Language-learning, Teaching Processes in Young Children

7/25/2019 Language-learning, Teaching Processes in Young Children

http://slidepdf.com/reader/full/language-learning-teaching-processes-in-young-children 1/46

LANGUAGE-

LEARNING

MARCH 7, 2016



LEARNING

TEXT

ROLE OF THE ENVIRONMENT INLANGUAGE DEVELOPMENT▸ Deve!"#e$% !& '$()'(e *e+%+ )"!$ +eve*' #'!*

v'*'.e+ %/'% $%e*'% %/ !$e '$!%/e*

▸ 1 T/e /34+ )%)*' '$3 $()+% e$v*!$#e$%/'+ ' .( $5)e$e

▸ 2 E'/ /3 /'+ )$)e /'*'%e*+%+ %/'% +/e.*$(+ %! %/e '$()'(e e'*$$( +%)'%!$



TEXT

ADULT IN THE TEACHING PROCESS▸ A3)% "*!v3e+ #!3e+ !&

+#"e3 '$()'(e

▸ A3)% *e$&!*e+ %/e /34+

)%%e*'$e+

▸ A3)% "*!v3e !$%e8% !& #!+%'$()'(e-e'*$$(



TEXT

COMPREHENSION, PRODUCTION, ANDCOGNITIVE GRO9TH▸ E'/ !& %/e+e !#"!$e$%+ +

$:e3 %!(e%/e*; /!eve*, %/e<

e'/ "'< ' 3=e*e$% *!e $3eve!"#e$% '$3 %/'%!#"!$e$% v'*e+ %/ e'/

+%'(e !& 3eve!"#e$%



TEXT

COGNITION AND LANGUAGE▸ $%e*%$e3 '$3 3eve!" $ "'*'e &'+/!$

▸ *e'%e3 %/ )$3e*<$( &'%!*+ -

▸ $*e'+e3 #e#!*< &'%'%e+ ')+%!$ !& +<#.!+$ #'$< '*e'+, $)3$( '$()'(e '$3 (e+%)*e+

▸ $ "'<, /3*e$ /! %':+ )+e+ >'$#'%e? !.e%+

/e /3*e$ /! 3! $!% %': )+e+ %!<+ +)/ '+.!:+

▸ !*3 !#.$'%!$ + *e'%e3 %! !#.$$( %! !*#!*e "'< +e)e$e+



TEXT

PRINCIPLES OF COGNITIVEDEVELOPMENT▸ '$ '+! .e '""e3 %! '$()'(e e'*$$(

▸ See%ve< '%%e$3$( %! "e*e"%)'< #"!*%'$%

+%#)

▸ D+*#$'%$( +%#) '!$( 3=e*e$% 3#e$+!$+

▸ Re#e#.e*$( +%#)

▸ C'++&<$( +%#) '!*3$( %! %/e *e+)%+ !& %/e3+*#$'%!$



TEXT

INFORMATIONPROCESSING▸ /3*e$ '*e '%ve e'*$e*+

@/<"!%/e++

▸ /3*e$ '3'"%+ %! %/e

e$v*!$#e$% @3'%' '*e %e+%e3

▸ /3*e$ !*('$Be+ $&!*#'%!$@*e)*e+ .e%%e* +/!*%-%e*##e#!*< '$3 :$!e3(e !&

+<$%'8

▸ Reve*+.%< + *e'%e3 %')+%!$ !& .e&!*e, '&%e*,.e')+e '$3 /<



9ORD ACUISITION IS GUIDED Y T9O TYPES OF NO9LEDGESTRUCTURES

EVENT-ASED NO9LEDGE Le'*$$( !& %/e +e)e$e !& eve$%+ !* *!)%$e+ /e" '

/3 %! e'*$ %! +e"'*'%e eve$%+ &*!# $!$-eve$%+ &!*e8'#"e *!)%$e+ &*!# $!$-*!)%$e+

.Te#"!*' !* ')+' @%#e !*3e*e3 !* ')+ee=e%%/'% '*e !*('$Be3 %!'*3 ' (!'

