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The natural approach

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Silvia Borba
Silvia Borba
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I l The HaÉ*¡ral FpprsasEr In ntattr¡ 'ilher lan¡1Lr;i¡¡* trt:rlLttstlttn nelhocls, *lLrrlent¡ erpected ;¡-rB¡[q largetlangua¡te re¡ieatrrrg ar* to ihe iby ''iii-i|L]i-]úI.¡ihra;iel;lfi.rinltlreuer.¡|lr:ldar¡ThellalLrra|Approach|twerSth*.:;luden|¡,¡f-erfive{i|terbya||o,,i *trrl ,,,uh¡l trrreh¡;i unilet=t;rnd tltey;,rr+ h*;rnngtrefr-'r+ f¡rr:e'l spea[.i thesecond being lt irr larrguage THENATUR,&L AFPRSACH: . [.rrreollhe rn*rrt wrilely-uued rneth,:irir-¡ ofteachrnrlsecon,J a l*-4uage. . fr,-'i¡elrjpe,lli¡¡¡fip¡ anrJ hi¡ Terrd illfil:lj . Themethr¡d iniopractice ¡lutr Krasfren's Theary Second af Language Acquwdícn (1g8?j * Fiehtniithe ldaii¡ralAppr+aclr a cotnmu¡r¡:atiue of@rmge. Fariicul'úr lh*re's view eni¡iha;rn;lsid¡-,rr i= iang¡u.ir;+ *¡r a .:-*l *t+$,frrü+.i cani:e u*,:Jemfironl i:f l}1.¡l Objectives Th+ttA trri1e:tgn+d helpbeginner to second language studentsbeeome intermediate studsnts L2 5lu¡J*nti rulll und*r:lanil s¡iealier thelargt+i lhe of langua¡¡e r'r¡lll able e;x$fes-q requests idea¡ he {¡i lheir and ne+dnid linr-rw every',.rrilril a padir:ular:renranli* in domain, is it neüÉrsirry lhe s,,,tlerlirri nol that ;,rf ur-ri-:ttLiulary - hut lir;fls'{r¡16¡-r'¡ iherr d,:,ies 1obe Llnder¡taod Lrr'¡clur:linn need r:ht¡Llid ¡ihle rn*lielhe meaning bF tu cl*arbuln'¡1ner:+;¡arili¡ accurate alldetails giirmrnar in r-d According the NaturalAppraach. learners to L? need: .Lrisuair, ¡:icfu.,la; . r**J,'a fea/,i.,fu ..rlufl - r¡*sturc.iL-ad lan¡¡uir¡;e .manlpuiali,es .$sf*ning ai:ii¡ities 'pruc J-J¡ ir¡er; flc* u',' ¡.frucf- . n ci¡'r'ñed f*ac,her fal¡. . c;':ti.l¡-rre,ft*n-rlu¡l cfi -*r:,Ls .flr rlaii,i. uil;**is ¡r'ilh*i:reiLt *urJif':rry, ¡-i,n anri,trneslh+lic .cij':'nuji .l'rria,,,,i¡rlurlfi ror:ghcr,rnirur-;f erifi ¿ndi:Lr$t,L,a,ris0it .fo cJer,'fy fu¡the¡ n,,l¡i:ale,:?a¡le.t s*rt_inglgrnu¡rin¡; ar Krashen's Theary SLAimplieations of The lerni "iialurr¡l- refen k¡ the taclthErt m*lhi:ilrr.rnftrn¡tir the prinrrples natur;rli'..