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The Canadian Language and Literacy Research Network published a report entitled Foundations for Literacy: An evidence-based Toolkit for the Effective Reading and Writing Teacher. It is a practical toolkit helping teachers to a) understand research in order to keep informed, b) understand how children develop reading and writing skills, and c ...
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2]
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and claimed that improvement in language ability was only dependent upon acquisition and never on learning.
A synthetic language is a language that is statistically characterized by a higher morpheme-to-word ratio. Rule-wise, a synthetic language is characterized by denoting syntactic relationships between words via inflection or agglutination, with fusional languages favoring the former and agglutinative languages the latter subtype of word synthesis.
Although Swain does not claim that comprehensible output is solely responsible for all or even most language acquisition, she does claim that, under some conditions, CO facilitates second language learning in ways that differ from and enhance input due to the mental processes connected with the production of language. [2]
In a synthetic language (Latin, Arabic, Finnish) the concepts cluster more thickly, the words are more richly chambered, but there is a tendency, on the whole, to keep the range of concrete significance in the single word down to a moderate compass. A polysynthetic language, as its name implies, is more than ordinarily synthetic.
Language learning, on the other hand, is studying, consciously and intentionally, the features of a language, as is common in traditional classrooms. Krashen sees these two processes as fundamentally different, with little or no interface between them. In common with connectionism, Krashen sees input as essential to language acquisition. [4]