eng211 Flashcards
what are the three Definitions of Learning
- Gardener Murphy
- Henry P. Smith
- Crow & crow
who states that “The term learning covers every modification in behaviour to meet environmental requirements.”
Gardener Murphy:
who states “Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as the result of experience.”
Henry P. Smith
who states “Learning is the acquisition of habits, knowledge & attitudes. It involves new ways of doing things and it operates in individuals attempts to overcome obstacles or to adjust to new situations. It represents progressive changes in behaviour.
Crow & crow
GIVE THE 10 NATURE OF LEARNING
- Learning is Universal
- Learning is through Experience
- Learning is from all Sides:
- Learning is Continuous.
- It results in Change in Behaviour.
- Learning is an Adjustment.
- It comes about as a result of practice.
- Learning is a relatively Permanent Change.
- Learning as Growth and Development.
- Learning is not directly observable.
Every creature that lives learns. Man learns most. The human nervous system is very complex, so are human reactions and so are human acquisition. Positive learning vital for children’s growth and development.
Learning is Universal.
Learning always involves some kind of experience, direct or indirect (vicarious).
Learning is through Experience.
Today learning is from all sides. Children learn from parents, teachers, environment, nature, media etc.
Learning is from all Sides
Today learning is from all sides. Children learn from parents, teachers, environment, nature, media etc.
Learning is from all Sides
It denotes the lifelong nature of learning. Every day new situations are faced and the individual has to bring essential changes in his style of behaviour adopted to tackle them. Learning is birth to death
Learning is Continuous
It is a change of behaviour influenced by previous behaviour. It is any activity that leaves a more or less permanent effect on later activity.
It results in Change in Behaviour
Learning helps the individual to adjust himself adequately to the new situations. Most learning in children consists in modifying, adapting, and developing their original nature. In later life the individuals acquire new forms of behaviour.
Learning is an Adjustment.
It is the basis of drill and practice. It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. Every time practice occurs, learning continues.
It comes about as a result of practice.
After a rat wake up from his nap he still remembers the path to the food. Even if you have been on a bicycle for years, in just a few minutes practice you can be quite proficient again
Learning is a relatively Permanent Change
It is never ending growth and development. At reach stage the learner acquires new visions of his future growth and news ideals of achievement in the direction of his effort. According to Woodworth, “All activity can be called learning so far as it develops the individual.”
Learning as Growth and Development
The only way to study learning is through some observable behaviour. Actually, we cannot observe learning; we see only what precedes performance, the performance itself, and the consequences of performance.
Learning is not directly observable
is a process which can take place at any period of one’s life.
Language acquisition
According to (?), acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication;
Krashen
is the conscious acceptance of knowledge “about” a language (i.e. the grammar or form).
Learning
(?) states that this is often the product of formal language instruction.
Krashen
is carried out in the first years of childhood and leads to unconscious knowledge of one’s native language which is practically indelible.
Acquisition
is done later (after puberty) and is characterized by imperfection and the likelihood of being forgotten. Learning leads to conscious knowledge.
Learning (of a second language)
This is the acquisition of the mother tongue. Chronology is important here (see below). The degree of competence acquired may vary from individual to individual and may be checked by later switching to another language.
FIRST LANGUAGE ACQUISITION
This is the acquisition of a second language after the mother tongue has been (largely).
SECOND LANGUAGE ACQUISITION
this is an incorrect feature in language which occurs because of the stage at which the child is at a given time (acquisition in as yet incomplete).
ERROR
Here one is dealing with a random, non-systematic and usually unpredictable phenomenon in second language learning. Mistakes are sometimes termed ‘performance errors’ to emphasize that they arise on the spur of the moment when speaking and are not indicative of any acquisitional stage.
MISTAKE
is the abstract ability to speak a language, i.e. knowledge of a language independent of its use.
COMPETENCE
is actual use of language. Its feature do not necessarily reflect characteristics of performance, for example, when one is nervous, tired, drunk one may have difficulties speaking coherently.
