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LANGUAGE and EDUCATION: What is the typical developmental course of language development? How do learning, nativist, and interactionist perspectives explain the acquisition of language? What factors influence mastery motivation of infants? How is this related to later achievement?
LANGUAGE and EDUCATION: What is the typical developmental course of language development? How do learning, nativist, and interactionist perspectives explain the acquisition of language? What factors influence mastery motivation of infants? How is this related to later achievement?
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LANGUAGE and EDUCATION: What is the typical developmental course of language development? How do learning, nativist, and interactionist perspectives explain the acquisition of language? What factors influence mastery motivation of infants? How is this related to later achievement?
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato PPT, PDF, TXT o leggi online su Scribd
developmental course of language development? Mastering Language Phonology: The sound system Morphology: Forming words from sounds Syntax: Grammar (sentences from words) Semantics: Meaning Pragmatics: Context appropriate use Language Development Prelinguistic Abilities First sounds and feedback Vocalizations (6-8 weeks) Babbling (4-6 months) Home language sounds (8 months) Comprehension before production Joint attention First Words First Year Holophrases: Single words Nonverbal information Intonation: Question, request, demand Nouns first (naming) 18 months: Vocabulary spurt of 30-50 words 24 months: 186 words First Mistakes Two-Year-Olds Overextension: Too broad Underextension: Too narrow Overregularization: Applying rules “Foots” or “good” Found in other languages Suggestsan understanding of grammatical rules Two-Year Olds Telegraphic Speech: Critical content only 2+ word utterances Functional Grammar Semantic relations expressed Context important Rules inferred from adult speech Age 2-5: Transformational grammar Later Language Development First grade: 10,000 words Abstractterms by adolescence Metalinguistic awareness Adulthood Expanded vocabulary Refine pragmatics Learning Objectives
How do learning, nativist, and
interactionist perspectives explain the acquisition of language? Which explanation is best supported by research? How Language Develops Learning Theory (Skinner) Accounts for phonology and semantics Cannot account for syntax or novelty Nativist: (Chomsky) Language Acquisition Device (LAD) Inborn mechanism Universality of stages and errors
Genetic evidence from twin
Critical or Sensitive Period? Critical Period Argument Youngerlearn more easily: All languages Deaf children: Same timing, sequence Second language learners Sensitive Period Earlier is better Learning Objectives
What factors influence mastery
motivation of infants? How is this related to later achievement? Mastery Motivation Typical of infants Individual differences exist Parents Must Provide: Sensory stimulation Responsive environment EarlyEducation: Not necessary Important for disadvantaged children Learning Objectives
What are the pros and cons of
early education? What factors contribute to differences in levels of achievement motivation during childhood, and what can be done to foster achievement motivation? Achievement Motivation by Age 7 Mastery Orientation Success: internal, stable attribution (smart) Failure: external factors (hard test) Learning goals (to solve problem) Learned Helplessness Success: external attribution (luck) Failure: internal and stable (I’m Contributions to Achievement Motivation Infancy Stimulating, responsive environment Independence and self-reliance Set high standards Parental involvement School Age De-emphasize grades Focus on learning Learning Objectives
What are the components of
learning to read? Is there a most effective way to teaching reading? What distinguishes skilled and unskilled readers? Learning to Read Alphabetic Principle Printed words related to sounds Phonological awareness: decoding Emergent Literacy Reading to preschoolers Repetitious reading and rhymes Questions Skilled vs. Unskilled Readers Skilled Readers Understand the phonetic alphabet Eyes hit all the words Relyon phonology, not context to identify words Unskilled Readers Lowlevels of phonological awareness Eyes skip words and parts of Teaching Reading Phonics (Code Oriented) Analyze words for sounds Sound-letter correspondence Whole-Word Method (Look- Say) Read for meaning Research supports phonics Learning Objective
How does school affect
children? What factors characterize effective schools? Effective Schools Less Important Factors Increased resources (reasonable) Average class size (18-40) Ability grouping: no advantage found Factors that Matter Student aptitude Task-oriented classes; discipline enforced Parental involvement Learning Objectives What changes in achievement motivation occur during adolescence? What factors contribute to these changes? How does science and math education in the United States compare to science and math education in other countries? The Adolescent in School Declining achievement and self-esteem Negative school attitudes Critical juncture: middle school Risk factors Minority group, mother’s educational level and mental health Why Achievement Drops Family characteristics Cognitive growth Negative Feedback Younger are praised for effort alone Peer pressures, which discourage academic achievement esp. low income minority peers Science and Math Education Cultural Differences: Asian vs. US students Asian: Higher scores Differences in Asian schools More time in school and on task More homework Committed parents Peers: high values and standards Belief in hard work and effort Work and School Students working 20+ hours per week Lower GPA Disengaged and bored attitude Alienation and anxiety Other Findings Lowermath and science achievement Morelikely to use alcohol and drugs Learning objectives
How does achievement
motivation change during adulthood? How do literacy, illiteracy, and continued education affect adults’ lives? The Adult Achievement Motivation Stable Affected by education, type of work, and family situations Literacy: 22% at 3rd grade level UShas more high level and more low level Related to poverty Continuing Education