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The analytical look at the Critical Period Hypothesis

The analytical look at the Critical Period Hypothesis ; Suggestions for learners and teachersAs an English instructor, I have witnessed that most parents would want their children to learn a second language as early as possible. It seems as if they believe that young learners hold a more dominant position in learning foreign languages than adult learners do. It is a widely held belief that the earlier people start learning a second language, the more successful in life they will be. Parents always ask me when the the best time for their children to study a foreign language would be. Before giving the answer to them, I truly wanted to figure out first whether or not there is a critical period for learning a second language. Therefore, the purpose of this paper is to scrutinize the evidence of Critical Period Hypothesis (CPH), and in this paper I aim to reflect CPH with three points of view: age, second language phonology and affective consideration. One of the questions in my mind was, nal constraints on SLA still remains an open question. In opposition to above research, several studies, including those by Snow and Hoefnagel-Hohle (1997, 1978, 1982), suggested that older learners may possibly have some advantages over younger ones. For example, Slavoff and Johnson (1995) stated that “older learners are better able than younger children to rely on similarities between languages.” As a result, adults can easily learn a second language because of their ability to recognize sophisticated patterns and certain features of SLA such as lexicon, morphology and syntax. The adult learners are able to take advantage of those features in transferring these patterns from one language to another when learning a language. Similarly, Birdsong (1992) suggested that some adult learners can achieve the same level of performance on tasks of grammaticality that younger learners can. Also, Bialystok (1997) emphasized that the “correspondence between language structures in the first and seersonality variables, we can expect a completely different outcome. In terms of ‘language ego’ (Guiora et al.1972b), Guiora (1972) explains that an adult has stronger ego or identity attached to the first language such that he or she would have difficulty in learning a second language. In contrast, the child’s ego is dynamic, growing and flexible through the age of puberty (Brown. H 2000). In looking at SLA in children, preadolescents begin to develop inhibition when they are around nine or ten years of age, and one possibility resulting from this is that they must struggle with an emotionally unfamiliar idea of learning a second language. On the other hand, in adolescence, the physical, emotional, and cognitive changes in the lives of adolesecents cause them to build growing defensive inhibitions to protect fragile ego. Ehrman’s concept (1999) is that ‘thick ego boundary’ learners are equipped with very well settled information in the ‘long-term memory’ and show some resistance to newre is an overlap between thin and thick ego boundaries. These two boundaries imply some decrease in the elasticity process and show a correlation between age and tolerance to new information.I suggest the effective strategy that can draw upon the advantage of adult learners whose CPH have already passed. We should not be devastated by the fact that adult learners are disadvantaged when learning second/foreign languages. Therefore I make two proposals for adult learners and their teachers.First, adult learners have an initial advantage where the rate of learning is concerned. Since adults are better at lexicon, morphology and syntax, they can identify and apply similarities between languages. Adult learners can make use of mature cognitive skills to compensate for their declining language pickup ability and pronunciation. Rather than focusing most or all of their efforts on native-like fluency, it is better for adult learners to focus on more accurate form or communicative function whenr purpose or attitude for learning languages is essential. So, it is desirable that teachers design a special tutorial class according to their purpose or level and discussing their personal learning problems to stimulate the motivation.In conclusion, even if we may believe that the adult learners would have a harder time learning second languages when compared with children, there are numerous other ways to overcome the weaknesses and disadvantages with the help of teachers and learners themselves.ReferenceAntonio Reyes-Rodríguez. Memory’s Modus Operandi And Input Processing: A Theoretical Model Retrieved Nov. 13, 2007 HYPERLINK "http://www.mediazionionline.it/articoli/reyes-rodriguez.html" http://www.mediazionionline.it/articoli/reyes-rodriguez.htmlAsher, J.,& Price, B.(1967), The learning strategy of total physical response: Some age differences. Child Development, 38, 1219-1227Bialystok, E. 1997: The structure of age: in search of barriers to second language acquisition. Second Lan

교육학| 2010.08.24| 13페이지| 7,000원| 조회(232)

SLA, Critical Period Hypo, CPH, 분석 및 제안, Lea..

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Lesson Plan_수업 전과정 ( teacher talk & student talk)

Teacher talk How are you, today? It`s so cold outside and it is likely to snowLet`s begin today`s lesson.Does anyboby have a boyfriend or girlfriend? Have you ever experienced any painful moment because of your boyfrined? I asked the question with `present perfect tense`So you have to say..Very goodWhen you feel sad or depressed like that, what kind of music do you like to listen to?You need to say `listen to balad music`. Youneed `to` between listen and balad music S try agin, What kind of music do you like to listen to?That`s great.

교육학| 2009.08.03| 55페이지| 5,000원| 조회(419)

activity, teacher talk, micro teaching, gra..

