Learning Words & Learning Grammar

Hello everyone!!! Welcome back to my blog. Here is I would like to share to all of you about Learning Words & Learning Grammar. Hope you enjoy it.

Learning Words

Vocabulary development is about learning words, but it is about much more than that. Vocabulary development is also about learning more about those words, and about learning formulaic phrases or chunks, finding words inside them, and learning even more about those words. Even the idea of what counts as a ‘word’ starts to become confused when linguists try to produce watertight definitions. Commonly, we will start from words in the recognition that infants, children and adults talk about ‘words’ and think in terms of a word as a discrete unit. Sometimes children will ask about particular word means or how to say a word by using foreign language and learning to read etc.

Content and function words need different teaching approaches. While the meaning of content words can be explained and talked about, it is very difficult to do this with function words. Usually, children can learn function word incidentally, with a range of different discourse contexts, rather than by using explanation.

Vocabulary needs to be met and recycled at intervals, in different activities, with new knowledge and new connections developed each time the same words are met again. Looking at the five steps, we can see that each ‘step’ is in fact something that needs to happen over and over again, so that each time something new is learnt or remembered. Nation (1990) suggests that a new word needs to be met at least five or six times in a text book unit before it has any chance of being learnt. I am emphasising the need for words to recur, not just in a unit, but across units or chapters, and across levels and years. This method is really important for young learners. Most of them maybe still kids and they want some their toys like doll, robot, etc. kinds of childish things, but that will be useful later.

Learning Grammar

Without the grammatical structure it was very big in his language resources, the child could not tell me all he knew about his dinosaur. With the adjective big, he could begin to express his knowledge, but he needed more to express meaning precisely. By learning grammar, this is will helping about language resources and communicative possibilities.

To teach a language to non-native speakers, we need to stop it, to fix it so that we can understand it as a more static set of ways of talking, and break it into bits to offer to learners. Breaking a language into word-sized bits produces ‘vocabulary’, finding patterns in how words are put together produces ‘grammar’. English has a pattern, for example like most native speakers expresses the idea of intensification by placing the adjectives. These patterns are called ‘rules’, we should notice that patterns rules in so far as they describe what people usually do rather than being like ‘school rules’ that teachers ensure are obeyed.

Cognitive psychology suggests that our brains/minds work always with a limited amount of attentional capacity (or mental attention) that is available to concentrate on getting a task achieved. When that task is communicating an idea or message through the foreign language, then it seems that finding the right words takes up attention early on, but that, once those words or chunks are well known, using them takes up less capacity, and attention is freed for grammar. This will be a repeating process of moving from lexis to grammar, as language resources get gradually more extensive. A social factors, the actual need for grammar to communicate. If you can get a message without grammar, a very knowledge of a language makes it possible to buy food in foreign shop.

Learning The Spoken Language

Well hello everyone!!! Welcome back to my blog. Herewith I share to all of you (readers) about Learning The Spoken Language. Thank you!!!

Turns to meaning in discourse; a child’s search to find meaning in language can drive language learning but will need support from the teacher. The differing demands of speaking and listening as a discourse participant are set out. The talk of pupils and teacher on a classroom task is analysed in some detail, using the concepts of demand and support. The children have to find out the meaning of the language that they learnt before. This learning also to explore the discourse skills that we might expect from the child. Teacher using a game for activity in classroom can support children’s discourse skills development. For example make a short language practice activities that can be developed children’s skills.

The second use of discourse is in contrast to sentence, when it refers to a piece of language longer than the sentence. The sentence has traditionally been taken as a basic unit for grammatical analysis, broken down into clauses, phrases and then words. Discourse is not about paragraphs or books etc, but when we talk about spoken language, discourse in this sense refers to conversation or to larger units of talk, such as stories or songs.

Donaldson’s work with children taking part in experimental tasks showed how they use their experience of intention and purpose in human activity to make sense of what they are required to do. As human beings, we are driven by a need to ‘make sense’ of, and to, other people. In what has been described as ‘an innate drive for “coherence”, children cope with the continual novelty of the world by seeking sense, bringing all they know and have already experienced to work out a meaning in what someone says to them or in what they see happening. By adding the evidence to support the idea that children are not able to make coherent sense of those events but seem to see them as bewilderingly unconnected. Using first language is driven by socially-motivated search for understanding and a need to share understanding.

