1. Native language
Teachers that are familiar with the sound system of a learner's native language will be better able to diagnose student difficulties. These difficulties can be overcome through a focused awareness and effort on the learner's part.
2. Age
Children under the age of puberty stand an excellent chance of "sounding like a native" if they have continued exposure in authentic contexts. However a 50-year-old language learner and a 18-year-old language learner at the same level will pronounce the L2 with a "foreign accent" therefore youth over the age of puberty has no special advantage.
3. Exposure
The quality and intensity of exposure is more important than the mere length of time. A pronunciation class that demands the full attention and interest of the students, they stand a good chance of reaching their goals.
4. Innate Phonetic Ability
Often considered "having an ear" for language. For those students that struggle should not despair since this can be overcome with effort and concentration.
5. Identity and Language Ego
Language learners will take on a second identity when learning a different language. Students need to be aware of this, not afraid of this and maintain a positive attitude toward the people who speak the target language.
6. Motivation and Concern for Good Pronunciation
Those with high motivation and concern has a direct correlation to improvement and is the strongest influence of all of the six factors listed.
http://daniel-j-stone.blogspot.com
(C) 2009
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Sunday, February 28, 2010
Analysis of Student Language Production
There are five stages in the production of language for second language acquisition. These five stages are pre-production, early production, speech emergence, intermediate fluency and advanced fluency.
Stage I: Pre-production
This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language but are parroting.
These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.
English language learners at this stage will need much repetition of English. They will benefit from a “buddy” who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long.
Stage II: Early production
This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.
Here are some suggestions for working with students in this stage of English language learning:
• Ask yes/no and either/or questions.
• Accept one or two word responses.
• Give students the opportunity to participate in some of the whole class activities.
• Use pictures and realia to support questions.
• Modify content information to the language level of ELLs.
• Build vocabulary using pictures.
• Provide listening activities.
• Simplify the content materials to be used. Focus on key vocabulary and concepts.
• When teaching elementary age ELLs, use simple books with predictable text.
• Support learning with graphic organizers, charts and graphs. Begin to foster writing in English through labeling and short sentences. Use a frame to scaffold writing.
Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom? ” ELLs will also initiate short conversations with classmates. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some simple tasks they can complete:
• Sound out stories phonetically.
• Read short, modified texts in content area subjects.
• Complete graphic organizers with word banks.
• Understand and answer questions about charts and graphs.
• Match vocabulary words to definitions.
• Study flashcards with content area vocabulary.
• Participate in duet, pair and choral reading activities.
• Write and illustrate riddles.
• Understand teacher explanations and two-step directions.
• Compose brief stories based on personal experience.
• Write in dialogue journals.
Dialogue journals are a conversation between the teacher and the student. They are especially helpful with English language learners. Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.
Stage IV: Intermediate fluency
English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English.
Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies. Students in this stage will also be able to understand more complex concepts.
Stage V: Advanced Fluency
It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning. Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.
http://daniel-j-stone.blogspot.com
(C) 2009
Stage I: Pre-production
This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language but are parroting.
These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.
English language learners at this stage will need much repetition of English. They will benefit from a “buddy” who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long.
Stage II: Early production
This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.
Here are some suggestions for working with students in this stage of English language learning:
• Ask yes/no and either/or questions.
• Accept one or two word responses.
• Give students the opportunity to participate in some of the whole class activities.
• Use pictures and realia to support questions.
• Modify content information to the language level of ELLs.
• Build vocabulary using pictures.
• Provide listening activities.
• Simplify the content materials to be used. Focus on key vocabulary and concepts.
• When teaching elementary age ELLs, use simple books with predictable text.
• Support learning with graphic organizers, charts and graphs. Begin to foster writing in English through labeling and short sentences. Use a frame to scaffold writing.
Stage III: Speech emergence
Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom? ” ELLs will also initiate short conversations with classmates. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some simple tasks they can complete:
• Sound out stories phonetically.
• Read short, modified texts in content area subjects.
• Complete graphic organizers with word banks.
• Understand and answer questions about charts and graphs.
• Match vocabulary words to definitions.