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teaching point of view (educational leader)

Teaching Point of ViewThe book, ‘Good to Great and the Social Sectors’, provides me with insights into how teachers can become good leaders in the classroom. In this book, the author mentions about executive leadership in the business sector and legislative leadership in the social sector. Although the education field appears to be different from the business and social sectors, teachers can still apply the same leadership theories to promote positive change. Since the role of an educator has tremendous influences both in and outside of the classroom, teachers should understand that leadership in the classroom requires systematic control and a professional approach.From my experiences as an English instructor in Korea, I have always asked myself what type of teacher I would want to be in the classroom. Looking back, I realize that teachers are leaders in the classroom who need to control the entire class from the beginning to the end. In my opinion, there are two types of teachers (leaders) in the classroom – one who is strict and the other who is friendly. Strict teachers are people who deal with students using rigid rules and making no exceptions when students make excuses for not doing their homework or for being absent from class. The reasoning behind a teacher’s strictness is based on the idea that once teachers become lenient with their students misbehavior, they may present an image that it is okay for students to be undisciplined and to take advantage of the teachers’ “soft” side. This would result in a loss of control and chaos. Many students could end up cutting class or lose focus on learning. Therefore, it is necessary to maintain a strict approach that allows for no exceptions in terms of misbehavior or poor performance. Once students understand that their teacher is strict, they will comply with the teacher’s rules without uttering any complaints.The opposite approach, called the friendly approach, calls for the teacher to be warm and understanding. If the teacher does not want to form images of fear and intimidation to the students, the teacher can be friendly to earn the students’ respect. The ultimate result using this approach is that the teacher can end up being a good friend or an advisor. Young students tend to follow people who they respect and feel close to because they do not want to let them down. Once teachers gain the respect and understanding of their students, they may have an easier time teaching the students and controlling the classroom.In my previous work at a private institute where pupils are given supplementary lessons after school, we had over ten thousand students. Besides teaching them, I had to give homework, check their work and encourage students who lagged behind other students. While performing these responsibilities, I was required to supervise them. Since a teacher’s actions and words can directly impact a student’s performance, I was required to reflect on what kind of teacher I wanted to be. My main goal was to become an effective teacher who was able to lead my students at the same time. I decided to be a ‘strict’ teacher in my class to maintain control over twenty students and was concerned about my presentation such as the tone of my voice. Since my class consisted of candidates for an examination, I was required to project an image of strictness to make my students to concentrate on their exam preparations. In addition, it may have been easier to adopt a strict approach because teachers in Korea have been traditionally known to be firm and disciplined in their classrooms.Besides teachers having leadership roles and responsibilities in the classroom, they may also have leadership roles within the organization. As an institute expands, teachers not only teach students but also manage other teachers. In my situation, I was required to teach TOEFL and manage foreign, non-Korean teachers at the same time. Therefore, I needed to make decisions for both my students and my co-workers. My experience with leading co-workers differed from my experience with handling students. Since my co-workers were similar in age, I was required to be friendly, approachable and honest with them.After experiencing various teaching styles and being exposed to different approaches to giving lessons now, I am motivated to improve my leadership skills. I have learned that leadership in the classroom requires flexibility. A teacher will need to assess one’s circumstances, personality and students before adopting a particular leadership approach. As a result, teachers should be provided with the tools to understand their unique situations and to carry out the right course of action. I believe the rewards from overcoming the leadership challenges in the classroom will greatly outweigh the difficulties in the long run.

교육학| 2009.06.05| 3페이지| 4,000원| 조회(211)

관점, educational leader, leadership point, r..

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Educational Leadership

Mar. 3, 2008Personal Leadership SummaryAs I learn more about the qualities of being a leader, I realize that I can be a more effective and efficient leader. Before taking this class, I knew that being a leader requires a lot of abilities, some which can be acquired over time and effort. My thoughts were reinforced in the classroom discussion, ‘Can leadership be taught?’ Through personal experience, external changes or social events, people are influenced and change their attitude toward life and improve the leadership skills within them. This idea gives me some hope to develop further my leadership skills so I can become a better leader.I think communication skills are the most important thing in human relationships. In this respect, I have a wide range of repertoire according to interlocutors. ‘Repertoire’ is the set of language varieties that may be employed within conversation. As a result, it can be the communicative competence of individual. Because repertoire is different among individuals and groups, the ability to apply the appropriate repertoire is essential to solidify the group members and build camaraderie within diverse groups. Since I was a young kid, I have had many friends, ranging from exemplary students to students who need special care. I have enjoyed spending time with various types of people and learning about their values and ideas. Through my experiences, I have realized that each group has particular speech styles. To adapt myself to various speech communities, my repertoire was manipulated during interactions to achieve solidarity.This ability often played a critical role in my previous work experience at a private institute where some individuals were very rigid with their views and opinions. Since many individuals did not understand each other, there was a lot of tension and ultimately led to several individuals being ostracized by others within the company. However, since I was accustomed to using various repertoire systems, it was easy for me to get along very well with other people and was able attract individuals to who were different from me.Inevitably, leadership entails psychological pain which can be the isolation and loneliness involved with authority and the pressure to be a good role model. Jerome T. Murphy in Embracing the Enemy points out that ‘through selective revealing their inner chaos and pain, leaders can promote stronger connections and better problem solving’. The author’s point is somewhat shocking to me since leaders are supposed to be strong and omnipotent even if they are just human beings. It is not until reading the article that I apprehend that it is perfectly normal to have pain and natural to display emotional distress to others. However, I see myself lacking in the ability to deal with and embrace ‘inner confusion’ and above all, I feel ‘revealing selectively’ to be very difficult for me. Since Korean society tends to believe that showing emotional toll is a sign of weakness and results in losing self-respect and supporters’ approval, it is not easy for me to overcome my cultural barriers. Also, it is difficult for me to maintain a balance between hiding my inner turmoil and revealing it selectively.Despite these conflicts, consulting with good books as well as valued colleagues and having an open mind to express my emotions will become a strong initial step for solving this problem. Also with respect to the readings, Daniel Goleman’s theory, “the leader can build a team with members who employ styles she lacks” (p.89). Since I am convinced that leadership can be developed as I mentioned earlier, I am confident that I can take the necessary steps to help me become the leader I aspire to be.PAGE PAGE 1

