language acquisition: how the human mind creates and acquires language
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John De Mado's Workshop Handouts for the 2012 MaFLA ConferenceTRANSCRIPT
LANGUAGE ACQUISITIONLANGUAGE ACQUISITIONHOW THE HUMAN MIND CREATES AND ACQUIRES LANGUAGEHOW THE HUMAN MIND CREATES AND ACQUIRES LANGUAGE
John De Mado Language Seminars, LLC125 S. Collier Blvd./ B202Marco Island, FL 34145
______E-mail: [email protected]
Web: www.demado-seminars.com Specifically Prepared for the MaFLA Conference
~Thursday, October 25, 2012~
~~AttitudeAttitude~~ “The longer I live, the more I realize the impact of attitude on
life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home. The remarkable thing is we have a choice every day regarding the attitude we embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the string that we have, and that is our attitude... I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you... we are in charge of our attitudes.”
Charles Swindoll
ORAL Language and LiteracyORAL Language and Literacy : : The EpiphanyThe Epiphany
• LiteracyLiteracy
• Vocabulary AcquisitionVocabulary Acquisition
• Output of Oral LanguageOutput of Oral Language
• Comprehensible InputComprehensible InputJohn De Mado Language Seminars, Inc. E-mail: [email protected]
Una LecciónUna Lección
Había un vez una mamá ratoncita…
La ratoncita vivía debajo de una casa…
… con sus 3 niños, Manny, Mo y Jack.
Un día, la familia decidió salir de debajo de la casa.
¿…Y qué vieron ellos?
¡Vieron al gato!
¡Los 3 niños tenían MUCHO miedo!…
Entonces, la mama ratoncita tenía una idea MUY buena…
¡Ella empezó a LADRAR!
BOW WOW!!!
El gato tenía miedo y se escapó…
Niños… Una Lección… ¡Es MUY importante ser
bilingüe!
~On Ltericay ~~On Ltericay ~ Aoccdrnig to rseerach at Cmabrigde Aoccdrnig to rseerach at Cmabrigde
Uinervtisy, it deosn’t mttaer in waht odrer Uinervtisy, it deosn’t mttaer in waht odrer the ltteers in a wrod are. The olny the ltteers in a wrod are. The olny iprmoetnt thnig is that the frist and lsat iprmoetnt thnig is that the frist and lsat ltteer be at the rghit pclae. The rset can be ltteer be at the rghit pclae. The rset can be a tatol mses. Yet, you can slitl raed it a tatol mses. Yet, you can slitl raed it wouthit a porbelm. Tihs is bcuseae the wouthit a porbelm. Tihs is bcuseae the hamun mind deos not raed ervey lteter hamun mind deos not raed ervey lteter istlef, but rahter the wrod as a wlohe... istlef, but rahter the wrod as a wlohe...
(Amzaning, dno’t you tnihk?...)(Amzaning, dno’t you tnihk?...)
NIOTCAISNIOTCAIS
SGEUN UN ETSDUIO DE UNA UIVENRSDIAD SGEUN UN ETSDUIO DE UNA UIVENRSDIAD IGNLSEA, NO IPMOTRA EL ODREN EN EL QUE LAS IGNLSEA, NO IPMOTRA EL ODREN EN EL QUE LAS LTEARS ETSAN ERSCIATS, LA UICNA CSOA LTEARS ETSAN ERSCIATS, LA UICNA CSOA IPORMTNATE ES QUE LA PMRIREA Y LA UTLIMA IPORMTNATE ES QUE LA PMRIREA Y LA UTLIMA LTERA ESETN ECSRITAS EN LA PSIOCION LTERA ESETN ECSRITAS EN LA PSIOCION COCRRTEA. EL RSTEO PEUDEN ETSAR COCRRTEA. EL RSTEO PEUDEN ETSAR TTAOLMNTEE MAL Y AUN PORDAS LERELO SIN TTAOLMNTEE MAL Y AUN PORDAS LERELO SIN POBRLEAMS. ETSO ES PQUORE NO LEMEOS POBRLEAMS. ETSO ES PQUORE NO LEMEOS CADA LTERA POR SI MSIMA, SNIO LA PAALBRA EN CADA LTERA POR SI MSIMA, SNIO LA PAALBRA EN UN TDOO. PRESNOAMELNTE ME PREACE UN TDOO. PRESNOAMELNTE ME PREACE ICRNEILBE.ICRNEILBE.