-rtic lhir irf langulrge le:-liningin ,u'r:ungi-:hildlen, alsi¡tr,r n¡lLllilli.';tlc ¡rnd lh* prrrri-:rpi*s in sititerijfullle':uncl f¡Lind LangLrage Acqursiliitn Acquisrtirn, the unr:utr¡r:iou: irLrr':rplion generulprrnciples qranrnar thrlugthreal experiences crmmuni':alion, a ul c'f of is nri,*r-ti;J¡:syc,h,:ilngul,r#c É¡lrf ¡:n*roJn n. f{¡"¡lihen'--r lir*tqi impli*s lhat lhe ieachersnrainresprr:nsibilit¡ mr.rk* irr t+ inshilrtirn¡rr,mprehensible fula¡:imum ;':r:qr:isitir:,li l','tlerr c,cr:ut: entpl-ra:ir pla*edi;n underulanding inl*nderlmeanintl a message; i= tfre af ther*fore, llre til¡iillutl:ii¡-:n':fthe|litti1L;ilget.:|ilsltr:i:tni*|t:piriuid+t:r:nrpre}r*miLileinpuiinanenl¡iri,rtnientrichinrlliiv¡i| h:,wl|l ii,,iiEt'¡ Ar;r:i:tiiiti¡l Ten'ell, f¡ h*c¡innirrg langiLr;rile inElrucliiin f':cusrin ife immerJil¡1e rhoL¡irJ attaiilm+nl rif uÚriimuni,:¡¡tir¡etornpel*n':* talher than on ¡rnmtnatir-r;-ri perfertiirnSince lan¡lLtirge a rre¡itii¡epliic+ssth¡t ir
i j[ei':h]ileijiine¡tii]lprr:dtrlii.rn.:¡fv,¡ha1lvi||bes;:i¡ir:rr.,¡rilten,priririirderingof:;truclures,funt:lion¡ tl*m:.¡tnhltili¡ nalur¡l th* l:¡rútÉ::i¡lrrniiua5¡e Lrf acqul-,ritirin Th* r***ptiue:rkrlL; reading) {lirrlenrn;t, ai:cr:unt hrnguart* ¡rrirranl'¡ ft-rr a*quit-rilir,n In presenling r;c'nlp¡*hensilileirrpul the ietri-:her mu¡t li+ Érwi¡iÉ ltre di:rcrete ui ilem lu h+ ar:i¡ured1r,,,, :dud*nt:r, .'he mmt alri, lie r:ertain lhr the ¡nrl lh'¡1 ldud*rfs uiriletrt:¡nd whlr:h '.,r¡ithin rn¡rut lh* iurur: tlielet;:i'lrr. ltem th* ilr r.ri A*qLiteltiiin v,r':irlrulary the liey tir ulrnpreh*nsion ';i ir ¡rnd 'rral productiun. Ac':rrrding Terrell, siudent io a wilh a lilrf* *ntui¡!"r u*r;rbrllar'¡ c',imprelrend r¡ieal';ir gr+aldeal rrf L2 euenif hisiher t+n r¡nEl liflir$ledile ¡lr';-,rmniatiral of :;lru,:li¡re ni:ne:'lirl*nl ir: A*crrilin¡1 lh* f'Jttural t* Appn:ar:h,.:luiienb¡hr¡uklnevurb+ requirecl prrirJuc* to speech unles¡ the',, rea,Jy d* are tr.r ,!ú; sp*aking flu+ntlyr-:rrnnút triughl hld "ernefges" be naturalhin lime thrnugth e:':p+nenr:*swilh en':ugh cr-trnFf*h+n5¡L,l* Ar,'trttdtttg Terrell,lear:hem in¡iui tu shoul,Jproriidestr-¡denf:; the r:'pp'-rdunilier ilr-:iluire ur¡llh to i;rnguagerratuiali ralhe:r in a frin:*d lhan cl€rslrornl environnient. Errr-rrinrtetti*r¡:rfrtrulti presenlLrut he minimi¡ed. il is of someusewhenlhe gti'ai lenmnghul r¡fnr,tmu,qh as is u.qe ',¡,¡h*nthry¡i:,irlrr ir',,qumilii,nsh'¡uldneverb* used 'aggresr:iueli/ ,:rrnven¡ili':n it rai¡eslhe aff-e*live lt rn a¡ filler l'.r¡¡¡;h*n T*rr*llsi¡l+th*l ¡-r ¡r¡,:1 ¡ilentpenod tt¡be e.