English as a Second Language, Part 7
Question 1: Describe models of second language learning: input hypothesis.
Answer 1: The input hypothesis is another one of Stephen Krashen’s models of second language acquisition. According to this model, individuals need to be given information slightly above their ability level in a given language. As the individual acquires the ability to understand the given material, the level should be raised. In order for acquisition to be possible at all, the learner needs to understand the majority of what he or she is hearing. However, the addition of a small amount of incomprehensible information will encourage the listener to continue expanding his or her vocabulary and overall sense of grammatical structures. The input hypothesis can spell trouble for children in bilingual classes, because it is very difficult to set instruction level at the appropriate point for each child. It is for this reason that self-instruction techniques like reciprocal teaching and scaffolding are essential parts of practice as a bilingual teacher.
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Question 2: Describe models of second language learning: Monitor hypothesis.
Answer 2: The Monitor hypothesis explains how learning grammatical rules affects language acquisition. According to this hypothesis, when an individual learns the rules of grammar, he is able to consciously monitor the discourse he hears in the future. Over time, learning these rules of grammar encourages the individual to refine and polish his speech. Individuals will use grammatical rules in order to monitor their speech to a greater or lesser degree depending upon temperament. Krashen found that extroverted individuals tend to ignore the rules of grammar and simply plunge ahead, while introverted individuals strive for perfection in their speech. Most language experts agree that the basic rules of grammar will be unconsciously acquired over time regardless of whether they are ever explicitly learned. However, the Monitor hypothesis indicates that it can be helpful to learn these rules as a part of second language training.
Question 3: Discuss strategies for teaching ESL: grammar-translation approach.
Answer 3: For most of American history, second languages were taught according to the grammar-translation approach. This method of instruction still persists in some ESL classrooms. In this format, lessons are taught almost exclusively in the primary language of the students. There is very little active use of the target language. Vocabulary is taught in list format, and students are provided with detailed explanation of grammatical rules. From close to the beginning of a course of study, students will be required to read complex and advanced texts. These attacks, however, are primarily studied for their grammatical structures rather than for their specific content. There is very little attention given to spoken forms of the language, and almost no instruction in pronunciation is given. Almost all work in the class involves translating sentences from one language to the other.
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