Designing Language Courses: A Guide for Teachers by Kathleen Graves

By Kathleen Graves

Designing Language classes: A advisor for lecturers is a transparent and accomplished assessment after all layout. this article offers a pragmatic advisor to designing language classes by means of encouraging academics to discover methods of making plans and organizing content material, and comparing fabrics.

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Can Another Language Be Learnt? 21 behaviour as behaviour that is not necessarily rule-governed, but has come to be developed through a series of neural associations, which is why this theory was previously known as associationist (N. Ellis, 2001). In laboratory environment computerised neural networks have been successfully applied to simulate language learning processes by association, resulting in some stunning similarity between machine and human learning. This theory, in particular one of its representatives, N.

Grabe and Kaplan (1996: 250) list a number of issues and situations that place international students at a social and structural disadvantage, actively inhibiting learning. The first challenge is insufficient exposure to the full range of host country cultural experience, especially if coming from 32 Artificial Intelligence in Second Language Learning a country that has strained political relations with the host country. In the latter case stereotyping both ways might prevent successful communication.

Thus he formulated an Interaction Hypothesis (Long, 1996), which sees certain native speaker strategies in communication with non-native speakers as conducive to L2 learning. These strategies are repetitions, confirmation checks, comprehension checks and clarification requests. , 1987), although not all of them have been conclusive (Gass & Varonis, 1994). The legacy of the interactionist approach is pointing out the value of positive and negative evidence a learner gains from the input, while simultaneously bringing attention, consciousness raising and focus on form to the forefront.

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