경영/경제| 2008.07.01| 2페이지| 4,000원| 조회(294)

communication, leader, quality

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world English, Matsuda’s article, ‘Incorporating World Englishes in Teaching English as an International Language,’

Yun Jeong Woo (YUNI)In Matsuda’s article, ‘Incorporating World Englishes in Teaching English as an International Language,’ the author challenges the present-day ELT practice in Japan which focuses almost entirely on inner-circle English and strongly suggests that it would be better to inject World Englishes into EIL curriculum. It is easy to say that implementing the ‘World Englishes concept’ in the EIL context is desirable and important. Yet, I doubt that it would be practical in reality. Like the one in Japan, the English instruction system in Korea has considered English as an inner circle language for a long time. For me, it was not until recent years that I came to know that there are many other countries where English is the second language or mother tongue. For instance, since last month, I have applied for teaching jobs for the winter vacation in the United States. However, since I was not born in English speaking countries such as America or Britain, I have found that it is h due to the prejudicial view that English teachers should be from the inner circle countries.The author insists that learners should be exposed to English varieties in the classroom to interact with different types of users. However, without knowing even one version of English, students would be overwhelmed by the diverse forms that exist in the English language. For example, the English academy in Korea at which I have previously worked followed the trend in English education in Korea by usually hiring only American teachers. While we worked with a teacher from New Zealand, most of the students who were in the beginners’ or intermediate classes complained that they could not understand what the teacher said and that they were confused with the different English style. It was not a short-term confusion. The author also claims that an awareness of different varieties would help students in developing a more ‘comprehensive view’ of the English languages. However, I think that the conceptsk theory’.Through inner-circle-based curriculum, we failed to convey the topics of the history and politics of the English language (Matsuda,a. 2006). On the other hand, we can approach the history and politics of the English with content-based instruction using Standard English. We cannot say with absolute certainty that using World Englishes in the classroom is the only the way to address those topics. Although I agree that English today is frequently used among NNSs (Widdowson, 1994), if we pour out varieties of Englishes on students, it will cause intellectual overload for students who want to acquire ‘native-like proficiency’. Therefore, we need to teach a prescribed form of Standard English at first and then leave the matter of getting familiarized with World Englishes to the students.It is desirable that World Englishes be incorporated into teaching materials. The point is that we should maintain in the teaching materials the HYPERLINK "javascript:flink(%22priority%22);" priori"javascript:flink(%22to%22);" to Standard English. Also, I agree with the ‘proposal’ that an EFL teacher should be trained by World Englishes courses to become a special NNS teacher. In reality, however, it is almost impossible to cover all the World Englishes which contain hundreds of language varieties. Educating the general public is an essential part when we would like to change curriculums. If we organize meetings or conferences to inform parents and the public of the advantage of incorporating World Englishes in the current repertoire, one would expect them to have supportive attitudes toward the spread of English. Yet, I remember one instance where we hired a Singaporean teacher for the reason above and when we held a meeting for parents, they HYPERLINK "javascript:flink(%22paid%22);" paid HYPERLINK "javascript:flink(%22but%22);" but HYPERLINK "javascript:flink(%22little%22);" little HYPERLINK "javascript:flink(%22attention%22);" attention to our explanation. They just thought ttter how hard we tried to make them understand the concept of World Englishes. I do not wish to admit it, but that is the reality in the current English education context.In conclusion, I side with the idea of incorporating World Englishes in Teaching EIL on a theoretical level. Advocates of this concept often come to believe so strongly in the validity of their own theories that they speak as if World Englishes is the only solution and method for EIL context. Yet, the problem is that it is extremely difficult to put a theory into practice. It is a kind of a showy treasure to me. As a highly experienced teacher in EFL, I have seen many students and parents who would like to acquire ‘real native-like proficiency’ such as American English and British English. Therefore, before HYPERLINK "javascript:flink(%22bring%22);" bringing HYPERLINK "javascript:flink(%22superficial%22);" superficial HYPERLINK "javascript:flink(%22judgment%22);" judgment to EIL context, we need to reconsider the stud

교육학| 2008.03.26| 3페이지| 1,500원| 조회(642)

EFL, world English, Matsuda, inner circle, o..

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