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This document discusses a reaction paper on input-oriented language acquisition intervention materials in English. It summarizes that language learning is complex and most research assumes some interventions are better than others. It also discusses how input-oriented tasks were more effective in improving language knowledge compared to output-oriented tasks. The findings indicate there may be more than three factors determining language acquisition. It suggests teachers include some word-focused tasks to help develop vocabulary knowledge which is important for reading comprehension. Finally, it states this study could lay the groundwork for more research on the effects of different language intervention materials on vocabulary knowledge.
This document discusses a reaction paper on input-oriented language acquisition intervention materials in English. It summarizes that language learning is complex and most research assumes some interventions are better than others. It also discusses how input-oriented tasks were more effective in improving language knowledge compared to output-oriented tasks. The findings indicate there may be more than three factors determining language acquisition. It suggests teachers include some word-focused tasks to help develop vocabulary knowledge which is important for reading comprehension. Finally, it states this study could lay the groundwork for more research on the effects of different language intervention materials on vocabulary knowledge.
This document discusses a reaction paper on input-oriented language acquisition intervention materials in English. It summarizes that language learning is complex and most research assumes some interventions are better than others. It also discusses how input-oriented tasks were more effective in improving language knowledge compared to output-oriented tasks. The findings indicate there may be more than three factors determining language acquisition. It suggests teachers include some word-focused tasks to help develop vocabulary knowledge which is important for reading comprehension. Finally, it states this study could lay the groundwork for more research on the effects of different language intervention materials on vocabulary knowledge.
A Reaction Paper in INPUT-ORIENTED LANGUAGE ACQUISITION
INTERVENTION MATERIALS IN ENGLISH
Language learning is probably the most complex type of learning which
human beings need to accomplish. Most research in instructed language acquisition is conducted under the assumption that some interventions are better than others. While many researchers have tended to agree that the vast majority of vocabulary is learned indirectly through reading and listening (e.g., Nagy, Herman, & Anderson, 1985). Language teachers and learners would like to know the ways that instructional programs might foster the acquisition of new words. Of primary concern to researchers and language teachers in the field of vocabulary learning is to identify those tasks that provide the best opportunity for learners to notice and elaborate on new words. The conclusion that input-oriented tasks were more effective in improving the language knowledge of learners in this study can be concluded that the input- oriented task with high involvement loads produced more effective and more durable effects. The findings indicated that there may be more than three determining factors in the language acquisition of the Grade 7 learners. The findings of this study might provide a useful tool for language instructors and educators in their selection of effective word-focused tasks. Since vocabulary is considered as one of the important components of reading comprehension ability of learners, it might be necessary for teachers to include some word-focused tasks in General English courses where the primary emphasis is placed on the knowledge of the reading comprehension, context clues and word recognition. Furthermore, the results of the current study might provide useful insights for the developers of instructional materials and curriculum designers in their selection of effective language-focused tasks in General English materials. It can hardly be denied that adequate and sufficient vocabulary knowledge leads to good comprehension. Thus, given the importance of language acquisition in the English classes, any word-focused task that helps learners to develop their vocabulary knowledge would certainly be welcomed. Language learning, whether it occurs in a naturalistic or an instructed context, is a slow and laborious process. If learners do not receive exposure to the target language they cannot acquire it. In general, the more exposure they receive, the more and the faster they will learn. How can teachers ensure their students have access to extensive input? In a language teaching context, learners can be expected to gain access to plentiful input outside the classroom. This can be achieved most easily be providing extensive reading programs based on carefully selected graded readers, suited to the level of the students. Also, ideally, if more resources are available, schools need to establish self-access centers which students can use outside class time. And finally, this study could possibly lay the groundwork for a great deal of research to touch on the effect of different language-focused intervention materials on various aspects of vocabulary knowledge. Many other questions may be raised in relation to the findings of this study.