John De Mado Language Seminars, Inc. E-mail: [email protected]
Language, Error and Language, Error and PsycholinguisticsPsycholinguistics
. Risk-Taking: The willingness to confront more language than which you presently own.
· Vulnerability: The willingness to err for the broader goal of communication.
· Intuition: The ability to sift for meaning.
DIFFERENTIATINGDIFFERENTIATING MASTERYMASTERY FROMFROM PROFICIENCY PROFICIENCY
MASTERY PROFICIENCY
GRAMMAR RULES VOCABULARY ACQUISITION
(vocabulary) (grammar)
TEACHING ACQUISITION
FOCUS FOCUS
METALANGUAGE INTERLANGUAGE
IDENTIFY COMMUNICATE
IMITATION SELF- SELECTION
Defining ProficiencyDefining Proficiency
“...The ability to deliver and receive communication that is situationally appropriate...” De Mado
THE ROLE OF GRAMMARTHE ROLE OF GRAMMAR
BTTRBTTR
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L2 SPEAKER/L1
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L2
SPEAKER/ L1
INTERLANGUAGEINTERLANGUAGE
SPEAKER/ L2
SPEAKER/ L1
ERROR ERROR VsVs MISTAKES MISTAKES
Error Mistakes-Inventive - Fossilized-Dynamic - Static-Transitional Influence - Permanent -Intuitive Selection - Conscious
Selection
Types of ErrorTypes of Error
Interlinguistic:
Brought about by the clash of two or more languages…
Intralinguistic: Brought about by the unique
peculiarities of a given language...
Language Acquisition and ActivitiesLanguage Acquisition and Activities
Encourage Risk-taking, Vulnerability, Intuition
Encourage InclusionEncourage ProficiencyEncourage Self-Selection of
LanguageEncourage Interlanguage
‘‘Function-al’ RapsFunction-al’ RapsBy John De MadoBy John De Mado
It is conjectured that, at one time in human history, music and communication were one and the same; much like birdsong. Some linguists feel that Chinese, a highly intonal language known for its ‘musicality’, is the last remaining vestige of this phenomenon in today’s world. At some point, due to natural selection, music diverged from primary communication into a separate genre.
The following activity is designed to fuse language learning and music together once again. You will attempt to create ‘raps’ based around specific language tasks, also known as ‘functions’. Certain expressions and vocabulary words, selected for their applicability to the function, are provided to help you compose the lyrics. Feel free to add as you see fit. For added fun, a ‘performance’ of the rap might be in order…
‘‘Function-al’ RapsFunction-al’ RapsRap beats (from the original sound tracks) can be purchased from a music download site (for example ITUNES, RealOne Rhapsody, Music Match, etc.) without the sometimes ‘controversial’ lyrics. Once enrolled, simply enter ‘rap instrumentals’ into the site search engine and download your selections. They then may be ‘burned’ onto CD. If you don’t know how to do it, just ask any one of your students.
The following is a model to serve as a guide; the S’appeler rap/ Llamarse rap. Select the beat you want and consider the information provided below along with the finished product on page 2.
Page 3 provides you with a start for a ‘’Preference’ rap. Can you create your own rap from the information provided?