Eve$%-.'+e3 :$!e3(e $5)e$e+ v!'.)'*<

')+%!$ +$e !*3+ '*e e'*$e3 $ eve*<3'<!$%e8% !& %/e $&'$%4+ e$v*!$#e$% '$3 $%e*'%!$+




EVENT-ASED NO9LEDGE▸ I$ %/+ '< e'*< !*3+ '*e !#"*e/e$3e3 '$3 "*!3)e3 $ %/e !$%e8% !&

eve*<3'< eve$%+

▸ A% *+% ()*e !)% %/*!)(/ %/e+e eve$%+ %/'% %/e !*3 !!:e +'3 .< %/e'*e(ve* '*e )e+ %/'% %/e $&'$% + (e%%$( ' +$': O* %/e !*3 .'$:e#'< $3'%e ' $'" !* +ee"

▸ A+ %/e /3 #'%)*e+ %/e /3 e'*$+ %/'% !!:e, /ee*!+, '""e, e% '*e%/!)(/% !& $ %e*#+ !& %/e '%e(!*< !& >&!!3?

▸ < "*e+/!!, ' /3 %/$:+ #!*e $ '%e(!*' +*"%-*e'%e3 (*!)"$(+

+)/ '+ %/$:$( !& %/e >&!!3? %e#+ '+ >%/e %/$(+ I e'%?▸ v < '.!)% '(e 7- <e'*+, /3 )+e+ #!*e %'8!$!# '%(e(!*e+




TAXONOMIC NO9LEDGE▸ 'C'%e(!*e+ '$3 '++e+ '*e !*('$Be3 $ /e*'*/'

'%e(!*e+

▸ e&!*e ' /3 /'+ ' !*3 &!* ' !$e"% +)/ '+ !#e$ !* #e$,

/e+/e )+e+ !ve*e8%e$+!$+ '$3 ' ' !#e$ >#!##<? '$3' #e$ >3'33<?

▸ T/e !$< !#'$ !* #'$ %/'% %/e< :$! !$++%e$%< %/'% % %/e3e+*"%!$ '*e #!##< '$3 3'33<

▸ I& %/e< /'ve ' 3!(, '$3 %/e 3!(4+ $'#e + F3!, %/e< #'< ' '3!(+ F3!

▸ A+ %/e /3 e'*$+ #!*e !*3+, %/e $e !*3+ '*e !#"'*e3 %!%/e '%e(!*e+ %/e< :$! '$3 %/e$ !*('$Be3 &!* *e%*ev'



TEXT

COMPREHENSION AND PRODUCTION▸ C!#"*e/e$+!$ $ $&'$%+ + 3J)% %! 3e%e*#$e

@/3*e$ )+e+ +%*'%e(e+ '$3 '*e(ve* $%e*"*e%.e/'v!*+ '+ #e'$$(&)

▸ I$&'$% "e*e"%!$ !& +"ee/-+!)$3 3=e*e$e+ (*e'%<"*ee3e+ e8"*e++!$ @3+*#$'%e 3!( &*!# !!:e %! /!%'$3 /%

▸ C/3*e$ #(/% .e '.e %! "*!3)e %/e !*3+ %/!)% *+%)$3e*+%'$3$( %

▸ Le'*$$( $e !*3+ '*e CONTEXT DEPENDENT - >Le%4+%':e ' .'%/? @%!e



TEXT

COMPREHENSION PRECEDESPRODUCTION▸ /3*e$ )$3e*+%'$3 '""*!8#'%e< K0 !*3+ .e&!*e

%/e< '*e '.e %! "*!3)e 10

▸ /3*e$ )$3e*+%'$3 !*3 !#.$'%!$+ @%/:$!e3(e !& $!$$()+% !$%e8% .e&!*e )+$(#)%!*3 )%%e*'$e+