*:pected i:r in allse*orid language learn*r¡. TheNatural,{ppro andC*nte ach nt-Are lnstruction a in ¡,:'';rrteni-Li¡¡¡eil s*r:,:ndian¡luirqe instructranal pfúgrümsiudents Lls* all language rr nreaninqfiil in *t:,ni*rdro l;-ln,:iu¡¡ile m.qirriinLi neuer ¡nd rtfe separaled The inslructionalnaler¡aland aciri¿iti*s 4¡r*.t,U me;-rning t':.rcus on within ihryi:onle,C ¡¡nd nr-'t dlrer:tly,:ni¡i¡lateilgramrilÉ[iiocaliulirty pronunciat¡on or ilenrs In conteni ba.reilin¡hui:tlr,n, ianliuiige urred a natutal i:-i in manner- ririleihr in learn aboulthesubjectr:rlopic understudy THESTAGES ['i.r¡r=hen Terr+ll r¡utltne irrrd the r;tageeleainer: ipically pa:-rs thn:ughand lhe klnil¡ r-rfirrdrucli*n lhal are apprirprinl+ ei¡r-:h i,;l -';lng* Tlrey 'J*iiekiped Terrel!'simplii:aiir.rrr:; pr:l;iliiie l-or clas*rironl pnr*lir:e, whir:hlh*1i in illLnhaieil h':r,,¡ iesi:lrer a waukl'-:r:rnduct les¡'in,ih* types,-'fclassroom a t.,¡ircal activllies il'¡nrini¡t+ less*nin th,rt a the l.laluralApproarh.¡¡nii h+w ¡lu'-let-rls woLtlilLr* e:*,f¡e*l+d resp*n'J thatslage.Terreilbel¡eve,: li i:r t,: rn lh¡l paterti*llyh;-¡rmlLrl lhe sludentr;' tc¡ rip*ech devel,:pnrenl lh* leachercorrecb errom during¡ if these phasesof lln.iu;rüÉ ¡';qrli¡itr,ln Frt-production FirstStage - ' ie.;iil*¡: ¿r:-rk itu¡Jenl¡: tr:,n¡r,Llt n d-h ln icaie *ciionriyes/no üestL¡rc.i atl-str/er.s t,hj,t nc,re?J, f i.l m¡ anii itá¡ljÉr_i. " l*rt,rünr;fücu.r- iis;iening i-r¡r ccrii¡:reliens,'bn . i-*i1,::ün.i;bnrtdrer:e,nilu*rocab,uia,.y * i,tr,E +fenu,:r*d il ,rt-rete¡ir i.r as durrng Frrclü¡ü.titlrt¡iln lfie stag* Early Produeti*nAbruta Month - L;ter ' I+**n+rs as¡;:-il¡t¿'enJsies,'.r.-n,l *¡ine,rhr iri ü: rjree¡ qu+siions. ihe FJ¿+nt or gr*y?J Ine r,,rrcalruf*,ry i"is ¡equ¡¡ed ¿nl-;wer c¿¡eslnn r:,:ni*,'necJ i.¡'l* fu lJr* is l+',,1.fu11 r;r;*sl,'r:n res¡;r-rnrJ o$e two u'r-r,'d '-itrldentr; lvr'ifi 'r¡ ¡:hrases lhisrfy¡r*of ¡:rrrdurtirn ¡ese¡¡lbJes of a young fhai chd,C rvh* bellins .-rp*ahs,,ngi*-n fh,r,rr;phrasfrcJ ñüsi il ir ord ¿;lte¡¿nces Les:-;r:nrr*..'r¡andrcce¡rlireuirr-:ai:uia¡y
