Student´s Name: Bosso Gianella

Date:26/10/2023

Mark:

Didáctica de la Lengua Inglesa II- Second term test

Answer the following questions

1)a-
The language starts with involuntary vocalizations like crying when babies feel in need, and then
it evolves to cooing and gurgling sounds, even though they have control over the sounds they
make, infants can hear only a subtle part of the human language. This Little bit of what they hear
really helps in their future babbling for example, if a relative helps them to recognize some words
by repeating them this Word or chunks, the baby will easily make a progress and they are going
to be able very soon to pronounce that.
In the first years, most babies understand some words, respond to them, and learn how to speak
by producing a few words.
E.G.G: They wave when someone says “Hi”, and they clap when someone sings a song.
At the age of two, they produce at least fifty words and sometimes more and they start creating
sentences, these sentences are called “Telegraphic” because they leave out such things as
articles, prepositions, and auxiliary verbs.
E.G.G: “Mommy milk”, “Toy down”, “Baby hungry”
They are recognized as sentences because even though functional words and grammatical
morphemes are missing, the Word order reflects the Word order of the language they are
hearing, and these words together have a meaning relationship and they are not only a list of
random words. They create sentences depending on the context, what they have learned from
the environment, and the needs of that moment.
As they progress by discovering language they start unlocking stages, these stages are an
evolution of sentences, adding new functions, and linguistic elements such as adverbs.

b- Grammatical morphemes: Acquiring grammatical morphemes is a crucial step in the language

development process for those who are learning language to indicate the basic sequence in
which young infants pick up grammatical structures in speech.
For example:
Present progressive (-ing): Daddy cooking
Regular plural (-s): Four bottles
Irregular past tense: No no, baby ate.
Possessive: Mommy´s bed.
Uncontractible copula: Sister is happy.
Articles: The dog
Past regular (-ed): Grandma cooked.
Third-person singular regular: He laughs.
Uncontractible auxiliary: Granpa is leaving.
The methodical development of children's language and their ability to generate new structures
and forms beyond what they have heard are demonstrated by their learning of additional
language elements.
Negation: Children learn the functions of negation very early to comment on the disappearance of
objects, to refuse a suggestion, or to reject an assertion by single words and gestures.
This is divided into 4 stages:
1: No+noun or verb: No juice, No tie hair, etc.
2. They add a subject and often Don´t.: Mommy no food. Don´t touch toy.
3. More complex sentences, with other negative forms rather than No like can´t, appear to follow
the correct English pattern: I can´t jump, Aunt don´t Kiss me.
4: They add the correct form of auxiliary verbs such as do or be, even though their language
system is by then quite complete, they still have problems with some features. : I don´t want that,
You can´t touch the screen.
Questions: Wh questions are generally the first ones, they learn this as chunks like (Whassat
instead of What is that?) This is before the kid learns the variations of the form.
Where and who emerges very soon in order to identify and locate people or things, this is
because adults stimulate them with questions like:“Where is mommy? , Who is he?”
Why emerges around the end of the second year and becomes the favorite for the rest of their
childhood, they seem to ask an endless number of questions with Why?.
Finally How and when because the following answers to these questions on conversations are
cognitively difficult to them.
1: Single words or simple two or three-word sentences: Candy? , Mommy hug? At the same time
they produce chunks with wh questions like: Where´s Grandpa?
2 :They start using a rising intonation and the Word order: You like cars?
3:More full question structures, and “fronting”; because the child´s rule seems to be that
questions are formed by putting something at the front of a sentence, leaving the rest of the
sentence in its statement form.: Do I have Candy?
4: They start using auxiliaries and yes/no questions: Do dogs like candies?
5:Wh and yes/no questions are formed correctly but negative questions may still a bit too difficult.
6: They are able to form all types of questions.
2) In the preschool years kids use language by the age of four in real events to give commands,
report, and create stories using the correct Word order and grammar using different voices, and
develop their abilities in their social environment.
They also develop Metalinguistic awareness: The ability to treat language as an object separate
from the meaning it conveys. (They recognized when some sentences don´t make sense)
In school years children acquire complex knowledge and skills for language and its uses, they
have also new requirements and opportunities to use it.
Children also develop the ability to understand language and how words can be represented by
symbols in Reading, knowing also that words and sentences can have multiple meanings giving
children Access to Word jokes, trick questions, and riddles.
The growth of a lot of vocabulary and different language registers; written differs from spoken,
and it uses (narrative, playground, and scholarly language are different), this is called the
standard variety.

3) Interactionist/developmental Perspective:
This theory says that children's language is built by interaction :
Jean Piaget said that children learn through physical interaction with the environment between
the child and the things that can be observed or manipulated.
He saw things as an object of permanence knowing that things can change and still be there.
According to Lev Vygotsky, infants learn behaviors and cognitive processes that are relevant to
their own culture primarily through social interaction with knowledgeable members of the
community and within the family.
For him, language develops primarily from social interaction and a supportive environment where
children are able to advance learning by conversations on their zone of proximal development.
Piaget saw language as a symbol system that could be used to express knowledge acquired
through interaction with the physical world and Vygotsky thought that was internalized by the
speech emerged in social interaction.
4) All learners are different sometimes even in ideal conditions some of them progress rapidly
while others struggle along making a slow progress.
So there is not a Good learner as well but there are some characteristics that make them develop
more succesfully.
The learner characteristics are that variables that affects on second language learnign but is not
posible to directly observe them and measures variables such as motivarion, extroversión or even
intelligence.

5)

A- Name the main characteristics of:

-Intelligence: Sometimes we though that is related with the IQ but the measure of this one is
based on metalingistic knowledge and a second language learnng is more based on the
communicative ability, skills mainly the oral and the iq can be more related with rules and análisis.
The intelligence on the classroom is based on communication, interacion and the used of the
multiple inteligences so i can´t be measure.

-Learning styles: Individual natural and habitual preferences in the absorvation, precessing and
retaining of contents .
They are diverse like : visual learners , aural learners, kinaestethic learners.
Field dependent or independent .
No one of them is wrong and teachers should be abble to used them to define the students
profiles.

-Personality: Sometimes is though that extovert students are better because extorversion is relate
with assertiveness and adventourness and inhibition is a disvantage because students can´t take
risks on the activities.
Some parts of the personality are the feelings while learning like anxiety, nervousness,stress.etc.
It defines their self.esteem , emphaty , dominance, talkativeness, responsiveness and you can
measure it by a quantitive or qualitive test.

-Motivations and attitudes: Positive attitudes and motivation créate sucess and willingness in
order to créate learning .
It depends on the comunnicative needs, social situations and profesional ambitions .
The instumental motivation : Immediate or practical goals.
Integrative: Personal growth and cultrual enrichment.
-Identity and ethnic group affiliation: It depends on the social factors , social context , the dinamic
and sensitive background of the classroom, the relantionships surround them.
Foreigners with stronger accents struggle more with oral production for example.

-Learning beliefs.: Its base on the opinions, preferences ,strategies. Repertoire the students have

B) We should generate and maintain a Good atmosphere to students because we influencee on

education and the reasons why the learn .
This aspects contribute and affects directly on the learn so we as teachers should create
manageable and clear goals, interesting and relevant content, a supportive atmospthere,
motivating students into the lesson, varying the activities using a co-perative rather than
competitive form and respecting culturan and ages differences.
We all teachers have to be a llittle bit pedagocians and psycologist with our students in order to
improve their confidence .