▸ /3*e$ +ee# %! *e+"!$3 .e+% %! ve*.' !##'$3+

%/'% '*e +(/%< '.!ve %/e* "*!3)%!$ eve



TEXT

STRATEGIES TOUNDERSTANDMEANING▸ *e< !$ .'+ +e#'$% *e'%!$+

@3!-/'%-<!)-)+)'<-3! !* '%-!$-%/e-!.e%-$-%/e-'<-#e$%!$e3

▸ !#"*e/e$3+ !*3 !*3e*@+<$%'8 '$3 ($!*e %e*#+ :e.e&!*e '$3 '&%e* @3eve!" '% K<e'*+ !$'*3



TEXT

LESS IS MORE HYPOTHESIS▸ 9!*:$( #e#!*< '$3 '%%e$%!$ '*e #%e3 '% *+% .)%

+ !$+3e*e3 '3v'$%'(e!)+

▸ S/!*%, +#"e +e$%e$e+ .e e'+e* %! "*!e++, '$3%/e< "*!v3e ' +%'*%$( "!$% &!* 3+!ve*$( !*3+,'%e(!*e+ !& !*3+, '$3 (*'##'%' "'%%e*$+ $ %/ee$v*!$#e$%

▸ /3*e$ >)$*'ve? '$()'(e '$3 *e!$+%*)% % '('$$ /+ !* /e* !$ &!*#



CHILD LEARNING STRATEGIES

RECEPTIVE TODDLER LANGUAGELEARNING STRATEGIES▸ Re&e*e$e P*$"e

▸ E8%e$3.%< P*$"e

▸ 9/!e O.e% P*$"e

▸ C'%e(!*' A++)#"%!$

▸ N!ve N'#e N'#ee++ A++)#"%!$

▸ C!$ve$%!$'%< A++)#"%!$



RECEPTIVE TODDLER LANGUAGE LEARNING STRATEGIES

REFERENCE PRINCIPLE PEOPLE USE 9ORDS TO REFER TO OTHER ENTITIES▸ I% + .eeve3 %/'% %!33e*+ %/$: %/'% "e!"e )+e

!*3+ %! *e&e* %! !.e%+

▸ T!33e*+ #)+% .e '.e %! 3e%e*#$e▸ +"e':e*4+ $%e$%!$ %! *e&e* %! '$ !.e%eve$%

▸ $()+% "'%%e*$+ %/'% '*e )+e3 /e$ *e&e**$(

▸ !.e%+eve$%+ // '*e .e$( *e&e**e3 %!




EXTENDIILITY PRINCIPLE

▸ O$e +#'*%< .e%ee$ 3=e*e$% *e&e*e$e+ //

'! %/e )+e !& !$e +<#.! &!* #)%"e *e&e*e$%+@3!(+

▸ '!+ /3 %! )$3e*+%'$3 %/e*e + #!*e %/'$ !$e!.e% &!* ' +<#.!




9HOLE-OECT PRINCIPLE▸ A++)#e+ %/'% ' '.e *e&e*+ %! %/e /!e !.e% !*

'%e(!*<, $!% )+% "'*% !& %

▸ E( - 3!( *e&e*+ %! ' %<"e+ !& 3!(+ C/3*e$e'*$ %/+ .e&!*e %/e< e'*$ %/e #!*e *e+%*%e3 %e*#+!& 3!(, +)/ '+ "!!3e !* !:e* +"'$e




CATEGORICAL ASSUMPTION▸ '!+ /3*e$ %! (! "'+% %/e e8%e$3.%< "*$"e,

.< '++&<$( !.e%+ $%! (*!)"+ ':' '%e(!*e+ @e(A$#'+, .)3$(+, &!!3+

▸ F*+% /3*e$ e'*$ '%e(!*< !& 3!(+, '%+,/!*+e+, e% - %/+ *e'%e+ %! %/e e8%e$3.%<"*$"e

▸ L'%e* %/e< e'*$ %! #!ve %/e '%e(!*e+ !& '%+,3!(+, /!*+e+, e% $%! %/e '*(e* '%e(!*< !&'$#'+ - %/e '%e(!*' '++)#"%!$




NOVEL NAME-NAMELESS ASSUMPTION▸ C/3 '++)#e+ %/'% $!ve +<#.!+ '*e $:e3 %!