r ¡li'il,.i¡ ¿i'r¡r-,,,,'.ri!¡r .l' i '.{a¡1f il-ruse utrt:i?lr¿ria,ry i?,rJe¿¡ijjJ ih*.¡ uno*rsfanrj Speech Emergenee Eit Latet -A . Lliird*nlsre,:-pcrnillcnge,' in phrase..i se-.niences. n¡ * i+aih*t¡ nud*i i:r:,'recl lanEuag¡e fr:l¡n.q sftuci¿¡e¡;. ¿n,1 Han*uel, the ieaci:eres¡rondsto f/rs ¡¡e¡;¡;agleawl ,::':+s r:ffeq''i.rli: +.ptt'illenor r:oriedl'nn.. nnl Lrir+ , l*srlnns canirnue der,,eh-r¡: fo recep#reun':*huiar1..; ihe aciiur'f¡es desrgned deuelr:¡r anri ere fc ftigher ieue/s l.f i¿-¡n.q,l¡*lie ¿,,,i-e lntermediate Fluency -LaterStill ' .lif¿¡¡lenü ÉilLlá,¿iein ,;*¡1r,,+¡.lailrrn¿¡e¿biet* usÉclrnn*cled ¿nd ¡r¿¡¡afi,e . I*¡:,:.,h*¡¡ ¡r¡ud+/coryecl /i*t¡¡ua¡;efam,r . R*aoi¡rfj*nit r'r'r'r'üng llcr-rrpn,'afeif are -/ R.eierenEes l'j i13i11j f',rar"¡hen, ,{eiunr/languag*aüq¿ri¡r'trCI,q aniisecondlanüuáüe ieamr'ng üvjord. Fergamon Fresrr l{m¡hen. i1'3'¿'tj $ ¡1,'nc,'pfespracllc* s*cu.nr/ Ar:qui,titian and in airyrrs,,l,ron Yorl". f'ler¡'¡ Pergam Fie,=:; m'rn iir;rheii, l-f i1.![i5J lft*npuf ir.p,p,-rlhesi..; Ferganrrn üxford Fr*ss. I'irnsh*tr. ilg!l:l] Lh+ Í inpul,hy¡.rntn*.tis. ¡ndim¡:l¡cal,,'ons. Fublishing issues Laredt-¡ Company l''lr;rh*r¡.and ! Terrel, llir$) The T ni¡lurslapproirchlanguagear:qursition inlheclassroom. U.'Cord. Fetilit tri,-itl Fr+t':..

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The natural approach

  • 1. I l The HaÉ*¡ral FpprsasEr In ntattr¡ 'ilher lan¡1Lr;i¡¡* trt:rlLttstlttn nelhocls, *lLrrlent¡ erpected ;¡-rB¡[q largetlangua¡te re¡ieatrrrg ar* to ihe iby ''iii-i|L]i-]úI.¡ihra;iel;lfi.rinltlreuer.¡|lr:ldar¡ThellalLrra|Approach|twerSth*.:;luden|¡,¡f-erfive{i|terbya||o,,i *trrl ,,,uh¡l trrreh¡;i unilet=t;rnd tltey;,rr+ h*;rnngtrefr-'r+ f¡rr:e'l spea[.i thesecond being lt irr larrguage THENATUR,&L AFPRSACH: . [.rrreollhe rn*rrt wrilely-uued rneth,:irir-¡ ofteachrnrlsecon,J a l*-4uage. . fr,-'i¡elrjpe,lli¡¡¡fip¡ anrJ hi¡ Terrd illfil:lj . Themethr¡d iniopractice ¡lutr Krasfren's Theary Second af Language Acquwdícn (1g8?j * Fiehtniithe ldaii¡ralAppr+aclr a cotnmu¡r¡:atiue of@rmge. Fariicul'úr lh*re's view eni¡iha;rn;lsid¡-,rr i= iang¡u.ir;+ *¡r a .:-*l *t+$,frrü+.i cani:e u*,:Jemfironl i:f l}1.