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*Essential Linguistics Freeman Pdf Free Printable
*Essential Linguistics Pdf
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Up to10%cash back Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar Format: Paperback Authors: David Freeman, Yvonne Freeman ISBN10: Published: 2004-01-14 Specifications. Of course, you will get something based on the Essential Linguistics, Second Edition: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar By David E Freeman, Yvonne S Freeman ofthe book itself. Reading online book will be great experience for you.License: Creative Commons Attribution ShareAlikeContentsBook InformationBook Description
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Summary of Chapter 2: Essential Linguistics, (Freeman & Freeman, 2004).
“Even though researchers debate whether language is innate or whether humans have a special cognitive capacity for language, most researchers agree that children acquire their first language. They do this rapidly and without formal instruction…But what about written language?” (Freeman & Freeman, 2004, p. 23). This chapter is all about how written language is acquired and whether or not people can acquire a second language, and if so, to what degree and how easily. “Insights from linguistics suggest that both written and second languages can be acquired rather than learned” (Freeman & Freeman, 2004, p. 23). This is important information for the teacher because the teacher’s role in an acquisition classroom is different from the role of a teacher in a learning classroom (p. 23).
Two views of reading correspond to the distinction between learning and acquisition. “We refer to these two views as word recognition view and sociopsycholinguistic view. The word recognition view is consistent with the belief that written language must be learned. In contrast, the sociopsycholinguistic view is consistent with the claim that the ability to use written language is to some degree innate and can be acquired” (Freeman & Freeman, 2004, p. 24). Krashen (1993, 1999) “argues that people acquire the ability to read and write in the same way they acquire a first or second language, by receiving messages they understand” (Freeman & Freeman, 2004, p. 25). Following this section, there is a beneficial chart comparing the two views.
Just as two views of reading are expressed, two views of writing are available. “The two views correspond to the distinction we have made between learning and acquisition. From a learning point of view, writing, like reading, must be taught directly. From an acquisition perspective, writing, like speaking, is a form of output that reflects the language competence an individual has acquired” (Freeman & Freeman, 2004, p. 29).
Two views of how people acquire a second language are also listed within the text. The first, more traditional view is the learning view. “The goal of instruction [in the learning view] is to produce students who speak and understand the language. This is best accomplished by teaching each part of the language…directly and systematically” (Freeman & Freeman, 2004, p. 33). The second view is the acquisition view. “The goal of instruction is to enable students to use language for a variety of purposes. Student should be able to understand, speak, read, and write the language in different settings” (Freeman & Freeman, 2004, p. 33). “Even though traditional methods prevail in many classrooms, current theory supports methods based on an acquisition view” (Freeman & Freeman, 2004, p. 33).Essential Linguistics Pdf
Krashen (2003) has a theory of second language acquisition, which consists of fiver interrelated hypotheses, that is the basis for many current ESL practices. The Learning/Acquisition Hypothesis says that there are two ways of developing a second language. The learning portion occurs in a setting such as high school where one studies rules and vocabulary (as I did) and the acquisition part happens subconsciously. The learned material alone will usually not enable the student to hold a conversation with a native language speaker nor will the student retain the material they have studied if they fail to continue to use the knowledge (p. 35). “Acquisition occurs as students use language for a variety of purposes” (Freeman & Freeman, 2004, p. 35).
The Natural Order Hypothesis states “that language, both first language and second language, is acquired in a natural order” (Freeman & Freeman, 2004, p. 36). Researchers have nailed down the order in which babies acquire English. For example, babies first produce vowel sounds followed by blends with consonants that are easily formed on the lips, followed by more difficult consonant blends, and so on. Unfortunately for second language learners and their teachers, “…since language is so complex, linguists have not been able to describe the order of acquisition of the different parts of language in sufficient detail so that teachers could use the order to create a sequence of lessons that follows the natural sequence of acquisition” (Freeman & Freeman, 2004, p. 37).
The Monitor Hypothesis “helps explain the role of learning in the process of acquisition. Acquired language forms the basis for the ability to understand and produce language…Acquisition is what enables the native English speakers to tell what sounds right in the language.” (Freeman & Freeman, 2004, p. 37). “Learned knowledge also plays a role…people can use these rules [they learned] to check what they say or write” (Freeman & Freeman, 2004, p. 37). We are cautioned not to overuse the monitoring skill as we are speaking because halting speech and hesitation can occur.
The Input Hypothesis is about the comprehensible input messages that are sent to students that they understand. It is the job of the teacher to make the input comprehensible to the learner. “Krashen says that students acquire language when they receive input that is slightly beyond their current level” (Freeman & Freeman, 2004, p. 38). In other words, we must constantly challenge our students with new material that is out of the bounds of their abilities but not so far out that we lose them. It is not realistic to assume that the teacher can create this perfect learning environment for her diverse students one hundred percent of the time, but “as long as students understand most of what they hear or read in a new language, they will acquire the language” (Freeman & Freeman, 2004, p. 38). “To ensure that the input is comprehensible, teachers can use pictures, gestures, tone of voice, and hands-on activities” (Freeman & Freeman, 2004, p. 38).
The Affective Filter Hypothesis says “boredom and anxiety are affective factors that can serve as a kind of filter to block out incoming messages and prevent them from reaching the language acquisition device. As a result, even though a teacher may present a very comprehensible lesson, some students may not acquire the language of the presentation because their affective filter operates to block the input” (Freeman & Freeman, 2004, p. 39).Essential Linguistics Freeman Pdf Free Pdf
Schumann’s Theory of Second Language Acquisition takes into consideration the broader social factors that immigrants may experience that can limit or enhance their acquisition. Schumann (1978) “studied one adult immigrant whose English acquisition was very limited. Schumann found that a number of social factors helped explain the low rate of acquisition” (Freeman & Freeman, 2004, p. 40). If the immigrant is in a tight-knit community of fellow immigrants and they are self-sufficient, little contact with English speakers will be had and the result will be less incentive to acquire the language.Essential Linguistics Freeman Pdf Free Download
The Critical Period Hypothesis is regarding the rare cases of children brought up in isolation. “Such children often exhibited considerable difficulty in developing language later in life. However, in almost every case, the children have experienced physical and psychological trauma that may account for their later language learning difficulties” (Freeman & Freeman, 2004, p. 41). The belief is still that children are better able to acquire a language than adults.
