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8/10/2019 20807 Language Acquisition
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TABLE OF CONTENTS
• A Brief Introductory History
• Language Acquisition
• Language Learning
• LA vs. LL• LA, LL & the Nature of
Language
• Monitor & Level ofIrregularity
• Spelling-PronunciationCorrespondence
• Word Stressing
• Monitor & Personality
CONTENTS
• Phonetic Signaling
• The Age Factor
• Native vs. Non-NativeTeacher
• Group Size
• Final Conclusions
• Appendix• My Acquisition
• My Wife’s Acquisition • My Daughter’s Acquisition
• Language Living-LearningCenters
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The Grammar-Translation Method, based onlanguage analysis, predominated until themiddle of the 20th century.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
O estudo de línguas estrangeiras, principalmente para fins de traduzirtextos bíblicos, existe desde a antiguidade.
A metodologia baseada no estudo da gramática e no exercício datradução predominou até a metade do Século XX.
The study of secondlanguages, mainly forthe purpose of scripturetranslation, has existed
for many centuries.
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A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
Up to the 1950s From the 1950s to the 80s From the 1990s on
Grammar-Translation(written language analysis)
(language learning)
Audiolingual Approach(spoken language analysis)
(language drilling)
Communicative Approaches(language in use)
(language acquisition)
The audiolingual approach in the 50s was a reaction
against the grammar-translation tradition. It wasbased on the then prevailing theories ofstructuralism and behaviorism.
Structuralism is a theoryin linguistics that refers tothe analyses of the targetand native languages interms of phonology andgrammar to direct thedesigning of teachingmaterials.
Behaviorism is a theoryin the field of learningpsychology according towhich learning is habitformation based onimitation, repetition andnegative or positivereinforcement.
A abordagem áudio-oraldos anos 50,fundamentada nas teoriasdo estruturalismo e docomportamentalismo, seconstituiu numa reaçãocontra o tradicional estudode gramática e tradução.
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Based on new theories, Second Language Acquisition (SLA) is a movement initiated in the1970s against the tradition of grammar study andalso in opposition to the excessive oral drilling androte memorization of decontextualized languageas proposed by the audiolingual approach.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
Novas teorias a partir da década de 1970 dão origem a um movimento emfavor da assimilação natural de línguas estrangeiras, contra a tradição doestudo de gramática e também contra a excessiva repetição mecânica edecoreba de frases descontextualizadas proposta pela abordagem áudio-oral.
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LANGUAGE ACQUISITION
Language acquisition is the product ofreal interactions between people inenvironments of the target language andculture, where the learner, as an activeplayer, develops his communicative ability.
Assimilação natural de línguas é fruto de convívio humano,de situações reais de interação em ambientes da língua-alvo e sua cultura, onde o aprendiz, como protagonista,desenvolve sua habilidade comunicativa.
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LANGUAGE ACQUISITION
A common example of second language
acquisition are the adolescents andyoung adults that live abroad for a yearin exchange programs, often attainingnear native fluency, while knowing littleabout the language. They have a goodpronunciation without a notion ofphonology, don't know what the perfecttense is, modal or phrasal verbs are,but intuitively they recognize and knowhow to use all the structures.
Exemplo comum delanguage acquisition
são os adolescentes e jovens adultos queresidem no exteriordurante um anoatravés de programasde intercâmbio cultural,atingindo um grau de
fluência na línguaestrangeira próximo aoda língua materna,porém, na maioria doscasos, sem nenhumconhecimento arespeito do idioma.
Não têm sequernoções de fonologia,nem sabem o que é
perfect tense, verbosmodais, ou phrasalverbs embora saibamusá-los intuitivamente.
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LANGUAGE LEARNING
Language learning refers to the analysisand study of the language as a system,primarily in its written form. The objectiveis to understand the structure of thelanguage and produce knowledge about it.
LANGUAGE LEARNINGESTUDO FORMAL
Language learning refere-se à análise e ao estudo formal dalíngua como um sistema e principalmente na sua forma escrita.O objetivo é entender sua estrutura e produzir conhecimento.
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It has been thetraditional approachto the study oflanguages for
centuries and is stilltoday practiced inhigh schoolsworldwide.
LANGUAGE LEARNING
Esta tem sido a abordagem tradicional ao ensino de línguas estrangeiras,há séculos, e continua sendo adotada no Ensino Médio de muitos países.
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LANGUAGE LEARNING
This is language learning.
But in face ofthe complex-ity and irreg-ularity of the
languages, itoften leads tonowhere.
Mas face à complexidade e à irregularidade das línguas, oestudo da gramática normalmente não produz resultado.
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LANGUAGE LEARNING
The many graduates in Brazil
with arts degrees in English areclassic examples of languagelearning. They are certifiedteachers with knowledge aboutthe language and its literature but
able to communicate in Englishonly with poor pronunciation,limited vocabulary and lackingawareness of the target culture.
