Aj Dr. Malinee assignment :
Activity 1
Read Brown and answer the question: Can you think of anyone whom you met who start learning second language after puberty and who nevertheless has an almost "perfect"accent? Why do you suppose such a person has been able to do so successful? (refer to content in H. Douglas Brown)
Referential book: Principle of English teaching and learning by H. Douglas Brown
Full text: Click here (The extrait used for this chapter is page 57 - 81.)
Activity 2
Watch : Patricia
Kuhl's video about early childhood
bilingualism.
This TED talk about babies learning languages to learn more about the issue of age vs. language learning.
Apiwat's answer:
I think of one student, " Ploy " who started learning English with me when she was 17 years old.
She didn't get the accent and the technique that she tried to do when she gets new words is
to write the pronunciation to that alphabets..
This action proved that something happened with her is that the strong foundation of first language (Thai) is interfering Second language learning.
I don't think that she could improve a lot after 3 weeks continuously preparatory course.
According to psycho-motor analysis, her articulatory organs have fully developed to fit with first language so it is quite difficult, when she would like to pronounce vibrant, retroflex or voiced sounds for example /v/, /R/and /g/, which exist not in Thai language.
Think about neurological analysis, when she would like to pronounce the voiced interdental sound /v/ she will think of /wua/voiceless or /ว/ which doesn't exist in English.
Actually people will speak out when they are feel free to speak, the ones the people mostly trust are their parents, unfortunately her parents didn't speak English to her when her mind mostly open to learn at the critical period of learning language; the age before puberty.
As Patricia Kuhl's video shown, the american baby has the same neuro-linguistic ranks of Taiwanese when he learns Mandarin.
As teacher, the ways how I could do to help my students learn language the best are:
1. Seek the ways to reduce the affective filters that may be the anxiety, the quilt, shyness of learners by building the humor and relaxed learning ambiance, not to force them to learn.
2. Study how could I profit L1 in order to help or guide my students to manage their code-switching in the correct way..... For example I have to learn which sound of L1 can sound can be replaced to by L2 which sounds cannot.
3. Design the scope and sequence of L1 and L2in the same context or in the one meaning system so that it will help students to get language easier and faster. (Coordinate bilinguals).
4. Let them open their mouths to practice and adjust articulatory organs.
5. Show the cultures of the language to shape their attitudes and perspectives to learn second language.
This TED talk about babies learning languages to learn more about the issue of age vs. language learning.
Apiwat's answer:
I think of one student, " Ploy " who started learning English with me when she was 17 years old.
She didn't get the accent and the technique that she tried to do when she gets new words is
to write the pronunciation to that alphabets..
This action proved that something happened with her is that the strong foundation of first language (Thai) is interfering Second language learning.
I don't think that she could improve a lot after 3 weeks continuously preparatory course.
According to psycho-motor analysis, her articulatory organs have fully developed to fit with first language so it is quite difficult, when she would like to pronounce vibrant, retroflex or voiced sounds for example /v/, /R/and /g/, which exist not in Thai language.
Think about neurological analysis, when she would like to pronounce the voiced interdental sound /v/ she will think of /wua/voiceless or /ว/ which doesn't exist in English.
Actually people will speak out when they are feel free to speak, the ones the people mostly trust are their parents, unfortunately her parents didn't speak English to her when her mind mostly open to learn at the critical period of learning language; the age before puberty.
As Patricia Kuhl's video shown, the american baby has the same neuro-linguistic ranks of Taiwanese when he learns Mandarin.
As teacher, the ways how I could do to help my students learn language the best are:
1. Seek the ways to reduce the affective filters that may be the anxiety, the quilt, shyness of learners by building the humor and relaxed learning ambiance, not to force them to learn.
2. Study how could I profit L1 in order to help or guide my students to manage their code-switching in the correct way..... For example I have to learn which sound of L1 can sound can be replaced to by L2 which sounds cannot.
3. Design the scope and sequence of L1 and L2in the same context or in the one meaning system so that it will help students to get language easier and faster. (Coordinate bilinguals).
4. Let them open their mouths to practice and adjust articulatory organs.
5. Show the cultures of the language to shape their attitudes and perspectives to learn second language.
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