• Study flashcards with content area vocabulary.
• Participate in duet, pair and choral reading activities.
• Write and illustrate riddles.
• Understand teacher explanations and two-step directions.
• Compose brief stories based on personal experience.
• Write in dialogue journals.
Dialogue journals are a conversation between the teacher and the student. They are especially helpful with English language learners. Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.
Stage IV: Intermediate fluency
English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English.
Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies. Students in this stage will also be able to understand more complex concepts.
Stage V: Advanced Fluency
It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning. Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.
http://daniel-j-stone.blogspot.com
(C) 2009
Saturday, February 13, 2010
Language Learners: What is your level of responsibility for learning?
As language learners move from the beginner to intermediate and eventually to the advanced stages of their learning process, the responsibility for learning shifts from the teacher to the student. Setting realistic goals and understanding your level of responsibility during the learning process will allow you to think and become the second language you are striving for.
First, language learners need to set realistic goals. One of the biggest mistakes a language learner can make is to compare themselves to others and visa versa. Each person takes in and digests a second language differently therefore, we must compare ourselves to ourselves. For example, when we were a language learner in our home country, our ability was at level "X". Now, you have an opportunity to study a second language in a school environment in the country where the the language is spoken as a first language. It simply is not realistic to assume that after a period of three to six months that you will be able to speak the second language fluently. When you set goals, they have to be realistic and measurable. Set a series of short-term goals which ultimately will lead to your long-term goal. Maybe you'd like to order lunch at Subway but can't express yourself throughout the process? Find a way to get over this hurdle. Achieving this short-term goal is a boost to your confidence which is needed when you fall short on sophisticated vocabulary words, the conjugation of irregular verbs and get overwhelmed with the various grammar points. The best way to measure your knowledge in English for example is by taking the TOEFL and TOEIC tests. Be prepared to take these tests more than once to achieve the desired score and stay positive by finding success in short-term projects.
Next, as language learners, you need to understand our responsibility for learning. At the beginner level, language learners are responsible for 25% while the instructor makes up the remaining 75%. In the intermediate level, the responsibility for learning is shared at 50-50. At the advanced level, language learners are responsible for 75% while the instructor makes up the remaining 25%.
With more and more of the responsibility being bore by the the language learner, these five tips for learning a second language will allow you to fill in the gaps as you move forward with your second language.
1. Find a structured course and stick with it. Whenever I take on a student for a private lesson, the lesson usually ends with them thanking me since for the past six months, they have been studying English by themselves and learned more in a one-hour tutoring session with me than they did in those six months. The key is to have structure and a sense of purpose that is measurable and specific. For example, "I am studying English because when I take a trip this summer to Australia, I do not want to take this trip with a tour. I want to travel independently." This was the case for my adult students in Japan. Or, "I want to return to my home country and work for a foreign company and the prerequisite is to have "X" score on the TOEIC in order to be considered."
2. Find what works for you. For me, I love to travel, try different kinds of food, watch sporting events and read about historical events. By identifying my hobbies, I was able to make language learning interesting when I became burnt out on the academic portion of my language learning studies. As a result, I continued to learn and remained grounded in my second language.
3. Be "8x". Years ago, a computer's hard-drive read CDs at a certain speed. Then the next generation of computers stated that the computers could read CDs at 2x the speed, or twice as much or twice as fast. I look at many language learners who perform at 1 or 2 "x", meaning that they attend a weekly class, maybe, and do some English-related homework. This is, they think, "enough." Since the language learner's responsibility grows as they become more and more advanced, this is not enough. Therefore, we must be 8x meaning we need to take advantage of every opportunity at our disposal. Structured learning courses may have computer-based programs that will allow extra repetition in troubled areas of our learning. Study halls may be available where we can ask the instructor for one-on-one instruction is another possibility. Maybe offering to exchange an hour of English conversation for an hour of advice on traveling in your home country is another way to taking in extra instruction.