¡l Objectives Th+ttA trri1e:tgn+d helpbeginner to second language studentsbeeome intermediate studsnts L2 5lu¡J*nti rulll und*r:lanil s¡iealier thelargt+i lhe of langua¡¡e r'r¡lll able e;x$fes-q requests idea¡ he {¡i lheir and ne+dnid linr-rw every',.rrilril a padir:ular:renranli* in domain, is it neüÉrsirry lhe s,,,tlerlirri nol that ;,rf ur-ri-:ttLiulary - hut lir;fls'{r¡16¡-r'¡ iherr d,:,ies 1obe Llnder¡taod Lrr'¡clur:linn need r:ht¡Llid ¡ihle rn*lielhe meaning bF tu cl*arbuln'¡1ner:+;¡arili¡ accurate alldetails giirmrnar in r-d According the NaturalAppraach. learners to L? need: .Lrisuair, ¡:icfu.,la; . r**J,'a fea/,i.,fu ..rlufl - r¡*sturc.iL-ad lan¡¡uir¡;e .manlpuiali,es .$sf*ning ai:ii¡ities 'pruc J-J¡ ir¡er; flc* u',' ¡.frucf- . n ci¡'r'ñed f*ac,her fal¡. . c;':ti.l¡-rre,ft*n-rlu¡l cfi -*r:,Ls .flr rlaii,i. uil;**is ¡r'ilh*i:reiLt *urJif':rry, ¡-i,n anri,trneslh+lic .cij':'nuji .l'rria,,,,i¡rlurlfi ror:ghcr,rnirur-;f erifi ¿ndi:Lr$t,L,a,ris0it .fo cJer,'fy fu¡the¡ n,,l¡i:ale,:?a¡le.t s*rt_inglgrnu¡rin¡; ar Krashen's Theary SLAimplieations of The lerni "iialurr¡l- refen k¡ the taclthErt m*lhi:ilrr.rnftrn¡tir the prinrrples natur;rli'..-rtic lhir irf langulrge le:-liningin ,u'r:ungi-:hildlen, alsi¡tr,r n¡lLllilli.';tlc ¡rnd lh* prrrri-:rpi*s in sititerijfullle':uncl f¡Lind LangLrage Acqursiliitn Acquisrtirn, the unr:utr¡r:iou: irLrr':rplion generulprrnciples qranrnar thrlugthreal experiences crmmuni':alion, a ul c'f of is nri,*r-ti;J¡:syc,h,:ilngul,r#c É¡lrf ¡:n*roJn n. f{¡"¡lihen'--r lir*tqi impli*s lhat lhe ieachersnrainresprr:nsibilit¡ mr.rk* irr t+ inshilrtirn¡rr,mprehensible fula¡:imum ;':r:qr:isitir:,li l','tlerr c,cr:ut: entpl-ra:ir pla*edi;n underulanding inl*nderlmeanintl a message; i= tfre af ther*fore, llre til¡iillutl:ii¡-:n':fthe|litti1L;ilget.:|ilsltr:i:tni*|t:piriuid+t:r:nrpre}r*miLileinpuiinanenl¡iri,rtnientrichinrlliiv¡i| h:,wl|l ii,,iiEt'¡ Ar;r:i:tiiiti¡l Ten'ell, f¡ h*c¡innirrg langiLr;rile inElrucliiin f':cusrin ife immerJil¡1e rhoL¡irJ attaiilm+nl rif uÚriimuni,:¡¡tir¡etornpel*n':* talher than on ¡rnmtnatir-r;-ri perfertiirnSince lan¡lLtirge a rre¡itii¡epliic+ssth¡t ir
  • 2. i j[ei':h]ileijiine¡tii]lprr:dtrlii.rn.:¡fv,¡ha1lvi||bes;:i¡ir:rr.,¡rilten,priririirderingof:;truclures,funt:lion¡ tl*m:.