Exemplo clássico de language learning são os inúmeros graduadosem letras, com conhecimento sobre a língua e sua literatura, jácredenciados, porém ainda com claras limitações em se comunicaremna língua e na cultura que teoricamente poderiam ensinar.
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To understand better how theconcepts of acquisition andlearning can affect languageteaching, we need to look atthe nature of language first.
ACQUISITION vs. LEARNING
Para melhor entendermos as implicações dos conceitosde acquisition e learning no ensino de línguas, devemosprimeiramente considerar a natureza das línguas.
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Ao contrário das ciências exatas, línguas são sistemas oraiscomplexos, criativos, arbitrários, irregulares, mostrando umacentuado grau de tolerância a variações, repletos deambiguidades e em constante mutação aleatória.
THE NATURE OF LANGUAGE
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
In contrast to natural sciences,languages are complex , arbitrary ,
i r regular speech systems, full ofambigui t ies , in constant randomand uncontrollable evolution.
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What happens in fact is theopposite: to understand thefunctioning of a languagewith its irregularities is aresult of being familiar with it.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
O que ocorre na verdade é uma dependência contrária: compreendero funcionamento do idioma como um sistema e conhecer suasirregularidades, depende de familiaridade com o mesmo.
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Grammar, word choiceand pronunciation will be
employed appropriately ifit “sounds” right.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Gramática e pronúncia corretas, bem como uso eficazde vocabulário ocorrerão como resultado do “soar bem”.
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Accuracy is a result ofexposure to accurate language.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Falar bem é resultado de contato com a línguabem falada.
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But what if the target language is Englishand the learners are Brazilian?
MONITOR & LEVEL OF IRREGULARITY
Mas se a língua a ser aprendida for inglês e osalunos forem brasileiros?
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How irregular is English?
MONITOR & LEVEL OF IRREGULARITY
Qual o grau de irregularidade do inglês?
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SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
How many possible interpretations are therefor the vowel grapheme “i” ?
A. TwoB. Three
C. Four
D. Five
E. Six
“i” six 1. // as in elite, machin e, pizza, ski
2. // as in bit , his, in, l iquo r
3. // as in bite, nigh t, pol i te
4. // as in boy, no ise, toi let, vo id
5. // as in bird , f irm , penci l
6. /mute/ as in fru it , su itcase, parl iament,
sovere ignty
In Spanish one; in Portuguese one
A letra “i” corresponde a 1 único
som em espanhol e em português(ex.: vida, igreja). Quantasinterpretações ela tem em inglês?
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SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
In how many different ways can we pronouncethe consonant grapheme “s” ?
A. TwoB. Three C. FourD. Five
“s” five 1. // as in basic , past , say
2. // as in because, rose
3. // as in sugar, su re
4. // as in casual, usually, televis ion
5. /mute/ as in aisle, island
In Spanish one; in Portuguese two
A letra “s” corresponde a 2 sons
em português (ex.: sala, casa) e1 único som em espanhol (ex.:sol, casa, más). Quantasinterpretações ela tem em inglês?
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SPELLING-PRONUNCIATION CORRESPONDENCE
The frustration of the EFL learner never ends:
1. bough // 2. cough // 3. dough // 4. rough // 5. through //
6. h iccough //
A frustração parece não ter fim, como pode-se constatar neste exemplo clássico.
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SPELLING-PRONUNCIATION CORRESPONDENCE
Spanish shows a higher degree of regularity when compared
to English, especially in its almost perfect correspondencebetween the written language and its pronunciation.
Therefore, when interpreting Krashen's theory we can
logically infer that his belief on the superiority of
acquisition over learning would be more emphatic if the
object of study and analysis had been English as the
target language instead of Spanish.
Espanhol mostra um grau de regularidade superior ao do inglês,
principalmente na quase perfeita correlação entre pronúncia e ortografia,onde uma é a representação quase perfeita da outra.
Portanto, ao interpretarmos a teoria de Krashen, podemos deduzir
que seus argumentos sobre a superioridade de acquis i t ion seriam
mais concludentes se a língua-alvo de seus estudos tivesse sido
inglês, em vez de espanhol.
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If learners internalize new words withthe wrong stress pattern, not only theirspeech may become unintelligible but
also they may fail to recognize thatword when they hear it.
WORD STRESSING
Se aprendizes assimilarem palavras novas comacentuação tônica errada, não só terão dificuldades emse fazerem entender, como também terão dificuldadesem reconhecer essas palavras quando as escutarem.
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Words in Portuguese (as well as in Spanish) are stressed
predominantly on the one before the last syllable, andwhen they are one of the other two options, often there is agraphic accent to indicate so.
WORD STRESSING
PORTUGUESE
Oxítonas(stress on the last syllable) café, estudar ,computador , avião
Paroxítonas
(stress on one before the last)casa, modelo, bonito,cadeira
Proparoxítonas
(stress on two before the last) fí gado, metrópole,hemofí lico
Palavras em português (e espanhol) são normalmente paroxítonas,quando forem oxítonas, frequentemente terão acentuação gráfica e,quando forem proparoxítonas, sempre terão acentuação gráfica.