‘‘Function-al’ RapsFunction-al’ Raps‘S’appeler’ rap/ ‘Llamarse’ rap
Function(s): To ask someone’s name and to give yoursExpressions:
Il s’appelle comment? ¿Cómo se llama?Elle s’appelle comment? (él) Se llama…Tu t’appelles comment? ¿ Quién eres…?Comment t’appelles-tu? ¿Cómo te llamas (tú)?Comment s’appelle-t-il? ¿Cómo se llama (él)?Comment s’appelle-t-elle? ¿Quién es ella?Il s’appelle… Se llama…Elle s’appelle… (ella) Se llama…Il aime… Le gusta…Elle aime… A ella le gusta…
Vocabulary:Faire du ski EsquiarLe garçon El chicoLes concerts Los conciertosLà-bas Por alláBlond Rubio (a)Sympa Simpático
‘‘Function-al’ RapsFunction-al’ Raps*Il s’appelle comment? ¿Cómo te llamas tú?Comment s’appelle-t-il? Y tú ¿Cómo te llamas?Il aime les concerts! Me llamo MiguelitoIl s’appelle Robert. Me gustan empanadas
Elle s’appelle comment? ¿Quién es esa chica?Comment s’appelle-t-elle? ¡Qué chica magnifíca!Elle est très sympa! ¿Cómo se llama ella?Elle s’appelle Linda. Porque ella es tan bella…
Comment s’appelle-t-il? Me llamo Angelito.Il s’appelle comment? Soy de lindo Quito.Le garçon blond là-bas Soy rubio y tan guapo.Il s’appelle Thomas! Además, soy yo simpático.
‘‘Function-al’ RapsFunction-al’ Raps
Comment s’appelle-t-elle Ella es Pilar.Elle s’appelle comment? Le gusta esquiar.Elle aime faire du ski. Yo voy a presentarmeElle s’appelle Julie! A ella…o matarme
Comment t’appelles-tu? Yo soy Sr. De Mado.Tu t’appelles comment? En clase, soy el jefe.Moi, je m’appelle Jean. ¡Sé bien preparado…Voilà! J’me présente! O te daré una ‘F’!
(*Reprinted from Allez, viens!, Level 1, 2006 copyright. Published by Holt, Rinehart & Winston)
‘‘Preference’ RapPreference’ RapFunction: Function: Expressing likes, dislikes and preferences for thingsExpressing likes, dislikes and preferences for things
Expressions: Tu aimes? ¿Te gusta?
J’adore Me encanta(n)
J’aime Me gusta
J’aime bien Me gusta muy
J’aime mieux Me gusta más
Je préfère Prefiero
Je n’aime pas No me gusta para nada
(J’aime pas)
‘‘Preference’ Rap Preference’ Rap Function: Function: Expressing likes, dislikes and preferences for thingsExpressing likes, dislikes and preferences for things
Vocabulary:Les amis Los amigosLe cinéma El cineLe ski El esquíLe football El fútbolLe magasin La tiendaLa plage La playaLe vélo El ciclismoLa glace El helado
L’école La escuelaLe français El españolLes frites Las papas fritasLe chocolat El chocolateLes hamburgers Las hamburguesasLes concerts Los conciertosLes vacances Las vacaciones
10 ORGANIZING PRINCIPLES FOR 10 ORGANIZING PRINCIPLES FOR
LANGUAGE ACQUISITIONLANGUAGE ACQUISITION 1. Language is primarily self-selected, not imitated.2. Language is acquired, not taught.3. Language is a problem-solving device. To ignore this fact during instruction causes language to become the problem.4. Renovation is a byproduct of ownership.5. A child will not exceed, in L2, the ability shown in L1.
10 ORGANIZING PRINCIPLES FOR LANGUAGE 10 ORGANIZING PRINCIPLES FOR LANGUAGE ACQUISITIONACQUISITION
6. Linguistic accuracy is a destination, not a point of departure.
7. Grammar and syntax minimize miscommunication.8. Linguistic accuracy assures that the largest number of us shall have the best opportunity to understand one another9. The conventions (rules) of a given language must not impede the invention of that language.
10. People who communicate take risks. There is an intimate relationship between language acquisition
and the amount of risk-taking, vulnerability and intuition encouraged.
JDMLSJohn De Mado Language Seminars, LLC
125.S. Collier Blvd./ B202Marco Island, FL 34145
_______Phone/Fax (239) 394-5304
E-mail: [email protected]
“Liberating yourself is nothing. What is arduous is knowing how to be free…” Gide, The Immoralist