By this learning spoken language, we can take that learning language is important. Moreover we learn this since early stage. So that we can use this method when in high school or college. We understand easily.

 

 

Learning Language Through Tasks and Activities

Hello friends. Welcome back to my blog. As you can see that you will read this about Learning Language Through Tasks and Activities. Are you curious about this? Let’s check this out.

Classroom tasks and activities are seen as the ‘environment’ or ‘ecosystem’ in which the growth of skills in the foreign language takes place. Teacher give a tasks for students through their environment. How the way they can solve their problem through their environment. You can learning by the environment. Environment can make you learn about the environment itself. Especially young learners have to do a make sense answer the task. Young learners have to be active in their environment, try to find out what happen in their environment. Young learners work hard to make sense what teachers ask them to do and come to tasks with their own understandings of the purposes and expectations of adults. Most of child can solve their problem by themselves. Sometimes child got anxious when they understand what their teacher teach to them, they can’t explain to their teachers. For example, they may pick out and repeat key words from the teacher’s language, giving an illusion of understanding, or they may persevere with a writing or matching task without really understanding what they are doing.

Young learners have to understand about language also. They have to speak activity by the language what they learnt. Especially have to learn about foreign language. Practicing in writing, speaking, reading, listening etc. Pupils are required to make up sentences using vocabulary and grammar they have already learnt and the particular objective is to practise structures like on Thursday Afternoon with the past tense, which has been focused on in preceding activities. They have to use activities that familiar to them. Teachers should know what are their skills in learning foreign language, because teachers also have to know about what the goal when they teach a foreign language to the students, so that it can take a learner’s perspective on the text and visuals. For example, as adults, we know this convention and use it automatically; children may not know the conventions so well, and graphical information may not be accessed as easily by children.

When we learn about the task that we have to do, we has a provided support. Should have a structure of the grid supports concepts, by using a graphical way of representing times of day and avoiding the need to do this through language. The learners have to explain what they are got from the task that they did. Teachers try to use what the students can already do to help them master new skills and knowledge, or try to match tasks to children’s natural abilities and inclinations.

Although learners can do the task and whether they learn anything by doing it, depends not just on the demands or on the support, but on the dynamic relationship between demands and support. Learners also need for their language and cognitive development. Sometimes students just do the task as well as they can, using what they know to complete the task but not using the language intended.

If learners have too much provided support, they will not be stretched. But that it can make a learners uncomfortable to doing the task. It so much support to understanding that the learners do not need to think about the foreign language or to use more than just single words.

I think all of these are important to be learnt. Because as we know that foreign language, especially international language is English have to learn that to develop or increase our skill in English. Our activities are also to be in English. Tasks or assignment also, like in book, when there are some tasks or assignment there, we can answer it. Don’t be afraid if your grammar is wrong, we learn, so that when we learn more then we can do that every time that we want. When we meet a foreigner, we can be their guide when they vacation in our country or city. We can improve our skill with making a conversation with them. We also can make a friend with them, share contact number each other or social media, so that when they back to their country, we can keep in touch with them. Learners also have to confident when talking to foreigner or native. They will understand what are you saying to them. Comfortable to use English every day.

Children Learning a Foreign Language

Well hello peopleee!! How was your day? How are you doing? Me? I’m really good lol.

We are going to talk about Children Learning a Foreign Language.

We talk from the topic Taking a Learning-Centred Perspective that there is a different between teaching a foreign language to children and adults. We know that children are having a high curiosity and really interest to know what happen in their environment. When the teacher teach them but the teacher make a game so that they will understand the lesson. That makes them interest to learn. But some children are difficult to follow the lesson, so that some teachers using a game’s method. The teachers are also can see the characteristic of their children. When the teachers teach the adults, teachers will know the characteristic of the students and when teachers teach adults, a lot of them will not interest. As we know in this era, people are doesn’t care about their environment nor in the campus or the class. But some adults understand about what their teacher tell the lesson.