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What about English?
WORD STRESSING
E como será o inglês?
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PORTUGUESE ENGLISH
Oxítonas
(stress on the last syllable) café, estudar ,computador , avião
hotel , cont ro l , pol ice ,improve , ex change *
Paroxítonas
(stress on one before the last)casa, modelo,bonito, cadeira
ta ble, v i deo, En glish,impo r tant, un i ted, evolu tion
Proparoxítonas
(stress on two before the last) fí gado, metrópole,hemofí lico
ex cellent, hos pital,gov ernment, photo grapher
Stress on t hree before the
last
----app ro ximately, sig n if icantly,
intel ligible, ob jec tionable Double stress
----char acter is tic, ca tegor y,ne cessar y, d ic tionar y
* only two-syllable words
English, on its turn, has five possibilities of
word stress, none is predominant, and thereis no graphic indication whatsoever.
WORD STRESSING
Palavras em inglês, por sua vez, apresentam cinco possibilidades de acentuação tônica,sendo que nenhuma é predominante e não existe na língua qualquer indicação ortográfica.
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MONITOR & LEVEL OF IRREGULARITY
ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO THE LEVEL OF LANGUAGE
IRREGULARITY
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Conclus ions:
MONITOR & LEVEL OF IRREGULARITY
1. If we want to “learn” about a language,
we have to “acquire” it first.
2. The more irregular the targetlanguage, the more limited the
result of studying it.
Para se aprender a gramática de uma língua, é preciso primeiramentesaber falar esta língua.
Quanto maior a irregularidade da língua-alvo, tanto menor a
utlidade de se estudá-la.
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MONITOR & PERSONALITY
The effect of grammar knowledge on
a person's communicative skillsdepends significantly on that
person's personality.
MONITOR AND LEARNER’S PERSONALITY
O efeito do conhecimento gramatical sobre a habilidadecomunicativa da pessoa dependerá muito da característicade personalidade de cada um.
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MONITOR & PERSONALITY
Introverts, who normally lack self-confidence and often are perfectionists, willbenefit little from understanding the grammar
of the language and its irregularities. Theresult can be even adverse, in the case oflanguages with a high degree of irregularitysuch as English.
INTROVERTS
Pessoas que tendem à introversão, à falta de autoconfiança ou aoperfeccionismo, pouco se beneficiarão de conhecimento da estrutura dalíngua e de suas irregularidades. O efeito pode até ser adverso, no casode uma língua com alto grau de irregularidade como o inglês.
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MONITOR & PERSONALITY
After years of English learning in high school (grammar-translation) and language schools (audio-lingual), wherenatural deviations are classified as errors and are promptlycorrected and repressed, the student who isinsecure by nature may develop a mentalblock that discourages spontaneity due tohis awareness from experience that there isa high probability of making a mistake.
Com pouco contato com a língua falada e depois de anos de inglês inspiradoem learning no ensino médio e em alguns cursos livres, onde desvios naturaisde linguagem são classificados como "erros" e prontamente corrigidos ereprimidos, o aluno adquire consciência da alta probabilidade de se cometererros com a língua. Para aqueles que por sua natureza são inseguros, istopode se transformar num bloqueio que compromete a espontaneidade.
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In my case, I had a hard time becoming fluent in the second language becauseof the interference of two factors. The first factor was learning strategy, whichwas translating (L2 to L1 to L2 again) due the fact that my foreign languageclasses focused on the Grammar-Translation method. It was slow and causedme a lot of headaches and frustration. Then later I spent a whole year translatingwhile I was an exchange student. The second interference was low self-esteem,the belief of not being able to produce L2, due to the oppressed education Iexperienced in undergraduate school in Brazil. Professors believed that lowgrades reflect a hard school (meaning "good"), so nothing was good enough.Undergraduate students got to graduation scared to use the target language.
Marília Conte Daros, <http://pegasus.cc.ucf.edu/~gurney/LangConn.htm>
MONITOR & PERSONALITY
No meu caso, tive muita dificuldade para me tornar fluente na segunda língua (inglês) devidoà interferência de dois fatores. O primeiro foi a estratégia de aprendizado, baseada em
tradução (da L2 para a L1 e para a L2, novamente) com aulas inspiradas pelo método detradução e gramática. Era lento e me dava dores de cabeça e frustração. Depois, passei umano inteiro traduzindo durante um programa de intercâmbio. A segunda interferência foi baixaautoestima, acreditando não conseguir produzir a L2 devido a uma educação opressivavivenciada em meu curso universitário no Brasil. Os professores acreditavam que notasbaixas refletiam um curso puxado (significando bom), então nada era suficientemente bom.Os alunos se formavam com medo de usar a língua estrangeira. (minha tradução)
MONITOR & PERSONALITY
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Gostaria de começar a dar aula de inglês; faço há 10 anos naescola *****, estou no último livro. Mas no momento estou commuitas dificuldades em pronúncia e com dificuldade naconversação. É normal isto para uma pessoa que faz 10 anosde inglês?