¡tnhltili¡ nalur¡l th* l:¡rútÉ::i¡lrrniiua5¡e Lrf acqul-,ritirin Th* r***ptiue:rkrlL; reading) {lirrlenrn;t, ai:cr:unt hrnguart* ¡rrirranl'¡ ft-rr a*quit-rilir,n In presenling r;c'nlp¡*hensilileirrpul the ietri-:her mu¡t li+ Érwi¡iÉ ltre di:rcrete ui ilem lu h+ ar:i¡ured1r,,,, :dud*nt:r, .'he mmt alri, lie r:ertain lhr the ¡nrl lh'¡1 ldud*rfs uiriletrt:¡nd whlr:h '.,r¡ithin rn¡rut lh* iurur: tlielet;:i'lrr. ltem th* ilr r.ri A*qLiteltiiin v,r':irlrulary the liey tir ulrnpreh*nsion ';i ir ¡rnd 'rral productiun. Ac':rrrding Terrell, siudent io a wilh a lilrf* *ntui¡!"r u*r;rbrllar'¡ c',imprelrend r¡ieal';ir gr+aldeal rrf L2 euenif hisiher t+n r¡nEl liflir$ledile ¡lr';-,rmniatiral of :;lru,:li¡re ni:ne:'lirl*nl ir: A*crrilin¡1 lh* f'Jttural t* Appn:ar:h,.:luiienb¡hr¡uklnevurb+ requirecl prrirJuc* to speech unles¡ the',, rea,Jy d* are tr.r ,!ú; sp*aking flu+ntlyr-:rrnnút triughl hld "ernefges" be naturalhin lime thrnugth e:':p+nenr:*swilh en':ugh cr-trnFf*h+n5¡L,l* Ar,'trttdtttg Terrell,lear:hem in¡iui tu shoul,Jproriidestr-¡denf:; the r:'pp'-rdunilier ilr-:iluire ur¡llh to i;rnguagerratuiali ralhe:r in a frin:*d lhan cl€rslrornl environnient. Errr-rrinrtetti*r¡:rfrtrulti presenlLrut he minimi¡ed. il is of someusewhenlhe gti'ai lenmnghul r¡fnr,tmu,qh as is u.qe ',¡,¡h*nthry¡i:,irlrr ir',,qumilii,nsh'¡uldneverb* used 'aggresr:iueli/ ,:rrnven¡ili':n it rai¡eslhe aff-e*live lt rn a¡ filler l'.r¡¡¡;h*n T*rr*llsi¡l+th*l ¡-r ¡r¡,:1 ¡ilentpenod tt¡be e.*:pected i:r in allse*orid language learn*r¡. TheNatural,{ppro andC*nte ach nt-Are lnstruction a in ¡,:'';rrteni-Li¡¡¡eil s*r:,:ndian¡luirqe instructranal pfúgrümsiudents Lls* all language rr nreaninqfiil in *t:,ni*rdro l;-ln,:iu¡¡ile m.qirriinLi neuer ¡nd rtfe separaled The inslructionalnaler¡aland aciri¿iti*s 4¡r*.t,U me;-rning t':.rcus on within ihryi:onle,C ¡¡nd nr-'t dlrer:tly,:ni¡i¡lateilgramrilÉ[iiocaliulirty pronunciat¡on or ilenrs In conteni ba.reilin¡hui:tlr,n, ianliuiige urred a natutal i:-i in manner- ririleihr in learn aboulthesubjectr:rlopic understudy THESTAGES ['i.r¡r=hen Terr+ll r¡utltne irrrd the r;tageeleainer: ipically pa:-rs thn:ughand lhe klnil¡ r-rfirrdrucli*n lhal are apprirprinl+ ei¡r-:h i,;l -';lng* Tlrey 'J*iiekiped Terrel!'simplii:aiir.rrr:; pr:l;iliiie l-or clas*rironl pnr*lir:e, whir:hlh*1i in illLnhaieil h':r,,¡ iesi:lrer a waukl'-:r:rnduct les¡'in,ih* types,-'fclassroom a t.,¡ircal activllies il'¡nrini¡t+ less*nin th,rt a the l.laluralApproarh.