"*ev!)+< )$$'#e3 *e&e*e$%+

▸ T/e< '++)#e %/'% ' $e !*3 + '++!'%e3 %/'$ !.e% %/'% %/e< )+% 3!$4% :$! %/e !*3 &!* <e%




CONVENTIONALITY ASSUMPTION▸ +<#.!+ 3!$4% /'$(e %/ e'/ )+e

▸ A++)#e ' '* ''<+ .e ' '* - $!% (!$( %!

/'$(e %/e $'#e +! %/e $'#e *e#'$+ !$+%'$%▸ A /3 +/e+ %! .e )$3e*+%!!3, /e !* +/e +

#!%v'%e3 %! "*!3)e %/e &!*#+ )+e3 .< %/e'$()'(e !##)$%<




EXPRESSIVE TODDLER LANGUAGELEARNING STRATEGIES▸ Ev!'%ve )%%e*'$e

▸ H<"!%/e++ %e+%$(

▸ I$%e**!('%ve )%%e*'$e

▸ See%ve #%'%!$

▸ R!e !& &!*#)'+



EXPRESSIVE TODDLER LANGUAGE LEARNING STRATEGIES

EVOCATIVE UTTERANCES

▸ +%'%e#e$%+ ' /3 #':e+ $'#$( e$%%e+

▸ "'*e$% "*!v3e *e$&!*e#e$% ev')'%ve &ee3.':

▸ /3*e$ /!+e "'*e$%+ '*e #!*e ve*.' .e!#e#!*e ve*.'




HYPOTHESIS-TESTING

▸ /3*e$ '+: "'*e$% %! !$*# ' !*3 #e'$$( )+$(*+$( $%!$'%!$

▸ >3!((eQ? !* >.'.< e'%Q?▸ A *e+"!$3$( '3)% e%/e* !$*#+ !* 3e$e+ %/e

/34+ /<"!%/e++




INTERROGATIVE UTTERANCES

▸ >9/'%Q? >T/'%Q? !* >9'++'%Q? T

▸ T/e+e *e)e+%+ &!* $&!*#'%!$ '*e eve$ &!)$3 $ %/e

"!$%$( '$3 v!'B$( .e/'v!*+ !& $&'$%+ "*!* %!*+% !*3+




SELECTIVE IMITATION

▸ )+e3 $ %/e ')+%!$ !& !*3+,#!*"/!!(<,'$3+<$%'%-+e#'$% +%*)%)*e+

▸ #%'%!$ + 3e$e3 '+ ' /!e !* "'*%' *e"e%%!$ !&'$ )%%e*'$e !& '$!%/e* +"e':e* %/$ $! #!*e %/'$%/*ee +)e++ve /3 )%%e*'$e+

▸ #%'%!$ !& !%/e*+ + #"!*%'$% &!* v!'.)'*<

(*!%/, /e +e&- #%'%!$ +ee#+ %! .e #"!*%'$%&!* %/e %*'$+%!$ &*!# +$(e-!*3 %! #)%!*3'$()'(e "*!3)%!$



TEXT

IMITATION >AY4S GOING TO SLEEPIN HER ED?▸ F!)+ !"e*'%!$ - >+ee" .e3?

▸ S).+%%)%!$ !"e*'%!$+ - >+ee" .'$:e%?

▸ >I#%'%!$ 3e*e'+e+ '+ %/e< .e!#e "*!e$% $ '+%*)%)*e $ +"!$%'$e!)+ +"ee/?




ROLE OF FORMULAS

▸ FORMULAS - A ve*.' *!)%$e !* )$'$'<Be3 /)$: !&'$()'(e !&%e$ )+e3 $ eve*<3'< !$ve*+'%!$

▸ ' &!*# !& 3e&e**e3 #%'%!$, &!*#)'+ /'ve ' ")*"!+ee .e<!$3 ' *e"e%%ve !$e

▸ "*!(*e++ &*!# )$% e'*$$( %! "'*%+ e'*$$( '+ '/3 '$'<Be+ %/e &!*#)' $%! %+ $3v3)' +<#.!+




PRESCHOOL LANGUAGE-LEARNINGSTRATEGIES▸ !!%+%*'""$(

▸ Se#'$%

▸ S<$%'%



TEXT

OOTSTRAPPING

▸ /3*e$ )+e /'% %/e< :$! '.!)% '$()'(e %! /e" %/e#3e"/e* /'% %/e< 3!$4% :$!