Clarice Almeida, 26/10/2004
MONITOR & PERSONALITY
I would like to start teaching English; I’ve been studying it for 10 years at *****,
now in the last book of the series. But I still have a lot of difficulties withpronunciation and conversation. Is that normal for a person that has studiedEnglish for 10 years?
MONITOR & PERSONALITY
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MONITOR & PERSONALITY
Extroverts, who talk too spontaneously, also benefit littlefrom learning. Their monitoring function is almostinoperative and subject to an impulsive personality thatmanifests itself without much concern with accuracy. Theonly ones who benefit from learning are people whosepersonalities are midway between introvert and extrovert,and manage to apply the monitoring function in a moderateand effective form.
EXTROVERTS
Pessoas que tendem à extroversão, a falar muito, de forma espontânea e improvi-sada, também pouco se beneficiarão do conhecimento gramatical obtido através delearning , uma vez que a função de monitoramento é quase inoperante, estásubmetida a uma personalidade intempestiva que se manifesta sem maior cautela.Os únicos que se beneficiam de learning , são as pessoas cujas características depersonalidade se situam num ponto intermediário entre a introversão e a extroversão,e que conseguem aplicar a função de monitoramento de forma moderada e eficaz.
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MONITOR & PERSONALITY
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MONITOR & PERSONALITY
LEARNING EFFICIENCY AS RELATED TO PERSONALITY
MONITOR & PERSONALITY
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Conclus ions:
1. If we want to “learn” about a language, we
have to “acquire” it first.
2. The more irregular the target language,
the more limited the result of studying it.3. The applicability of the “monitor” is
narrow.
MONITOR & PERSONALITY
Para se aprender a gramática de uma língua, é preciso primeiramentesaber falar esta língua.
Quanto maior a irregularidade da língua-alvo, tanto menor a utilidadede se estudá-la.
A utilidade da função de monitoramento da fala é limitada.
PHONETIC SIGNALING
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Phonetic signaling in linguistics is the quantityof phonetic output per unit of meaning.
Different languages have different levels ofphonetic signaling. In other words, thenumber of syllables per word can be verydifferent.
PHONETIC SIGNALING
PHONETIC SIGNALING
Sinalização fonética, em linguística, é a quantidade de som articuladopor unidade de significado.
Diferentes línguas podem ter diferentes graus de sinalização fonética.Ou seja, podem ter um número maior ou menor de sílabas por palavra.
PHONETIC SIGNALING
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PHONETIC SIGNALING
For example:
It takes 1 syllable to say “dog” while it
takes 3 syllables to convey the samemeaning in Portuguese: “cachorro”.
Pronunciamos apenas 1 sílaba para dizer “dog”, enquanto que
precisamos pronunciar 3 sílabas para transmitir o mesmosignificado em português: “cachorro”.
PHONETIC SIGNALING
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Try it yourself:
1. Take the syllable as the unit of sound andthe word as the unit of meaning.
2. List a few common words from your
surroundings in English and Portuguese.
3. Add the total number of syllables for eachlanguage.
PHONETIC SIGNALING
Faça você mesmo uma experiência:
1. Considere a sílaba como unidade de som e a palavra comounidade de significado.
2. Faça uma lista de palavras comuns em inglês e português.
3. Some o total de sílabas em cada língua.
PHONETIC SIGNALING
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PHONETIC SIGNALING
Example:
table (2)book (1) computer (3)
pen (1)chair (1) dog (1) tired (2) work (1) sleep (1)
bed (1) -------
14
mesa (2)livro (2) computador (4)caneta (3)cadeira (3) cachorro (3) cansado (3) trabalho (3) dormir (2)
cama (2) -------
27
PHONETIC SIGNALING
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First, the number of monosyllabic words inEnglish is significantly higher whencompared to Portuguese. Ex:
bad - mauball - bo-la
bed - ca-mabeer - cer-ve-ja beet - be-ter-ra-bablack - pre-to blood - san-guebook - li-vroboy - me-ni-no bread - pãobrick - ti-jo-lobus - ô-ni-bus
can - la-tacar - car-ro
cat - ga-tochair - ca-dei-racheap - ba-ra-tochin - quei-xochip - las-caclock - re-ló-giocoat - ca-sa-cocorn - mi-lhocup - xí-ca-racut - cor-te
PHONETIC SIGNALING
O número de palavrasmonossilábicas em inglêsé muito maior.
