly effective). • Input is ‘rough-tuned’ rather than selected precisely - so it’s rich in acquisition terms. • Focus usually on activation rather than study (though parents do correct children and, especially, involve them in repetitive routines which look a little like study). • Language is generated by need (the baby/child’s) and the positive aspect of human-human interaction. • Massive positive reinforcement of language production (the baby/child gets what it wants/a [positive] reaction). • Exposure is often limited to lessons only. • Language is often carefully selected - and can therefore be poor in terms of acquisition potential, but highly appropriate in terms of learning. • The comprehensibility of the input depends on the teacher’s skill. • Teachers help students to focus precisely on important language issues. • Teachers can control the amount of input. • Depending on age, students have the experience of Li acquisition to help them with the second language. • L1 and L2 contrast can be both insightful but (sometimes) confusing. • There is not the same 1-1 contact between the knower (mother/teacher) and the student (or child) C a) PPP b) Audio-lingualism
379.HowToTeachEnglish.docx