▸ SEMANTIC OOTSTRAPPING - <!)$( '$()'(e-e'*$$(/3*e$ '$'<Be +<$%'8 .'+e3 !$ +e#'$% +%*)%)*e+@"e*+!$+ - $!)$+, '%!$+ - ve*.+, '%%*.)%e+-'3e%ve+,+"'%' *e'%!$+ '$3 3*e%!$+ - '3ve*.+ '$3 "*e"!+%!$+

▸ SYNTACTIC OOTSTRAPPING -+<$%'% +%*)%)*e+ '$ .e

)+e3 %! 3e3)e !*3 #e'$$(+



TEXT

PRESCHOOL LANGUAGE-LEARNINGSTRATEGIES▸ Ce*%'$ 3+%$%!$+ '*e e'*$e3 .e&!*e !%/e*+

@.*!:e# e'%

▸ /'$(e+ $ )e+%!$ &!*# (e$e*'< !)* $ <e+$!)e+%!$+ "*!* %! /- )e+%!$+ @/'%, /e*e, /e$,/e

▸ U%%e*'$e+ !$++% !& '$#'%e !* '%!$-')+$(

+).e%+ @#!##<, .'.<, 3!( 'e3 '(e$%+ '$3$'$#'%e !* '%!$-*eev$( !.e%+ @.', )e,!!:e 'e3 !.e%+



TEXT

PRESCHOOL LANGUAGE-LEARNINGSTRATEGIES▸ +).e%-ve*.-!.e%

▸ /3 e'*$+ %/e '++e+ $ // !*3+ .e!$(, +)/ '+$!)$+ '$3 ve*.+

▸ L'$()'(e *)e+ '""< %! !*3 '++e+, $!% %! $3v3)'!*3+

▸ ' /3 /e'*+ e*%'$ !*3+ $ E$(+/ *eeve -e3 '$3 -$(

#'*:e*+ '$3 .e($+ %! >/)$:? %/e+e !*3+ %!(e%/e* $%!/'% '3)%+ ' ve*.+

▸ C/3*e$4+ (*'##'%' e**!*+ 3! $!% $ee++'*< *e5e% '': !& e%/e* :$!e3(e !* 3eve!"#e$%