PHONETIC SIGNALING
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Even analyzing Portuguese monosyllables,we will hardly find more syllables in theirEnglish counterparts. Ex:
ar - airbem - well
bom - good céu - skychá - tea chão - floordar - give dor - pain
eu - Igiz - chalkir - go lá - there
ler - read luz - light
mal - badmão - hand mar - skymês - tea não - nonós - we
pão - bread par - pair pé - foot pó - dust
quem - who rei - king
sal - saltsim - yessol - sun som - soundsul - southter - have
trem - trainver - seevir - come voz - voice
PHONETIC SIGNALING
Mesmoanalisandomonossílabosdo português,dificilmente seencontra umnúmero maiorde sílabas em
seus correspon-dentes eminglês.
PHONETIC SIGNALING
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Even comparing polysyllables of common originwe find English words to be shorter inpronunciation. Ex:
a-gri-cul-ture / / - a-gri-cul-tu-raca-len-dar / / - ca-len-dá-rio
cho-colate / / - cho-co-la-teci-ty /
/ - ci-da-de de-part-ment / / - de-par-ta-men-toim-por-tant / / - im-por-tan-te
ma-chine /
/ - má-qui-nana-ture / / - na-tu-re-za stu-dent / / - es-tu-dan-tetem-pera-ture / / - tem-pe-ra-tu-ra
PHONETIC SIGNALING
Mesmocomparandopolissílabos deorigem comum,observa-se queno inglês elessão sempremais curtos.
PHONETIC SIGNALING
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PHONETIC SIGNALING
We can see that English is substantiallymore economical and compact thanSpanish and Portuguese. It providesapproximately half the quantity ofphonetic information to convey thesame meaning.
Podemos constatar que o inglês é significativamente maiseconômico e compacto do que espanhol e português.Oferece aproximadamente a metade da informação fonéticapara transmitir os mesmos significados.
PHONETIC SIGNALING
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Difficulties in second-languagespeech recognition are stronglyaggravated when the quantity of
phonetic information provided bythe target language is smallerthan the learner’s mother tongue.
PHONETIC SIGNALING
A dificuldade de entendimento da língua estrangeira falada ésignificativamente agravada se a quantidade de informaçãofonética for menor que a da língua materna.
PHONETIC SIGNALING
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This is because the receiver ofthe message not only receivesfewer clues about each unit ofmeaning but also has less time todecode and process the meaningof the whole.
PHONETIC SIGNALING
A dificuldade decorre não apenas do fato de que o aprendizouvinte recebe menos “pistas” sobre cada unidade de
significado, mas também porque dispõe de menos tempo paradecodificar os significados e processar a ideia em seu todo.
PHONETIC SIGNALING
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This means that more time needsto be devoted to the practice ofthe spoken language (especially
listening) and less time spent ontranslation, grammar rules andvocabulary memorization.
PHONETIC SIGNALING
Conclui-se disso que mais tempo deve ser dedicado à práticaoral (especialmente listening ) e menos tempo em tradução,gramática e memorização de vocabulário.
PHONETIC SIGNALING
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Conclus ions:
1. If we want to “learn” about a language, we have
to “acquire” it first.
2. The more irregular the target language, themore limited the result of studying it.
3. The applicability of the “monitor” is narrow.
4. English scarcity of phonetic clues indicate
the need for oral practice rather than study.
PHONETIC SIGNALING
Para se aprender a gramática de uma língua, é preciso primeiramente saber falar estalíngua.
Quanto maior a irregularidade da língua-alvo, tanto menor a utilidade de se estudá-la.
A utilidade da função de monitoramento da fala é limitada.
A escassez de pistas fonéticas do inglês reforçam a necessidade de prática oral
em vez de estudo.
THE AGE FACTOR
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The majority of studies as well as theexperience of those in the field of SLA
indicate that the lower the age theeasier, the faster and the morecomplete the learning will be.
THE AGE FACTOR
A maioria dos estudos existentes, bem como as experiênciasde quem observa e acompanha o aprendizado de línguasestrangeiras, evidenciam que quanto menor a idade, maisfácil, mais rápido e mais completo será o aprendizado.
THE AGE FACTOR
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For children, the discovery of theworld around them, the acquisitionof language and the cognitivedevelopment are natural, parallel,and interlinked events that dependon firsthand experiences.
Na infância, a descoberta do mundo, a aquisição da falae o desenvolvimento cognitivo são processos naturais,paralelos e interligados que dependem de experiênciasconcretas, de percepção direta.
THE AGE FACTOR
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In adulthood the person’s cognitive developmenthas already reached a level of maturity. Thelarger inventory of life experiences enablesadults to more easily deal with abstract concepts
and store secondhand knowledge.
O adulto já passou por grande parte de seu desenvolvimentocognitivo. Com um caminho maior já percorrido e umabagagem maior acumulada, o adulto tem a capacidade delidar com conceitos abstratos e hipotéticos e acumularconhecimento adquirido por outros.
THE AGE FACTOR
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It explains their tendency to rely on
analysis and study of the targetlanguage to compare with thenative language. It also explainswhy adult learners can more easilysubmit themselves to artificial use
of the target language for the sakeof practice and learning.