¡¡nii h+w ¡lu'-let-rls woLtlilLr* e:*,f¡e*l+d resp*n'J thatslage.Terreilbel¡eve,: li i:r t,: rn lh¡l paterti*llyh;-¡rmlLrl lhe sludentr;' tc¡ rip*ech devel,:pnrenl lh* leachercorrecb errom during¡ if these phasesof lln.iu;rüÉ ¡';qrli¡itr,ln Frt-production FirstStage - ' ie.;iil*¡: ¿r:-rk itu¡Jenl¡: tr:,n¡r,Llt n d-h ln icaie *ciionriyes/no üestL¡rc.i atl-str/er.s t,hj,t nc,re?J, f i.l m¡ anii itá¡ljÉr_i. " l*rt,rünr;fücu.r- iis;iening i-r¡r ccrii¡:reliens,'bn . i-*i1,::ün.i;bnrtdrer:e,nilu*rocab,uia,.y * i,tr,E +fenu,:r*d il ,rt-rete¡ir i.r as durrng Frrclü¡ü.titlrt¡iln lfie stag* Early Produeti*nAbruta Month - L;ter ' I+**n+rs as¡;:-il¡t¿'enJsies,'.r.-n,l *¡ine,rhr iri ü: rjree¡ qu+siions. ihe FJ¿+nt or gr*y?J Ine r,,rrcalruf*,ry i"is ¡equ¡¡ed ¿nl-;wer c¿¡eslnn r:,:ni*,'necJ i.¡'l* fu lJr* is l+',,1.fu11 r;r;*sl,'r:n res¡;r-rnrJ o$e two u'r-r,'d '-itrldentr; lvr'ifi 'r¡ ¡:hrases lhisrfy¡r*of ¡:rrrdurtirn ¡ese¡¡lbJes of a young fhai chd,C rvh* bellins .-rp*ahs,,ngi*-n fh,r,rr;phrasfrcJ ñüsi il ir ord ¿;lte¡¿nces Les:-;r:nrr*..'r¡andrcce¡rlireuirr-:ai:uia¡y
  • 3. r ¡li'il,.i¡ ¿i'r¡r-,,,,'.ri!¡r .l' i '.{a¡1f il-ruse utrt:i?lr¿ria,ry i?,rJe¿¡ijjJ ih*.¡ uno*rsfanrj Speech Emergenee Eit Latet -A . Lliird*nlsre,:-pcrnillcnge,' in phrase..i se-.niences. n¡ * i+aih*t¡ nud*i i:r:,'recl lanEuag¡e fr:l¡n.q sftuci¿¡e¡;. ¿n,1 Han*uel, the ieaci:eres¡rondsto f/rs ¡¡e¡;¡;agleawl ,::':+s r:ffeq''i.rli: +.ptt'illenor r:oriedl'nn.. nnl Lrir+ , l*srlnns canirnue der,,eh-r¡: fo recep#reun':*huiar1..; ihe aciiur'f¡es desrgned deuelr:¡r anri ere fc ftigher ieue/s l.f i¿-¡n.q,l¡*lie ¿,,,i-e lntermediate Fluency -LaterStill ' .lif¿¡¡lenü ÉilLlá,¿iein ,;*¡1r,,+¡.lailrrn¿¡e¿biet* usÉclrnn*cled ¿nd ¡r¿¡¡afi,e . I*¡:,:.,h*¡¡ ¡r¡ud+/coryecl /i*t¡¡ua¡;efam,r . R*aoi¡rfj*nit r'r'r'r'üng llcr-rrpn,'afeif are -/ R.eierenEes l'j i13i11j f',rar"¡hen, ,{eiunr/languag*aüq¿ri¡r'trCI,q aniisecondlanüuáüe ieamr'ng üvjord. Fergamon Fresrr l{m¡hen. i1'3'¿'tj $ ¡1,'nc,'pfespracllc* s*cu.nr/ Ar:qui,titian and in airyrrs,,l,ron Yorl". f'ler¡'¡ Pergam Fie,=:; m'rn iir;rheii, l-f i1.![i5J lft*npuf ir.p,p,-rlhesi..; Ferganrrn üxford Fr*ss. I'irnsh*tr. ilg!l:l] Lh+ Í inpul,hy¡.rntn*.tis. ¡ndim¡:l¡cal,,'ons. Fublishing issues Laredt-¡ Company l''lr;rh*r¡.and ! Terrel, llir$) The T ni¡lurslapproirchlanguagear:qursition inlheclassroom. U.'Cord. Fetilit tri,-itl Fr+t':..