TEXT

UNIVERSAL LANGUAGE-LEARNINGPRINCIPLES▸ P'< '%%e$%!$ %! %/e e$3+ !& !*3+ @-+, -e*, e3 .e&!*e )$-, 3+-,

$-, -$( .e&!*e +, -e* '$3 e'% .e&!*e #!*e !* #!+%

▸ P/!$!!(' &!*#+ !& !*3+ '$ .e +<+%e#'%'< #!3e3

▸ P'< '%%e$%!$ %! %/e !*3e* !& !*3+ '$3 #!*"/e#e+

▸ Av!3 $%e**)"%!$ '3 *e'**'$(e#e$% !& $()+% )$%+

▸ U$3e*<$( +e#'$% *e'%!$+ +/!)3 .e #'*:e3 !ve*%< '$3

e'*<

▸ Av!3 e8e"%!$+

▸ T/e )+e !& (*'##'%' #'*:e*+ +/!)3 #':e +e#'$% +e$+e



UNIVERSAL LANGUAGE-LEARNING PRINCIPLES

PAY ATTENTION TO THE ENDS OF9ORDS

▸ -+, -e*, e3 .e&!*e )$-, 3+-, $-,

▸ -$( .e&!*e +,

▸ -e* '$3 e'% .e&!*e #!*e !* #!+%

▸ +$4% %Q

▸ /e*e % +Q




PHONOLOGICAL FORMS OF 9ORDS CANE SYSTEMATICALLY MODIFIED

▸ "*!$)$'%!$

▸ % $ ':e3, %':e3




PAY ATTENTION TO THE ORDER OF9ORDS AND MORPHEMES▸ T/e +%'$3'*3 !*3e* !& #!*"/e#e+ )+e3 $ '3)%

)%%e*'$e+ + "*e+e*ve3 $ /3 +"ee/

▸ SVO▸ *+% )$ve*+' !*!'*< 9!*3 !*3e* $ /3 +"ee/

*e5e%+ !*3 !*3e* $ '3)% &!*#+ !& %/e '$()'(e T

▸ +e!$3 )$ve*+' !*!'*< +%'%e+ %/'% $ e'*< +%'(e+!& 3eve!"#e$%, +e$%e$e+ %/'% 3! $!% /'ve +%'$3'*3!*3 !*3e* .e $%e*"*e%e3 )+$( +%'$3'*3 !*3!*3e*




AVOID INTERRUPTION ANDREARRANGEMENT OF LINGUISTIC UNITS▸ I$%e**)"%!$ '$3 *e'**'$(e#e$% !& %/+ &!*# "'e ' +%*'$

!$ ' /34+ "*!e++$(

▸ )$ve*+' !*!'*< +%'%e+ %/'% +%*)%)*e+ *e)*$(

*e'**'$(e#e$% !& ee#e$%+ *+% '""e'* $$!$*e'**'$(e3 &!*#

▸ >9/'% <!) '*e e'%$(Q? ve*+)+ >9/'% '*e <!) e'%$(Q?

▸ +e!$3 *e'%e3 !*!'*< +%'%e+ %/'% 3+!$%$)!)+#!*"/e#e+ '*e *e3)e3 %!, !* *e"'e3 .<, !$%$)!)+#!*"/e#e+ /e$eve* "!++.e

▸ -$( @>I e'%$( e *e'#?




AVOID INTERRUPTION ANDREARRANGEMENT OF LINGUISTIC UNITS▸ ' %/*3 '8!#, %! "*e+e*ve %/e +%*)%)*e !& %/e

+e$%e$e '+ ' !+e3 e$%%< .< +e$%e$e-e8%e*$'"'e#e$% !& $e $()+% &!*#+ @>N! e'%$( +!)"?

- >I $! e'% +!)"?

▸ &!)*%/ )$ve*+' !*!'*< +%'%e+ %/'% %/e (*e'%e* %/e+e"'*'%!$ .e%ee$ *e'%e3 "'*%+ !& ' +e$%e$e, %/e#!*e 3J)% % + &!* %/e /3 %! "*!e++ '3e)'%e<

▸ >I +' %/e #'$ /! &e 3!$? >T/e #'$ /!&e 3!$ *'$ ''<




UNDERLYING SEMANTIC RELATIONS SHOULD E

MARED OVERTLY AND CLEARLY▸ %/e, !&, '$

▸ ' /3 .e($ %! #'*: ' +e#'$% $!%!$ e'*e* &

%+ #!*"/!!(' +%*)%)*e + #!*e !.v!)+"e*e"%)'< @"'++ve +e$%e$e

▸ %/e*e + ' "*e&e*e$e &!* #'*:$( eve$ )$#'*:e3#e#.e*+ !& ' +e#'$% '%e(!*< @!ve*e8%e$+!$

#'$+, &!!%+, e$%e3




AVOID EXCEPTIONS

▸ S%'(e+ !& $()+% #'*:$( !& +e#'$% $!%!$+

1 N! #'*:$( @':

2 A""*!"*'%e #'*:$( $ ' +#' $)#.e* !& '+e+@':e3

Ove*(e$e*'B'%!$ !& #'*:$( '%/!)(/ #%e3 '$3 %/ ' +#'$)#.e* !& e8'#"e+ @e'%e3

A3)% :e +<+%e#@':e3,'%e




GRAMMATICAL MARERS SHOULDMAE SEMANTIC SENSE▸ Ove*e8%e$+!$ !& *)e+ + )+)'< #%e3 %! %/e

'""*!"*'%e +e#'$% '%e(!*<

▸ I$5e%!$' #'*:e*+ -+ e3 -$(

▸ !*3+ ', %/e, '%

▸ +).+%%)%e $ &!* '% .)% $!% $ &!* '

