Children learning a foreign language: True or False

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Cameron - Chapter 1 - Children learning a foreign language

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Carina Scally

Argentina

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Children learning a foreign language: True or False


Children learning a foreign language: True or FalseVersión en línea Cameron - Chapter 1 - Children learning a foreign language por Carina Scally 1 Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks. Yes No 2 Children find it easy to learn the metalanguage (i.e. the language used to talk about language). Yes No 3 Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner. Yes No 4 Second language learning is exactly the same as first language learning in every respect. Yes No 5 Children actively try to construct meaning when learning a new language. Yes No 6 The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention. Yes No 7 The book supports a strictly child-centred approach to teaching language. Yes No 8 The book argues that language learning involves both oral and written dimensions and that meaning is central. Yes No 9 Language development occurs without any need for social interaction or practical meaning. Yes No 10 Grammar is the only focus in early language teaching. Yes No 11 Language teaching should rely exclusively on grammar-focused instruction. Yes No 12 Language learning is influenced by social interaction and can be internalised over time. Yes No 13 Children and adults are different types of learners. Yes No 14 Routines and scaffolding are used to support language growth in the classroom. Yes No 15 The book argues for a learning-centred approach rather than a strictly child-centred one. Yes No 16 Young learners’ language development begins with linking words to actions and objects. Yes No 17 All children acquire a second language as quickly as their first, regardless of age. Yes No 18 Piaget is described as viewing the child as an active learner who constructs knowledge. Yes No 19 The text asserts that culture is irrelevant to language learning. Yes No 20 Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning. Yes No

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Children learning a foreign language: True or False

Sí o No

Sobre esta actividad

Creada por

Descarga la versión para jugar en papel

Top juegos

Sí o No

¿Es verdad?

Sí o No

Preguntas sobre futbol para niños

Sí o No

OPEN UP 5 UNIT 3: THERE IS/ARE, THERE WAS, THERE WERE

Sí o No

¿Está creado con Inteligencia Artificial?

Sí o No

Grammys a mejor canción/grabación

Children learning a foreign language: True or FalseVersión en línea

por Carina Scally

Bruner's scaffolding and routines are proposed as useful techniques in classroom language tasks.

Children find it easy to learn the metalanguage (i.e. the language used to talk about language).

Although we can make some generalizations about teaching children, some differences among them do arise from the linguistic, psychological and social development of the learner.

Second language learning is exactly the same as first language learning in every respect.

Children actively try to construct meaning when learning a new language.

The context and the familiarity of an event or topic provide an opportunity to predict meaning and intention.

The book supports a strictly child-centred approach to teaching language.

The book argues that language learning involves both oral and written dimensions and that meaning is central.

Language development occurs without any need for social interaction or practical meaning.

Grammar is the only focus in early language teaching.

Language teaching should rely exclusively on grammar-focused instruction.

Language learning is influenced by social interaction and can be internalised over time.

Children and adults are different types of learners.

Routines and scaffolding are used to support language growth in the classroom.

The book argues for a learning-centred approach rather than a strictly child-centred one.

Young learners’ language development begins with linking words to actions and objects.

All children acquire a second language as quickly as their first, regardless of age.

Piaget is described as viewing the child as an active learner who constructs knowledge.

The text asserts that culture is irrelevant to language learning.

Vygotsky's theory emphasizes social interaction and the Zone of Proximal Development in language learning.