Language Learning Approaches
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According to Barcroft, there are Principles of Effective Second Language Vocabulary Instruction. Initially, introduce new words are often as you can. The more frequently language learners are exposed to foreign vocabulary; the more likely they are to remember it (Five Principles, n.d.)
When presenting new words, present them with meaning. In order for learners to successfully make the association between a foreign language word and its meaning, that meaning must be conveyed in a comprehensible manner (Five Principles, n.d.).
Do not force learning in the beginning when learning new words. Forcing language learners to rush into sentence formation can interfere with vocabulary learning during the beginning stages of acquiring a new language. Instead, learners should be given time to absorb the meanings of individual words at their own pace before being required to use them in a larger context. Language learners who take that time are far more likely to use the words correctly when they do choose to form sentences. (Five Principles, n.d.).
Another approach for learning french as a second language is to limit forced semantic elaboration during the initial stages of learning new words. A vocabulary program should also avoid other kinds of elaboration that might produce negative effects when learning new words. (Five Principles, n.d.). Learners could find it distracting or confusing when asked to perform another talk while trying to learn a language.
Finally, in addition to not forcing beginning language learners to immediately produce whole sentences, teachers should avoid putting negative connotation on words. Students may find it distracting or confusing if they are asked to perform other tasks at the same time that they are trying to commit new words to memory.
Sources:
The Five Principles of Effective Second Language Acquisition. (n.d.). Retrieved from http://www.transparent.com/about/second-language.html
Retrieved from http://www.abcteach.com/documents/clip-art-french-surprised-color-21035
When presenting new words, present them with meaning. In order for learners to successfully make the association between a foreign language word and its meaning, that meaning must be conveyed in a comprehensible manner (Five Principles, n.d.).
Do not force learning in the beginning when learning new words. Forcing language learners to rush into sentence formation can interfere with vocabulary learning during the beginning stages of acquiring a new language. Instead, learners should be given time to absorb the meanings of individual words at their own pace before being required to use them in a larger context. Language learners who take that time are far more likely to use the words correctly when they do choose to form sentences. (Five Principles, n.d.).
Another approach for learning french as a second language is to limit forced semantic elaboration during the initial stages of learning new words. A vocabulary program should also avoid other kinds of elaboration that might produce negative effects when learning new words. (Five Principles, n.d.). Learners could find it distracting or confusing when asked to perform another talk while trying to learn a language.
Finally, in addition to not forcing beginning language learners to immediately produce whole sentences, teachers should avoid putting negative connotation on words. Students may find it distracting or confusing if they are asked to perform other tasks at the same time that they are trying to commit new words to memory.
Sources:
The Five Principles of Effective Second Language Acquisition. (n.d.). Retrieved from http://www.transparent.com/about/second-language.html
Retrieved from http://www.abcteach.com/documents/clip-art-french-surprised-color-21035