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 | Which language acquisition theory do you favor? And while you are at it, what does "babies take statistics of new languaage mean?" | |
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| A combination of the three. There has to be a biological component affecting the timeline of the "critical period" of language acquisition. However, a lot of language acquisition is modeled from role models through several forms of interaction. "Babies taking stastics" means they are taking notice of the prevalence of language sounds and storing this information. | |
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| After feeling the strains of the answer, our men needed a change of scenery to recharge their mental capacities |
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| Did you try that octopus? | |
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| Oishikatta desu. Anyways, if I were an interactionist teacher, I would set up the classroom to maximize interaction possibilities by modelling and demonstrating proper interaction, focusing on group work, while allowing some time for individual critical thinking, and acknowledge errors and demonstrate the appropriate correction. For example setting desks facing each other promotes an interactive atmosphere. Research shows that babies learn acquire language better when interacting with a human, which may support this model. | |
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| Meanwhile, question 2 is being discussed elsewhere |
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| What and why did you select your theory? And, do you agree "talking is not practicing?" | |
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| Input theory is significant because general learning happens when material is presented in a organized and relative fashion. Making the input comprehensible and clear requires organization and relativity and will increase the likelihood that a student will learn concepts in addition to acquiring language. I agree to a certain extent that "talking is not practicing." Blind talking is not practicing. In other words, if you are talking without any conceptual understanding, you are essentially repeating utterances. However, if you are talking after you have learned language concepts, patterns, rules, and spent some time actively listening such as Hitomi did, then you practicing speech effectively | |
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