Learner Language

The table on p. 31 was very interesting

Cognitive maturity, metalinguistic awareness and world knowledge => young child doesn't have

Absent from the pupils -> freedom to be silent, don't have all the time in the world

Important for learnes to be objected to prober english, and be corrected, so they learn from their mistakes

Not too much correcting => afraid of making mistakes

Warm-up: free time with no correcting

Don't discourage the pupils!

Contrastive Analysis Hypothesis (CAH)

Errors are result from transfer from first language (danismer)

At first you tend to use the sentence construction from your own language ("about that!" "I no like it")

Interlanguage

Larry Selinker

Interlanguage -> learners' developing second language knowledge

Fossilization -> the fact that, some features in a learner's language may stop changing. This may be especially true for learners whose exposure to the second language does not include instruction or the kind of feedback that would help them recognize differences between their interlanguage and the target language

Vocabulary

Direct transfer - international words are easier to learn because you can relate - e.g. hamburger or walkman. "international vocabulary"

Teachers should not assume that students will always recognize borrowed words or cognate words in their second language. Some cognates are identical in form and meaning, while others may require some knowledge of how spelling patterns are related in the two languages (for instance "water" and "wasser" in english and german)