Ideal Learner

Rubin defined charactaristics of ideal learner.

The person who is motivated and free is good learner, and also he should continue studying happily and seeing own and other person's speech.

Stern's list was similer, but he also mensioned that knowing strategy to get the target langage is significant.

05AA020 Narumi Ota

Theories of language acquisitions

To learn a new language, there are three stages to go though: the silent period,critical period, and the fossilization. The silent period is when the students doesn't feel comfortable to talk, therefore they just be quiet and listen (Quantitiy of intake). The critical period is when the student start to use (output) the language but the first language interferes the second language(They make therir own language:first and second language mixed;interlanguage). After they get use to the second language, the last stage fossilization comes. Fossilization is when the student reach a certain point were you can't really improve much even if you study very very hard since there are many words in English that you don't really use in daily lives.

Mari

The ideal language class

According to the studies by Long(1976), small group communicative tasks are important for the ideal language class because students get a greater quantity of talk in group tasks when you compare the language produced by student in group tasks with that produced in teacher-fronted activities. Small group tasks are more likely to facilitate acquisition and two-way tasks (all the students in a group discussion have unique information to share)stimulated significantly more modified interactions than one-way tasks(only one student has the relevant information to share). What was also founded by Doughty and Pica(1986)was that required information exchange tasks generated and stimulated significantly more modified interaction than task in which the information exchange is optional. Porter(1983) found that students get a greater quantity of talk when they get to work with other learners than with native speakers and learners do not learn errors they have because they pick up bad lingistic habits from one another.

Communicative Competence

Communicative Competence is ability/skills to communicate. There are 3 categories in it. Language is what you learn in Japanese Junior High Schools, which is memorization. Strategy is developed at University Intensive English Program, and they are basically training from qualified professionals. Fluency can be developed at Conversation Schools. You need to practice and experience using the language to develop it.

Shiho

The process of learning, teaching

Useful things for leaning are ①instruction, ②input by Krashen (reading and listening), and ③output by Swain (writing and speaking). They should be done in this order. All of them are needed for strategy training, language acquisition, and fluency development.
PPP shows good order for teaching, and it means ①presentation by teacher, ②practice input/output, such as structured drills and games which have one answer, and ③productive output, such as free communicative activities which have many answers including games and discussion. It's also good to introduce main points of the day naturally through discussion at the beginning.

０５AA００２ Shizuka Ainai

Learning grammer :form,meaning,use

Reserch has shown that teachers who focus on communicative interactions are more effective than who only do so just in order (Old style).
In teaching or learning grammer, 3 things are important, form, meaning, and use.
The meaningless drills don't help so much.
We can easy remember if we connect the form and meaning,and choose the proper one at the time.

~preposition~
FORM:on,off,in,out,,,,,
MEANING:a function word that typically combines with a noun phrase to form a phrase which usually expresses a modification or predication.
USE:You put it before a noun.

05AA024 Atsuko Okuda