Other ways are if you ride the bus to school, ask the person sitting next to you about the recent game. Explain that you are new to the area and don't know much about the game but know that the locals follow it and you are interested. Or, if striking up conversation with strangers is not for you, listen to NPR or other local talk shows on the radio on your commute to school. Make notes and strike up conversation with your teacher. Find out the weather on the local TV broadcast before school. If you are living in your home country and doing these things aren't possible since English isn't the main language spoken, download English songs, utilize the Internet by watching English-language clips on Youtube or listen to NPR.org. Read online magazines and newspapers. Do more than just the basics. As Chuck Noll, an American Football coach of four world champion teams in the 1970s stated, "Do the basics better than everyone else." In other words, do more than just enough to get by.
4. Make Friends. When I was a language learner in Japan, it was bitter sweet to learn of Japanese people's experiences when they studied English in the US. They had amazing stories of their experiences with American roommates, some even dated Americans, while others had stories of road trips across country. But, there were many Japanese people who said that finding friends were difficult. If they were around my age, I would reply, "If you were in California, why couldn't we have met?" This was because I was the lone American invited to the International Student Association's quarterly potluck party since I would always make friends with international students on campus. One of those friends became my girlfriend which later became my wife. My wife and I were able to learn from each other's home cultures and each other's languages. Now, in my late 30's I remain grounded in my second language as my goal is to express myself to my in-laws and have the opportunity with weekly Internet calls courtesy of Skype.
5. Never Give Up. The best tip is saved for last. Think for a moment about the size of the mountain you're considering to climb when you begin study a second language. One of my favorite saying that I learned in Japan is, "If we fall down seven times, we get up eight times." The key is to follow through and be aware of your goals. I suggest you write your realistic goals down with the date so that you can measure your progress. By doing these things you'll be satisfied with your language learning progress.
In conclusion, don't give up, remain perseverant to get through the baptism of fire of language learning. Keep goals realistic, measurable and understand the responsibility for language learning. Maintain structure, find a plan that works for you, be proactive, make like minded friends and never give up.
Daniel Stone has been a language learner of Japanese since the mid 1990s when he was a US service member serving at Fleet Activities in Yokosuka City, Kanagawa, Japan. Since then, he worked his way through college with financial assistance from the Montgomery GI Bill and earned his bachelor's degree one month before his 30th birthday. At 31, he began his formal language learning in Japan at Bunkyo University in Koshigaya City, Saitama, Japan. Although he fell short of his goal of passing the Japanese Language Proficiency Test in 2006, he remains active with Japanese and English Language Learners as an instructor for international students with conditional acceptance to American universities in his home state of South Carolina.
http://daniel-j-stone.blogspot.com
(C) 2009
First, language learners need to set realistic goals. One of the biggest mistakes a language learner can make is to compare themselves to others and visa versa. Each person takes in and digests a second language differently therefore, we must compare ourselves to ourselves. For example, when we were a language learner in our home country, our ability was at level "X". Now, you have an opportunity to study a second language in a school environment in the country where the the language is spoken as a first language. It simply is not realistic to assume that after a period of three to six months that you will be able to speak the second language fluently. When you set goals, they have to be realistic and measurable. Set a series of short-term goals which ultimately will lead to your long-term goal. Maybe you'd like to order lunch at Subway but can't express yourself throughout the process? Find a way to get over this hurdle. Achieving this short-term goal is a boost to your confidence which is needed when you fall short on sophisticated vocabulary words, the conjugation of irregular verbs and get overwhelmed with the various grammar points. The best way to measure your knowledge in English for example is by taking the TOEFL and TOEIC tests. Be prepared to take these tests more than once to achieve the desired score and stay positive by finding success in short-term projects.
Next, as language learners, you need to understand our responsibility for learning. At the beginner level, language learners are responsible for 25% while the instructor makes up the remaining 75%. In the intermediate level, the responsibility for learning is shared at 50-50. At the advanced level, language learners are responsible for 75% while the instructor makes up the remaining 25%.
With more and more of the responsibility being bore by the the language learner, these five tips for learning a second language will allow you to fill in the gaps as you move forward with your second language.