▸ /e$ +ee%$( '$ '""*!"*'%e #'*:e* &*!# '#!$( '(*!)" "e*&!*#$( %/e +'#e +e#'$% &)$%!$, %/e/3 %e$3+ %! *e< !$ ' +$(e &!*# @>+? &!* ")*'$+%e'3 !& >+, e+, eB, B?



ADULT CONVERSATIONAL TEACHING TECHNIUES

▸ C'*e(ve*+ )$!$+!)+< #!3&< %/e* .e/'v!*+ '+%/e /3 3eve!"+ %! *e)*e %/e /3 %! "'*%"'%e#!*e $ %/e >3'!(?

▸ C'*e(ve*+ $e %)$e %/e* '$()'(e %! ' /3 .'+e3"*#'*< !$ %/e /34+ !#"*e/e$+!$ eve '$3 +#"&< & /3 3!e+ $!% +ee# %! !#"*e/e$3



TEXT

ADULT CONVERSATIONAL TEACHING TECHNIUES▸ P*!#"%$( '$< '*e(ve* .e/'v!* %/'% *e)*e+ %/e /3 %!

*e+"!$3

▸ F-$+ !+)*e !* "/!$e# )e

▸ E%e3 I#%'%!$+ "'*e$% )e+ %/e /3 %/ >S'<?@e'*$$( #'$$e*+

▸ )e+%!$+ '3)%+ '#!+% $'%)*'< '+: <e+$! !* >/?)e+%!$+

▸ )e+%!$+ .e!#e #!*e +"e %! e'3 /3 %! +"e'$+e*



TEXT

ADULT CONVERSATIONAL TEACHING TECHNIUES▸ C!$+e)'%$( e/'v!*+ AA Re+"!$3$( e/'v!*+-

'3)%+ *e+"!$+e+ %! !**e%$!**e% /3 )%%e*'$e+

▸ E8"'$+!$ '3)% e8"'$3+ /'% /3 +'<+ - '3)%

3!e+$4% /'$(e %/e !$e"% .)% #':e+ % #!*e :e%/e '3)% #!3e

▸ E8%e$+!$ "*!v3e+ #!*e +e#'$% $&!*#'%!$ -e8%e$3+ %/e !$e"%

▸ I#%'%!$ "'*e$%+ #%'%e /34+ +"ee/-'.!)% 22W!& %/e+e '*e %/e$ #%'%e3 .< /3



TEXT

ADULT CONVERSATIONS 9ITHPRESCHOOLERS▸ T)*$'.!)%+ '$ )%%e*'$e %/'% *e+"!$3+ %! ' "*ev!)+

)%%e*'$e '$3 '+! *e)*e+ ' *e+"!$+e

▸ '3)% *e+"!$3+ %! !* #':e+ +%'%e#e$% '.!)% %/e/34+ )%%e*'$e AND #':e+ ' *e)e+% &!*$&!*#'%!$, '*'%!$, !* !$*#'%!$ %/'% +e*ve+'+ ' )e %! %/e /3 %! *e+"!$3

▸ U+e !& %)*$'.!)%+ *e'%e+ ' +e*e+ !& +)e++&) %)*$+%/'% *e+e#.e !$ve*+'%!$' 3'!(



TEXT

UNIVERSAL LANGUAGE-LEARNINGPRINCIPLES▸ P'< '%%e$%!$ %! %/e e$3+ !& !*3+

▸ -+, -e*, e3 .e&!*e )$-, 3+-, $-,

▸ -$( .e&!*e +,

▸ -e* '$3 e'% .e&!*e #!*e !* #!+%

▸ +$4% %Q

▸ /e*e % +Q

Language-learning, Teaching Processes in Young Children

Documents

Transcript of Language-learning, Teaching Processes in Young Children