This infant stage is the appropriate period for a child, when cognitive and linguistic development can be observed among the children. Regarding this cognitive and linguistic level, it is identified that certain percentage of people witnesses this development very quickly during the early growth phase of a child. In addition, few numbers of children also experience cognitive and linguistic development certainly after the expected age. In this context, Gopnik and Meltzoff (p. 1523) argued that certain numbers of infants improve their cognitive and linguistic ability within nine or ten months after the birth, whereas few children experience their cognitive and linguistic development after little delay in time. During the 24th months after born or may even more than that period of time, children are identified to manipulate things in different categories such as boxes and boxes among others along with surrounding, which is the beginning of their learning. Additionally, interactions with children during the infancy is ascertained as an important consideration based on which children are able to develop their cognitive as well as linguistic skills (Anderson, Rasmussen and Strømme 2-9; Gopnik and Meltzoff 1523). Metalinguistic awareness signifies the ability through which children develop their language during the infant stage. In this regard, Anderson, Rasmussen and Stromme (pp. 2-9) argued that children are developing their linguistic knowledge and languages from its surroundings.
From the early year, the children are required to be provided with adequate support and learning instructions, so that the children are able to develop their cognitive as well as linguistic abilities. According to the viewpoint of Anderson, Rasmussen and Stromme (pp. 2-9), during 1-6 years of age, children after the birth are considered as infant stage. …
1. Introduction The main goal of Teaching English to Speakers of Other Language (TESOL) is to teach non-native individuals the appropriate use of the English language (TESOL, 2013). In general, written communication skills play an important role behind the career of successful businessmen and other professions such as doctors, nurses, and lawyers.
Teaching Young Learners a Second Language: “The Younger the Better”. The need to learn a second language is important in a number of contexts. In this age of globalisation, with the world being one global village, it has become increasingly more important to communicate with people all over the world.
For this particular discourse, the second language teaching issue identified focuses on the use of portfolio-based writing assessment, in contrast to the traditional assessment methods. The process and product of research on the topic “Portfolio Assessment Effect on ESL/EFL Writing” involves different stages, as identified below: 1.
Secondly, the tutor must take pains to understand the students' background so that s/he is able to put together a course of study comprising oral, physical and participative activities. It is important to bear the time frame in mind while organizing the study course within which the course must be covered.
People use language to indicate social status, academic standing, and cultural membership. The vast quantity of information that is transferred through language is more than just basic information. Linguistic varieties within a community form significant cultural bonds and in doing so creates a system that corresponds to the structure of the society.
The learning needs of the large number of ESL students who are from language backgrounds other than English and who learn English as a second language has resulted in a number of studies, researches and surveys on teaching English as a second language.
arning, to wit: (1) material level: that which can be seen and touched (television, digital camera, computer); (2) multipurpose software level: use of learning management systems (Blackboard, eduKate, Scholaris); (3) technological applications and tools (email,
According to the paper the academic research and real survey analyses prepared since the last two decades reveal that the foreign language teaching instructions have undergone across a systematic arrangements that successfully enable individuals to improve their second language proficiency irrespective of their age groups. The instruction strategy for acquisition of foreign language is also observed as highly variable in the form of developmental routes from mother tongue to any other foreign language.
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