1. Find a structured course and stick with it. Whenever I take on a student for a private lesson, the lesson usually ends with them thanking me since for the past six months, they have been studying English by themselves and learned more in a one-hour tutoring session with me than they did in those six months. The key is to have structure and a sense of purpose that is measurable and specific. For example, "I am studying English because when I take a trip this summer to Australia, I do not want to take this trip with a tour. I want to travel independently." This was the case for my adult students in Japan. Or, "I want to return to my home country and work for a foreign company and the prerequisite is to have "X" score on the TOEIC in order to be considered."
2. Find what works for you. For me, I love to travel, try different kinds of food, watch sporting events and read about historical events. By identifying my hobbies, I was able to make language learning interesting when I became burnt out on the academic portion of my language learning studies. As a result, I continued to learn and remained grounded in my second language.
3. Be "8x". Years ago, a computer's hard-drive read CDs at a certain speed. Then the next generation of computers stated that the computers could read CDs at 2x the speed, or twice as much or twice as fast. I look at many language learners who perform at 1 or 2 "x", meaning that they attend a weekly class, maybe, and do some English-related homework. This is, they think, "enough." Since the language learner's responsibility grows as they become more and more advanced, this is not enough. Therefore, we must be 8x meaning we need to take advantage of every opportunity at our disposal. Structured learning courses may have computer-based programs that will allow extra repetition in troubled areas of our learning. Study halls may be available where we can ask the instructor for one-on-one instruction is another possibility. Maybe offering to exchange an hour of English conversation for an hour of advice on traveling in your home country is another way to taking in extra instruction.
Other ways are if you ride the bus to school, ask the person sitting next to you about the recent game. Explain that you are new to the area and don't know much about the game but know that the locals follow it and you are interested. Or, if striking up conversation with strangers is not for you, listen to NPR or other local talk shows on the radio on your commute to school. Make notes and strike up conversation with your teacher. Find out the weather on the local TV broadcast before school. If you are living in your home country and doing these things aren't possible since English isn't the main language spoken, download English songs, utilize the Internet by watching English-language clips on Youtube or listen to NPR.org. Read online magazines and newspapers. Do more than just the basics. As Chuck Noll, an American Football coach of four world champion teams in the 1970s stated, "Do the basics better than everyone else." In other words, do more than just enough to get by.
4. Make Friends. When I was a language learner in Japan, it was bitter sweet to learn of Japanese people's experiences when they studied English in the US. They had amazing stories of their experiences with American roommates, some even dated Americans, while others had stories of road trips across country. But, there were many Japanese people who said that finding friends were difficult. If they were around my age, I would reply, "If you were in California, why couldn't we have met?" This was because I was the lone American invited to the International Student Association's quarterly potluck party since I would always make friends with international students on campus. One of those friends became my girlfriend which later became my wife. My wife and I were able to learn from each other's home cultures and each other's languages. Now, in my late 30's I remain grounded in my second language as my goal is to express myself to my in-laws and have the opportunity with weekly Internet calls courtesy of Skype.
5. Never Give Up. The best tip is saved for last. Think for a moment about the size of the mountain you're considering to climb when you begin study a second language. One of my favorite saying that I learned in Japan is, "If we fall down seven times, we get up eight times." The key is to follow through and be aware of your goals. I suggest you write your realistic goals down with the date so that you can measure your progress. By doing these things you'll be satisfied with your language learning progress.
In conclusion, don't give up, remain perseverant to get through the baptism of fire of language learning. Keep goals realistic, measurable and understand the responsibility for language learning. Maintain structure, find a plan that works for you, be proactive, make like minded friends and never give up.
Daniel Stone has been a language learner of Japanese since the mid 1990s when he was a US service member serving at Fleet Activities in Yokosuka City, Kanagawa, Japan. Since then, he worked his way through college with financial assistance from the Montgomery GI Bill and earned his bachelor's degree one month before his 30th birthday. At 31, he began his formal language learning in Japan at Bunkyo University in Koshigaya City, Saitama, Japan. Although he fell short of his goal of passing the Japanese Language Proficiency Test in 2006, he remains active with Japanese and English Language Learners as an instructor for international students with conditional acceptance to American universities in his home state of South Carolina.
http://daniel-j-stone.blogspot.com
(C) 2009
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