Instrumental factors for successful L1
- Music
- Rhythm/Cadence
- Rhyme
- Multiple sources of input (the more the merrier)
- Comprehensible input
L1 factors that can be applied to L2
- Positive evidence
- Social contact
- Understanding of social context (language/norms)
- Low affective filter (uninhibited in interaction)
- Family environment (number of siblings, family members, support, encouragement)
How to take advantage of greater cognitive maturity of adult L2/ns
- Create a classroom environment that encourages a low affective filter
- Use the i+1 concept in order to scaffold
- Compare & contrast: “what it is not” (Khun)
- Enhanced input (colors, size, repetition, tone, volume, manipulatives)
- Input flooding (again and again)
- Adverbials are a great way to show time: “Every morning,” “Last night,” “Right now”…
- Use activities that target the 4 skills, including repetition, modeling, and practicing
- Give students the opportunity to engage in authentic conversations, reflecting the social uses of the L2 and culture
- Build upon students’ preexisting metalingual awareness and cognitive ability
Stephen Krashen’s theory:
- Comprehensible input (i+1)
- Acquisition/Learning (acquiring superior to classroom learning)
- Natural order (we acquire language rules in a predictable order)
- Monitor (related to learning, not acquisition; watchdog that can block us, or help us fine-tune)
- Affective filter (emotions, level of anxiety)
Inductive (data gatherers) v. deductive (rule learners)
R to R = response to reading
Most problematic for English learners (in order):
- Articles
- Tenses
- Prepositions
- Colocutions (e.g. make bed v. do homework)
- Phrasal verbs (e.g. put away)
A, an, the: She did classroom exercise to demonstrate a way to acquire info about articles. “Draw aaaaaaaaa….. tree.” “Draw a dog under theeeeee…. tree.” First mention/new info = a. Second mention/familiar info/unique object (e.g. the moon) = the.
She was using patterns: “brain-based” learning.
- Facts & skills embedded in stories and imagery
- Cognitive & emotional engagement
- Focal v. peripheral input