All this year in didactique de l'anglais course, I have learnt some technics in order to teach to children.
Teaching vocabulary:
- written learning (= memorize and repeat)
- association (= link a word to another or to an image)
- put the word into a context (= a song, a text...)
- make a game
We also have learnt the different stages of language acquisition :
1st language acquisition
= the 1st language that you acquire. You acquire that language at home (not always your mother tongue).
1st stage crying : at birth. When they need sth or don't feel good
+ cooing : 2 months. When they are making vowel sounds. = an act of communication
ex: aah, eeh, ooh, euh
2nd stage babbling : before his 1st year. syllables (vowels + consonants) put together, make groups of sounds = distinguish & reproduce sounds ex: mama, dada
3rd stage 1 word : end of the 1st year. 1word = a whole sentence ex: cake
--> UNIVERSAL ADAPTABILITY
4th stage 2 words : 1 year 1/2. 2words together = a whole sentence. They put a noun & an action verb. ex: eat cake
5th stage telegraphic : 2 years. adult-like use of language. manipulate tools / the words. Make simple sentences. ex: I want to eat the cake
--> REPRODUCE SOUNDS. SPECIALIZATION OF HIS OWN LANGUAGE
3 years 1/2. grammar is in place
6 years. spoken english is fluent
Every child goes through the same stages
To acquire a language, the parents do some things for helping their baby:
- speak very slowly & repeat very often
- pronounce words very clearly
- make short sentences
- speak with a higher voice & intonation
- point out some important things (objects) witch baby uses
According to Berko, the melody of words helps the baby to understand and permit the imitation
According to Zimbrado, Nature (coo + babble) and Nurture (family take care of his baby)are at work in the development of language competance (=1st language acquisition)
2nd language acquisition (SLA)
= the 2nd language that you acquire. you acquire that language at school or at home.
To teach a 2nd language, the teacher has to be interesting, as if everybody understood, speak slowly & with gesture, repeat himself, make breaks.
= «comprehensible input» = giving a message that every person can understand with no effort.
When you acquire a 2nd language, the notion of consciousness is important...
A child "picks up" knowledge --> without conscious effort
An adult works and studies (consciously) in order to succeed
(but adults are also capable to "picking up")
acquire knowledge = implicit knowledge
learn knowledge = explicit knowledge
According to Krashen, it's entirely independent
Richard Schmidt introduced the term of "consciousness"
- as "intentionality" = learner makes conscious and deliberate decisions to learn some SLA
- as "attention" = incidental learning = learner picks up L2 knowledge through exposure
BUT, learning incidentally # learning without conscious attention (according to Krashen)
R. Schmidt gave another sense to consciousness in language learning : "awareness"
= learners are conscious of acquiring L2 elements : "intake" is converted into L2 knowledge.
--> psychologists disputed this : learners are always aware of what they are learning.
Make implicit (knows rules but not what they consist on) explicit and make explicit (knowledge about the L2) implicit => conscious attention.
We have also learnt the meaning of the different levels in language acquisition
The Conseil Européen Commun en Référence des Langues (CECRL) are
- A1 / A2 = basic
- B1 / B2 = intermediate
- C1 / C2 = advanced
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