PERFORMANCE
- A language other than one’s native language that is being learned.
TARGET LANGUAGE
What are the 4 Language Characteristics of First Language Acquisition
- It is an instinct.
- It is very rapid.
- It is very complete.
- It does not required instruction.
This is true in the technical sense i.e. it is triggered by birth and takes its own course, though of course linguistics input from the environment is needed for the child to acquire a specific language.
It is an instinct.
The amount of time required to acquire one’s native language is quite shorts, very short compared to that needed to learn a second language successfully later on in life.
It is very rapid.
The quality of first language acquisition is far better than that of a Second Language (learned after on in life).
It is very complete.
Despite the fact many non-linguistics think that mothers are important for children to learn their native language, instruction by parents or caretakers are unnecessary, despite the psychological benefits of attention to the child.
It does not required instruction.
- This characterized by continuous exposure to language data. This data is not ordered i.e. the (child) learner is exposed to the performance of adult speakers of the language he/she is acquiring.
NATURAL
This is an intermediary type between the two just discussed and is characterized by prescriptive corrections on the part of the child’s contact persons, i.e. mother, father, etc. Corrections show the transfer of adult grammars to children whereas natural language acquisition shows the gradual approximation of the child’s grammar to the adults.
GUIDED LANGUAGE ACQUISITION
This is intervallic if not to say sporadic. Furthermore, it takes place against the background of another language, usually the first language (L1) of the learners.
CONTROLLED
It is passive subconscious, implicit knowledge, informal situation
Language Acquisition/ Acquisition
Active conscious process, explicit knowledge, formal situation
Language learning / learning
6 STAGES OF LANGUAGE
- Pre-linguistic Stage
- Babbling Stage
- Holophrastic Stage
- Two-word Stage
- Telegraphic Stage
- Multi-word Stage
typically lasts between zero and six months.
Children at this stage of development lack language development, thus they communicate through sounds.
Pre-linguistic Stage
Between the ages of 6 and 9 months, a child’s language development enters its second stage.
Children start making sounds and syllables that aren’t yet words when they babble.
Babbling Stage
typically takes place between the ages of 9 and 18 months.
By this stage, their language abilities have typically developed to the point that they can express basic demands or describe objects using a single word.
Holophrastic Stage
They group the words they picked up throughout the holophrastic stage together.
Two-word Stage
Between the ages of 24 and 30 months Children are capable of speaking lengthier phrases with more than two components
Telegraphic Stage
To better express their views, they construct increasingly difficult sentences. (30 months old)
Multi-word Stage
give the 8 Theories of The Origin of Human Language
1.1 Bow-wow Theory
1.2 Yow-he-ho Theory
1.3 Ding-dong Theory
1.4 Sing-song Theory
1.5 Pooh-pooh Theory
1.6 Goo-goo Theory
1.7 Biblical Theory
1.8 Gesture Theory
The Tower of Babel passage from Genesis tells of God punishing humanity for arrogance and disobedience by means of the confusion of tongues.
Biblical Theory
states that human language was developed from gestures that were a primitive form of communication
Gestures Theory
- This theory started when our ancestor imitating the natural sound in the environment that they accustom
Bow-wow Theory
distinguished by echoic words e.g., moo, boom, puf, blang and etc.
Onomatopoeic
- Also called as “nativistic theory”
- Conclude that speech had its meaning that make world connected in somethings
Ding-dong Theory
- Language developed from noises created during dancing or playing
Sing-song Theory
- Conclude that speech emerge by people making sound
- Grasps that speech starts with interjection like (Ouch!) means in pain
Pooh-pooh Theory
- The onomatopoeic goo-goo-gaga seems, by all accounts, to be the mix of two imitative articulation of jabbering talking.
Goo-goo Theory
- The onomatopoeic goo-goo-gaga seems, by all accounts, to be the mix of two imitative articulation of jabbering talking.
Goo-goo Theory