Isto explica a capacidade superior dos adultos de compreender
a estrutura gramatical da língua estrangeira e de compará-la àda sua língua materna. Explica também a tolerância superior dosadultos quando submetidos a situações artificiais com opropósito de exercitarem línguas estrangeiras.
THE AGE FACTOR
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Therefore, not considering individual differenceslike personality, motivation, hearing, and takingthe normal learner as a sample, we can say thatthe lower the age, the more efficient acquisition
will be over learning.
Portanto, desconsiderando fatores pessoais comopersonalidade, motivação, acuidade auditiva, e tomandocomo amostra o aprendiz normal, poderíamos afirmar quequanto menor a idade, maior a eficácia de acquisition.
THE AGE FACTOR
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ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO AGE
THE AGE FACTOR
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Conclus ions:
1. If we want to “learn” about a language, we have to“acquire” it first.
2. The more irregular the target language, the more limitedthe result of studying it.
3. The applicability of the “monitor” is narrow.
4. English scarcity of phonetic clues indicate the need fororal practice rather than study.
5. The younger the learner, the more efficient
acquisition will be over learning.
Para se aprender a gramática de uma língua, é preciso primeiramente saber falar esta língua.
Quanto maior a irregularidade da língua-alvo, tanto menor a utilidade de se estudá-la.
A utilidade da função de monitoramento da fala é limitada.
A escassez de pistas fonéticas do inglês reforçam a necessidade de prática oral em vez deestudo.
Quanto mais jovem for o aprendiz, maior será a eficácia de acquis i t ion sobre learning .
NATIVE vs. NON-NATIVE TEACHER
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Native or near-native and non-nativeteachers have different talents.
Likewise, acquisition-inspired andlearning-inspired language programsrequire different talents.
NATIVE vs. NON-NATIVE TEACHER
Professores nativos ou equivalentes e não-nativos possuemdiferentes talentos.
Programas inspirados em acquisition e learning exigemdiferentes talentos.
NATIVE vs. NON-NATIVE TEACHER
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Language teaching in Brazil is predominantlybased on language learning, strictly following asyllabus and analyzing the written language orfollowing sequences of lessons with oral drills andrepetition exercises. For this kind of teaching,
non-native teachers with the experience of"already having walked down the same path,"may have an advantage over native speakers.
O ensino de línguas no Brasil é predominantemente baseado em learning ,atrelado a planos didáticos e analisando a língua na sua forma escrita ouem lições sequenciais de exercícios orais repetitivos. Para este modelo deensino, professores não-nativos com a experiência de já terem “trilhado omesmo caminho” provavelmente estarão em vantagem, frente a nativos.
NATIVE vs. NON-NATIVE TEACHER
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In language acquisition, however, theprimary goal is human interaction, in whichone functions as a facilitator, providingplenty of comprehensible input, andthrough which the other (the learner)selects his own route building his skill in adirection that interests him personally orprofessionally.
Numa abordagem inspirada em language acquisition, entretanto, o objetivoprincipal é a interação e o ato comunicativo, onde o instrutor funciona comoum facilitador, proporcionando linguagem compreensível, através da qual oaprendiz traça seu próprio caminho, desenvolvendo suas habilidades nadireção de seus interesses pessoais ou profissionais.
NATIVE vs. NON-NATIVE TEACHER
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Instead of asyllabus, languageacquisitionprograms offer
interculturalcommunicationthrough a personalrelationship.
Em vez de um plano didático, programas inspirados emlanguage acquisition oferecem comunicação interculturalatravés de um relacionamento pessoal.
NATIVE vs. NON-NATIVE TEACHER
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Here, the presence of genuine representativesof the language and culture that one intends toassimilate is fundamental. Native or near-native instructors, therefore, have a clearadvantage in a communicative approach,
inspired by the concept of languageacquisition.
See http://www.sk.com.br/sk-nativo.html for more (in Portuguese)
Aqui, a presença de representantes autênticos da língua e da cultura quese busca assimilar é fundamental. Instrutores nativos, portanto, levamlarga vantagem numa abordagem comunicativa, inspirada pelo conceito delanguage acquisition.
Leia mais sobre este tema em: http://www.sk.com.br/sk-nativo.html
NATIVE vs. NON-NATIVE TEACHER
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Conclus ions:
1. If we want to “learn” about a language, we have to “acquire” it first. 2. The more irregular the target language, the more limited the result
of studying it.
3. The applicability of the “monitor” is narrow.
4. English scarcity of phonetic clues indicate the need for oral
practice rather than study.5. The younger the learner, the more efficient acquisition will be over
learning.
6. Acquisition-inspired programs require native-like
performance models.
1. Para se aprender a gramática de uma língua, é preciso primeiramente saber falar esta língua.
2. Quanto maior a irregularidade da língua-alvo, tanto menor a utilidade de se estudá-la.
3. A utilidade da função de monitoramento da fala é limitada.
4. A escassez de pistas fonéticas do inglês reforçam a necessidade de prática oral em vez de estudo.
5. Quanto mais jovem for o aprendiz, maior será a eficácia de acquisition sobre learning .
6. Programas inspirados em language acquis i t ion exigem modelos nativos de performance.
GROUP SIZE
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How important is group size in
the implementation of acquisition-and learning-inspired programs?
