infant develops good judgment thinking abilities a
toddler thinks abstractly and can expand mental hy
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MTTC ESL STUDY SET
1st Stage of Cognitive Development (Piaget) - ANS-sensorimotor intelligence
(zero to two years)
baby learns to physically handle items of the out of doors world
1st level of first-language aquisition - ANS-between 6-8 months
babbling level
baby makes repetitive styles of sound with mouth
2nd Stage of Cognitive Development (Piaget) - ANS-preoperational concept
( to seven years)
child improves bodily and starts to suppose conceptually
second level of first-language aquisition - ANS-one-word level
9-18 months
infant makes simple phrase stems and unmarried open-class phrases
3rd Stage of Cognitive Development (Piaget) - ANS-concrete operations
(seven to eleven)
infant develops good judgment thinking abilities and formal operations
3rd degree of first-language aquisition - ANS-two-word stage
18-24 months
child starts offevolved making miniature sentences with simple semantic family members
four simple orientations to coaching ESL - ANS-1. Structural/linguistic
2. Cognitive
3. Affective/ motivational
four. Useful/communicative
four ranges of spelling improvement - ANS-1-prephonic- don't apprehend sounds w/ letters
2-phonetic- college students apprehend sounds and use suitable letters
3- transitional -small sight vocab, and understand complex associations of sounds
four- conventional- close to-perfect spelling and large sight vocab
4th Stage of Cognitive Development (Piaget) - ANS-formal operations
(eleven to fifteen years)
toddler thinks abstractly and can expand mental hypotheses.
4th level of first-language aquisition - ANS-early telegraph stage (multiword/morpheme degree)
24-30 months
toddler starts offevolved to explicit sentence structures with lexical as opposed to purposeful or
grammatical morphemes
5 dimensions of multicultural training - ANS-1- content integration
2- know-how creation
three-prejudiced reactions
4-equity pedagogy
five-school subculture empowers all
fifth degree of first-language aquisition - ANS-later multiword level
, 30+ months
characteristic grammatical or practical structures of the number one language emerge and are
incorporated
6 steps of phonemic recognition - ANS-1-sound matching
2-sound isolation
three-sound substitution
four- sound mixing
5- sound deletion
6-segmentation
acculturation - ANS-huge borrowing through one institution of cultural traits from every other
group
Acquisition-gaining knowledge of version - ANS-- methods in which individual develops
skillability in a 2d language
(1) acquisition- unconscious way by which vocabulary and fundamental rules of grammar are
absorbed
(2) getting to know-a conscious have a look at and information of vocabulary and grammar
(ultimately, long time publicity results in development of unconscious policies and idiom.
Affective filter hypothesis - ANS-number of emotional factors contribute to acquisition of a 2d
language.
Presences of considerable anxiety or low shallowness could make it hard or increase filter for
mastering.
Affective/ motivational approach to ESL - ANS-emphasizes predisposition students have that
can enhance or inhibit studying
instructors attempt to diminish anxiety
audiolingual method of ESL - ANS-is based on repetition of structural styles,
practise reinforces right expressions
tight control of vocabulary and rote memorization skills
Basic Interpersonal Communicative Skills (BICS) - ANS-use of language in informal and social
settings
Basil Bernstein - ANS-prominent among limited code and elaborated code
Behavioralist Model - ANS-B.F Skinner
-people learn language as direct response to stimuli
-patterns of language produce positive sports in outside international and individual develops
response to the ones stimuli
-problems with this principle=
*advent of language is improvisionary
*linguistic response does not always elicit clean or recognizable rewards, which shows it'd be
difficult for a kid to have his responses bolstered.
Bronfenbrenner - ANS--his ecological version describes improvement in terms of 4 nested
degrees:
(1) microsystem
(toddler's immediate environment)
(2) mesosystem (interactions between components of the microsystem)
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