ݺߣ

ݺߣShare a Scribd company logo

Methodology

•Download as PPTX, PDF•
•
K
Khuzain Terate

This document discusses several key aspects of second language learning. It states that language learning is an active process that requires learners to use knowledge, not just possess it. It also involves psycho-motor and language processing activities. Language learning is a decision-making process where learners must determine what is new, relevant information. It is not just a matter of linguistic knowledge, but also involves matching conceptual abilities to the language. Learning a second language can be challenging when one's subject knowledge is high but linguistic knowledge is low, as in ESP.

1 of 11
Download to read offline
Presented on English for Specific purpose
I hear and I forget I see and I remember I do and I understand
Second Language learning is a developmental process
Language learning is an active process. It is not enough for learners just to have the necessary knowledge to make this meaningful, they must also use the knowledge
Psycho-motori activity, that is, the observable movement of speech organs or limbs in acordance with signals from the brain
Language processing activity, that is, the organisational of information into a meaningful network of knowledge. This kind of activity is internal and not observable.
Language Learning is a decision-making process. In the traditional classroom the teacher made all the decisions. But the process of developing and using a network of knowledge relies upon a train of learner decision
 What knowledge is new ?  How does it relate to the existing knowledge ?  What is the underlying pattern ?  Is there a rule of appropriacy here ?  Which bits of information are relevant ?  Which are unimportant ? Learners must be decisions-makers
Language learning is not just a matter of linguistic knowledge. The most fundamental problem of second language learning is the mismatch between the learners’ conceptual/cognitive capacities and the learners. Linguistic level
This is the particular problem in ESP, where the learners’ knowledge of their subject specialism may be of a very high level, while their linguistic knowledge is virtually nil
 Learning is emotional learning. Our concern should be developed the positive emotions as opposed to the negative ones by.  Language learning is to a large extent incidental.  Language learning is not systematic. We learn by systematising knowledge, but the process itself is not systematic.

More Related Content

Methodology

  • 1. Presented on English for Specific purpose
  • 2. I hear and I forget I see and I remember I do and I understand
  • 3. Second Language learning is a developmental process
  • 4. Language learning is an active process. It is not enough for learners just to have the necessary knowledge to make this meaningful, they must also use the knowledge
  • 5. Psycho-motori activity, that is, the observable movement of speech organs or limbs in acordance with signals from the brain
  • 6. Language processing activity, that is, the organisational of information into a meaningful network of knowledge. This kind of activity is internal and not observable.
  • 7. Language Learning is a decision-making process. In the traditional classroom the teacher made all the decisions. But the process of developing and using a network of knowledge relies upon a train of learner decision
  • 8.  What knowledge is new ?  How does it relate to the existing knowledge ?  What is the underlying pattern ?  Is there a rule of appropriacy here ?  Which bits of information are relevant ?  Which are unimportant ? Learners must be decisions-makers
  • 9. Language learning is not just a matter of linguistic knowledge. The most fundamental problem of second language learning is the mismatch between the learners’ conceptual/cognitive capacities and the learners. Linguistic level
  • 10. This is the particular problem in ESP, where the learners’ knowledge of their subject specialism may be of a very high level, while their linguistic knowledge is virtually nil
  • 11.  Learning is emotional learning. Our concern should be developed the positive emotions as opposed to the negative ones by.  Language learning is to a large extent incidental.  Language learning is not systematic. We learn by systematising knowledge, but the process itself is not systematic.