GROUP SIZE
Qual a importância do número de participantes porgrupo na implementação de programas inspirados emacquisition e learning ?
GROUP SIZE
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Group size is vitally important in the
implementation of second language acquisitionprograms. For acquisition to take place thetarget language and culture must prevail all thetime in the group activities. The bigger thenumber of learners, the more difficult will be forinstructors to impose their language and lesspersonal will be the interaction with each learner.
O tamanho do grupo tem um impacto muito grande na implementação deprogramas de ensino de línguas inspirados em language acquisition. Istoporque acquisition pressupõe a predominância da língua e da cultura doinstrutor no ambiente da sala de aula. Quanto maior o número deaprendizes no grupo, tanto maior a dificuldade do instrutor para impor sualíngua nas atividades e menos pessoal o contato deste com cada aluno.
GROUP SIZE
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If we are forced to teach large groups of
students for circumstances beyond ourcontrol, we will have to rule out languageacquisition and rely primarily onlanguage learning.
This is the reality of language teaching inthe majority of the high schools in Braziland worldwide.
Se formos forçados a trabalhar com grupos numerosos, teremos quedesistir de acquisition e recorrer a learning . Em verdade, esta é arealidade predominante no ensino de línguas no Brasil e no mundo.
GROUP SIZE
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GROUP SIZE
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ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO GROUP SIZE
GROUP SIZE
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Conclus ions:
1. If we want to “learn” about a language, we have to “acquire” it first. 2. The more irregular the target language, the more limited the result of
studying it.
3. The applicability of the “monitor” is narrow.
4. English scarcity of phonetic clues indicate the need for oral practicerather than study.
5. The younger the learner, the more efficient acquisition will be overlearning.
6. Acquisition-inspired programs require native-like performance models.
7. Acquisition-inspired programs require small groups.
1. Para se aprender a gramática de uma língua, é preciso primeiramente saber falar esta língua.2. Quanto maior a irregularidade da língua-alvo, tanto menor a utilidade de se estudá-la.3. A utilidade da função de monitoramento da fala é limitada.4. A escassez de pistas fonéticas do inglês reforçam a necessidade de prática oral em vez de estudo.5. Quanto mais jovem for o aprendiz, maior será a eficácia de acquisition sobre learning .6. Programas inspirados em language acquisition exigem modelos nativos de performance.7. Programas inspirados em language acquis i t ion exigem grupos pequenos.
FINAL CONCLUSIONS
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We can draw add i t ional conc lus ions
from Krashen’s theory:
That language acquisition ismore efficient than languagelearning for attaining functionalskill in a foreign language notonly in childhood.
Pode-se tirar conclusões adicionais da teoria de Krashen:
Que language acquisition é mais eficaz do que language learning para sealcançar habilidade funcional na língua estrangeira, não apenas na infância.
FINAL CONCLUSIONS
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Language learning is limited to acomplementary role in the form of supportlessons and study materials, and will beuseful only for adult students that have an
analytical and reflective learning style andmake good use of the monitoring function.
Language learning fica limitado a um papel complementar, na forma demateriais de apoio, aulas de apoio, etc., e será útil apenas para alunosadultos que possuem um estilo de aprendizado analítico, baseado emregras e racionalidade, e que conseguem monitorar sua produção oralde forma moderada e eficaz.
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FINAL CONCLUSIONS
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The efficient teaching of languages is notthat tied to a structured course of lessonsbased on grammatical sequencing,translation or oral drilling, nor does itdepend on technological resources.
O ensino de línguas eficiente não é aquele atrelado a um pacotedidático predeterminado, gramaticalmente sequenciado,baseado em tradução ou em exercícios orais repetitivos emecânicos, nem aquele que utiliza recursos tecnológicos.
FINAL CONCLUSIONS
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Efficient teaching is personalized, takes placein a bicultural environment and is based onthe personal skills of the facilitator in buildingrelationships and creating situations of real
communication with comprehensible inputfocusing on the learner's interests.
O ensino de línguas eficiente é aquele que é personalizado,em ambiente bicultural; que explora as habilidades pessoais dofacilitador em construir relacionamentos, oferecendo situaçõesde comunicação real voltadas às áreas de interesse do aluno,com uma linguagem ao alcance do seu entendimento.
APPENDIX
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My preference for language acquisitionstems not only from my studies of theorieslike Krashen’s, but mainly from how
perfectly it matches my own experiences.
Minha preferência pela assimilação natural de idiomasprovém não apenas de meus estudos de teorias como
a de Krashen, mas principalmente da perfeitacomprovação dessas teorias através de minhaspróprias experiências.
