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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 35, would that be enough for children or adults? because Most educationalists believe that children are not ready to learn language - to STUDY grammar, etc. - because of their age. For them, acquisition-like activities may be the best., Acquisition and learning Unless some physical or mental condition gets in the way All of us speak and understand at least one language well. We got that language from our parents and from other people around us. As far as any of us can remember, we didn't have to think about the process of getting that language; it just happened., Perhaps that's the wrong way to do it. Perhaps we should only give students a lot of exposure to the language, together with opportunities to use it - just as we do with children. so Many researchers questioned Krashen's Input Hypothesis. They said it was difficult to test because people cannot usually say if their language was acquired or learnt, and if you can't say which it was, then the theory cannot be proved or disproved., EXPOSURE to the language (we heard it all the time, especially when people talked to us) and opportunities to use it as much and as often as possible, students learn languages They are taught GRAMMAR, FUNCTIONS and VOCABULARY, Perhaps that's the wrong way to do it. Perhaps we should only give students a lot of exposure to the language, together with opportunities to use it - just as we do with children. so In a theory that he called the INPUT HYPOTHESIS, the linguist Stephen Krashen suggested that people acquire language if they get COMPREHENSIBLE INPUT. This means that they are exposed to langiiage that is just above their own LEVEL, but which they more or less understand. He suggested that this is all they need., would that be enough for children or adults? because Some teaching methods have concentrated more on acquisition than learning. Teachers have involved their students in communication and encouraged them to think more about the CONTENT of what they say or do than the FORM of the language they are using ., How Fernando learnt English so Fernando Torres, a footballer from Spain who has played in the UK, says that he learnt English there by listening to the radio a lot and (while he was doing it) trying to concentrate on what he was hearing. He also looked at big advertisements at the side of the road and tried to see - to NOTICE -what they said and what the meaning was. When he had noticed the words in the advertisements (= concentrated on the words so that he could recognise them again), then he could learn them. In other words, he had exposure to the language, but then he thought consciously about what he was seeing and hearing, go and live in a country where the language is spoken. There would be both exposure to the language and opportunities to use it, would that be enough for children or adults? because Most people learn languages in classrooms. They don't have the opportunity to live in a foreign country, and they don't get the same amount of exposure to the language that children do when they learn their first language., Perhaps that's the wrong way to do it. Perhaps we should only give students a lot of exposure to the language, together with opportunities to use it - just as we do with children. so Many people suggest that exposure to comprehensible input is not, in itself, enough for people to know and be able to speak a language. There has to be an element of conscious attention to the actual language that is being used in the input. This is especially important for learners who have reached (or gone through) puberty - i.e. teenagers and adults., Why does the difference between acquisition and learning matter? In classrooms all over the world students learn languages, would that be enough for children or adults? because Most language-learning lessons today include a mixture of activities, some more focused on acquisition and some more focused on learning., This kind of LANGUAGE ACQUISITION is a subconscious process. so Age seems to be an important factor in language acquisition. Children often acquire (and forget) languages easily, partly because they get such a lot of exposure to them and partly because of their DEVELOPMENTAL STAGES and the lives they are leading. TEENAGERS and ADULTS don't seem to acquire languages so automatically. However, they may, in fact, be more efficient learners, in part because theircircumstances and developmental stages are different., Why does the difference between acquisition and learning matter? so Which way is best?, This kind of LANGUAGE ACQUISITION is a subconscious process. so If acquisition is a subconscious process, LEARNING, by contrast, is something we do consciously - for example, when we study how to use the PRESENT PERFECT, think carefully about what order ADJECTIVES go in, or concentrate on which part of a word we should STRESS, All of us speak and understand at least one language well. We got that language from our parents and from other people around us. As far as any of us can remember, we didn't have to think about the process of getting that language; it just happened. All we had was a lot of EXPOSURE to the language (we heard it all the time, especially when people talked to us), opportunities to use it as much and as often as possible In other words This kind of LANGUAGE ACQUISITION is a subconscious process., both exposure to the language and opportunities to use it but would that be enough for children or adults?, GRAMMAR, FUNCTIONS and VOCABULARY but Perhaps that's the wrong way to do it. Perhaps we should only give students a lot of exposure to the language, together with opportunities to use it - just as we do with children.