Constructing a theoretical frame-work for teaching foreign languages to children. In deciding what a teacher can do to support learning, we can use idea that the adult tries to mediate what next it is the child can learn. Some students interest to learn about foreign language. So that teachers will easy to learn them who interest to the lesson. Because some of them like to learn foreign language, they will using the foreign language in their daily life. I really agree with this. But some students are also doesn’t like to learn foreign language. Perhaps they love to learn and using their local language or they doesn’t like the way the teacher teach them.

Transferring to the language classroom, we can see how classroom routines, which happen every day, may provide opportunities for language development. One immediate example would be in classroom management, such as giving out paper and scissors for making activities.

I have an experience when I as a learner, I doesn’t like the way teacher taught the students. That is when I’m in elementary and junior high school. But when I’m in senior high school, I really like the way teacher taught the students. Because my teacher using a game to teach the students. At that moment, I would like to join the English competition and my teacher also recommend me to join the competition. I was really excited because all of my friends, teachers and family are allowed me to join the competition even though I will not winning the competition but they were supporting me.

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Here’s my teacher who taught me English and until now I really like the way he teach us.

Wonder Movie

When I watched the movie, I felt sad because Auggie have a different face. When Auggie start going to school, all the students at his school were staring at him like Auggie was disgusting and not worthy of being a friend, until a boy wanted to be his friend, the boy is Jack Will. But when their school celebrate the halloween party, Jack said to another friend that Auggie was ugly and Auggie heard when Jack said like that.  Then Auggie didn’t want to be Jack’s friend anymore, until Jack felt like there was a different with Auggie and Jack asked Auggie what happened with Auggie? Then Jack said sorry to Auggie and they were be a friend again. And Auggie have a sister, her name is Via and Via have a friend, she is Miranda. Via and Miranda college in same university but Via felt like Miranda had a different behavior. Until Via met a boy who wanted to be her friend, then Miranda was feel sorry because she ignored Via. Then they be a friend again. Via felt jealous when her parents just focused on Auggie because Auggie should have attention more from his parents but that’s not a problem for her because Via really love her brother.

Pros and cons from this movie, I really agree when Via jealous because her parents just focused with her brother but she was fine because she was really love her brother. I disagree when Auggie’s friend because he was say that Auggie is ugly and Auggie was feel sad directly.

Based on the movie, I have an experience that my best friend said to another friend that I not worth to be a friend and so on, and when I heard it, I was feel really sad, because she is my best, why you did that to me? The value that I get is I have to forgive my friend although they were evil to me, but I don’t want have an enemy, I just want make a friend.

My favorite actors and actress there are Auggie and Via, because Auggie have a lot of patient when his friends were bullying him, and also Via she is really kind, she forgive her friend although her friend was evil to her.

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Experiences of Studying About Cross Cultural Understanding

When the first I was studying Cross Cultural Understanding I think this course is difficult to learn, but after along I studying this course, evidently this course is really fun to learn. Why? Because I was feel like I’m traveling around the world lol. Because CCU learning about all countries like make a friend with different countries and also cultures like this photo.images.jpeg-5.jpg

And I have friend also from different countries like from USA, Canada, New Zealand, Germany, and so on. So, I really love learning Cross Cultural Understanding.

Reading Project

hello fellas! come back to me, Natasya!

how are you fellas? i think you’re fine so far:)

i want to tell you about my experience to do this reading project.

i’m from Awesome Team. there are 5 members in our team. there are Melisa, Evan, Lusi, Juita and me. before we did our reading project, we are literally confused because we didn’t know we have to did our reading project to whom? first, we think that math teaching study program class batch 2017 can be our client lol but we failed because we didn’t have a time, same with math class batch 2017, and we are confused again. we keep find people around us, who will be our client? finally, we got our client! oh i’m so excited! our client is english teaching study program batch 2016. oh my god i extremely excited! this is the photo when i did our reading project.

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and after we did our reading project, we took a picture together. this is the photo.

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ok fellas, this is my experience. how about you? by the way, thank you for reading my blog, fellas! have a great day!:)