APPENDIX – MY ACQUISITION OF ENGLISH
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Except for the few English and Frenchlessons that I had in high school, Inever studied foreign languages for thepurpose of learning how to speak them.
Until 27 years of age, I was a perfectBrazilian monolingual.
A não ser pelas poucas aulas de inglês e francês noensino médio, eu nunca estudei línguas estrangeiraspara aprender a falar. Até os 27 anos de idade, eu eraum perfeito brasileiro monolíngue.
APPENDIX – MY ACQUISITION OF ENGLISH
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At the age of 27, I
went to live and workin the U.S. for 4months. Two yearslater I went again fora period of 11months. At the age
of 37 I went for thethird time for a periodof 18 months toattend graduateschool and sincethen I’ve had contact
with native speakerson a regular basis.
APPENDIX – MY WIFE’S ACQUISITION OF PORTUGUESE
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At the age of 19, myJapanese wife cameto live in Brazil for 1year. Two yearslater she came backfor a period of 3
years. At the age of30 she came for thethird time for aperiod of 2 years andwhen she was 34,she came for good
and recently finishedcollege here.
APPENDIX – MY DAUGHTER’S ACQUISITION OF LANGUAGES
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• Was born and lived inBrazil up to 3 years old
• From 3 to 6½ in Japan(kindergarten)
• 6½ to 8 in the U.S.(elementary school)
• 8 to 15½ in Brazil(elementary school)
• 15½ to 16½ in Japan(high school)
• 16½ to 19 in Brazil(high school & college)
• 19 to 20 in the U.S.(college)
• 20 to 22 in Brazil(college)
• 22 to 24½ in the U.S.(working)
• 24 to 29 in Brazil
• 29 to 30 in Japan
• From 30 up to now sheworks as a flight attendant
LANGUAGE LIVING-LEARNING CENTER
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What is a Language Living-Learning Center (LLLC)?Centro de Convívio Multicultural (CCM)
Social groups of people of differentnationalities interested inlanguages and foreign cultures.
For the learner of foreignlanguages a LLLC in Brazilprovides the opportunity to interactwith foreigners without the need totravel abroad.
For the foreigner, a LLLC providesaccommodations, training, and aBrazilian language and culture
program that includes Portuguese lessons, college courses and weekendcultural trips.
LLLCs are authentic environments of the target language and culture.They work like cultural exchange programs and provide natural acquisitionas a result of real interactions with native speakers, where the learner, asan active player, develops the necessary communicative competence.
LANGUAGE LIVING-LEARNING CENTER
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LLLCs are successful because themembers are naturally curious aboutthe foreign culture and attracted to thecomplementing differences - and this
results in productive cross-culturalrelationships. The resultingcommunication becomes a unique
experience of personal enrichment forboth sides.
LANGUAGE LIVING-LEARNING CENTER
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Foreign participants are motivated by the uniqueness of the
Brazilian culture and the opportunity to learn Portuguese. As native speakers of English, they play the role of carriersand conveyors of their language and culture.
The EFL learner becomes familiar with the native spoken
language, learns to negotiate meanings, engages increative communication and develops functionality in thetarget language. Comparing cultural values andunderstanding the differences prevents stereotypes.Cultural awareness makes the learner feel comfortable in
the presence of foreigners and exposure to accuratelanguage produces accuracy in addition to fluency.
LANGUAGE LIVING-LEARNING CENTER
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LLLCs are organized in small groups that meet regularly
twice or three times a week. Each group is lead by aspeaker of the target language with teaching experience,who is free to bring any activities that encourageconversation. The school makes available a library of ESLteaching materials, internet access, and other materials the
teacher may need. The teacher’s main responsibility is toestablish a personal connection with each learner.
There are also grammar workshops every week open to allgroups. The goals of these workshops are: to provide anadditional hour of native-spoken English; to make possiblegetting acquainted with a different native speaker; to satisfysome learner’s (or their parents) desire to learn grammar.
LANGUAGE LIVING-LEARNING CENTER
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The school hires Brazilian teachers of Portuguese asa second language to teach the foreign members.
Foreigners, Brazilianteachers, school staff,their partners,students, and friends
are invited to joinweekend trips toplaces of interesttwice a month.
The goal is to integrate cultures bringing togetherforeign students of Portuguese and local students ofEnglish in an informal atmosphere with a lot ofcomprehensible input both ways.
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The foreign participants are replaced by new ones
every semester or every year. The challenge ofbuilding new relationships time and againreinforces and makes possible the internalizationby the learner of the basic linguistic tools to
introduce oneself and socialize. It also providesan enriched experience with people of differentbackgrounds and different dialects.
LLLCs represent the perfect implementation ofKrashen’s Acquisition theory.
BILINGUAL LIVING-LEARNING CENTER
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See http://www.sk.com.br/sk-ccm.html for more
(in Portuguese)
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O Prof. Ricardo Schütz encontra-se à disposição
para palestras sobre os temas abordados neste site.
Contatos pelo fone (51) 3715-3366 ou por e-mail: