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Essay / Research Paper Abstract
A 3 page paper. The writer discusses principles of language acquisition, both native and second language acquisition. One principle is comprehensible input and comprehensible output. Other ideas are presented. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: ME12_PGlell10.rtf
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Unformatted sample text from the term paper:
Language Learners. Krashen proposed a theory of comprehensible input. This has to do with making the content understandable to the student, i.e., comprehensible (Filolingvia, 2009). Any content must be at
a level the student can understand. If it isnt, the student will not get the message. This would include the use of nonverbal cues, pictures, graphs, etc. to help the
student understand what those words mean (Filolingvia, 2009). The input must also be developmentally appropriate. Kagan (1995) cites Vygotsky who discussed the zone of proximal development. This zone is
just beyond a students knowledge level, it is a time when the student would not be successful in doing something or learning something by himself but with guidance, the student
takes the next step in learning (Kagan, 1995). Hirst and Slavik (1990) encourage the teacher to consider different learning styles. Citing brain research, these authors report that when information
is presented and processed through more than one sensory learning channel, students learn more and show greater retention of the lessons (Hirst and Slavik, 1990). Input must also be
redundant. It needs to be repeated if the student is going to learn it. This would inherently mean that the lesson needs to be repeated in different ways. Also, we
want students to learn accurate language. Communication needs to be grammatically correct with proper syntax and so on (Kagan, 1995). Errors need to be corrected immediately so the student internalizes
proper language. Another principle is to increase the amount of interaction the student has, which refers to providing opportunities for the student to use the language they have acquired (Filolingvia,
2009). These opportunities need to be such that feedback about meaning is immediate and the interactions also need to be as authentic as possible, such as talking in small groups
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