首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Stages of Second Language Acquisition Stage I: (1)______Period: (1)______ 1) in this stage, most students understand (2)______th
Stages of Second Language Acquisition Stage I: (1)______Period: (1)______ 1) in this stage, most students understand (2)______th
admin
2012-05-18
70
问题
Stages of Second Language Acquisition
Stage I: (1)______Period: (1)______
1) in this stage, most students understand (2)______than they can produce. (2)______
Stage II: Early production
2) Learners can use repetitive language patterns to express
ideas and they try to express concepts by using (3)______words only. (3)______
Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words and can communicate with simple (4)______ (4)______
Stage IV: (5)______fluency (5)______
beginning to use (6)______sentences when speaking and writing and are (6)______
willing to express opinions and share their thoughts. They will (7)______to (7)______
clarify what they are learning in class.
Stage V: Advanced Fluency
It takes students from (8)______to achieve cognitive academic language (8)______
proficiency. Student will be (9)______in their ability to perform in content area (9)______
learning.
By being aware of these stages, Students can feel confident about their learning
process and they can (10)______levels if they feel they cannot express (10)______
exactly what they have in mind.
Stages of Second Language Acquisition
Many students often worry or complain about their inability to produce spoken (and sometimes written) language. They have studied a language for 6 months or even longer and they can produce just a few words and phrases. Usually, even teachers feel their students are not making as much progress as they should. After all, they say, they have been practicing patterns, drills, even some conversations in class but nevertheless, although their students can understand many things, when it comes to producing them on their own, they are at a loss.
The good news is, this is not bad or undesirable at all! It is part of a 5-step language acquisition process that could be broken into:
Stage I: Pre-production
The Silent Period: in this stage, most students understand more than they can produce. They can understand when someone talks to them but they cannot express their ideas in the same way. They can answer "Yes" or "No." English language learners, for instance, may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language but are parroting.
These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.
English language learners at this stage will need much repetition of English. They will benefit from a buddy who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long.
Stage II: Early production
Early Production: learners can answer some "yes" or "no" questions, they use repetitive language patterns to express ideas and they try to express concepts by using one or two words only. They cannot find the words to make complete sentences. It is important to bear in mind that comprehension precedes production. This is especially true in Second Language Acquisition. You can always understand more of a language then you can produce.
This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.
Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, which may or may not be grammatically correct, such as, May I go to bathroom? They will also initiate short conversations with classmates. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some simple tasks they can complete:
Sound out stories phonetically.
Read short, modified texts in content area subjects.
Understand and answer questions about charts and graphs.
participate in duet, pair and choral reading activities.
Understand teacher explanations and two-step directions.
Compose brief stories based on personal experience.
Write in dialogue journals.
Dialogue journals are a conversation between the’ teacher and the student. They are especially helpful with English language learners. Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.
Stage IV: Intermediate fluency
English language learners at the intermediate fluency stage have a vocabulary of 6,000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English.
Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies. Students in this stage will also be able to understand more complex concepts.
Stage V: Advanced Fluency
It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning, although there may be some gaps specially when it comes to idiomatic uses of the language.
Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.
By being aware of these stages, Students can feel confident about their learning process and they can lower their anxiety levels if they feel they cannot express exactly what they have in mind.
OK, today we have learned about 5 stages of a second language acquisition. If you need more info on the topic, just google the following keywords "stages of second language acquisition". You are way on your way to learning about your own learning!
选项
答案
lower their anxiety
解析
转载请注明原文地址:https://www.kaotiyun.com/show/tkiO777K
0
专业英语八级
相关试题推荐
FewpeoplewoulddefendtheVictorianattitudeofchildren,butifyouwereaparentinthosedays,【M1】______atleastyouknow
RomanticismasaliterarymovementcameintobeinginEnglandearlyinthelatterhalfthe______century.
ItisincongruousthatthenumberofBritishinstitutionsofferingMBAcoursesshouldhavegrownby254percentduringaperiod
SchoolinginAustraliabetweentheagesof6and15is______.
Asamatteroffact,whenallalanguagetakesfromanotheroneismerewords,itisusuallybecauseonlyasmallnumberofspea
Countriesatalllevelsofeconomicdevelopmentfaceasimilarchallenge:tomaketheirindustriescompetitiveinanincreasingl
TheRiseofRPHistoricalreasonsReceivedPronunciation(RP)wasoriginallyassociatedwitha【1】______spokenintheregion
Materialculturereferstothetouchable,material"things"—physicalobjectsthatcanbeseen,held,fell,used—thataculture
Theuseofonenameforthatofanotherassociatedwithitisrhetoricallycalled______.
多极化趋势正在全球范围内继续发展。各种重要力量相互依存,相互制约,相互合作,有利于世界的和平与稳定。全球有近二百个国家。国家不论大小、贫富、强弱,都是国际大家庭的平等成员。世界和平要靠各国人民的共同努力。世界事务应由世界各国共同参与。我们生活在一个丰富多彩
随机试题
写出3种打开磁盘或连接的网络驱动器上已有的演示文稿的方法。
与X-CT比较,SPECT局部脑血流显像诊断缺血性脑病时对下列哪些情况更具优势?()
货物与其他货物的配套性和()也是综合评标的一个重要因素。
社会角色理论是以角色作为研究个人社会行为的理论,其内容主要包括研究()。
已知f’(0)=2,则=()。
公安部向社会公布的《关于加强公安队伍建设的十二项措施》中规定,凡群众发现公安机关民警有违法违纪或失职行为的,可以直接拨打()进行投诉。
硬山是古代汉族建筑中的一种形式。屋面为前后两坡,左右两侧山墙与屋面相交,并将檩木梁全部封砌在山墙内的建筑叫硬山建筑。硬山建筑是汉族古建筑中最普通的形式,无论住宅、园林、寺庙中都有大量的这类建筑。根据上述描述,下列哪个是硬山建筑?()
马克思认为,人的片面发展最为严重的时期是()
中国共产党的执政地位是在长期革命斗争中逐步形成的。是近代中国历史发展的必然,也是人民拥护和选择的结果。中国共产党成立以后,团结带领中国人民
IDCardForanewstudent,theIDcardwillbemailedtohis/hermailingaddressapproximately【L5】______workingdaysafterh
最新回复
(
0
)