If you've ever doubted whether you're a good language learner, then bear in mind that you've already learned one language very well indeed – your first. But this raises an interesting question: can adults learn a second language in the same way they learned their first as children? And if so, what are the implications for the classroom?
Stephen Krashen and the acquisition of languages
Perhaps no-one has looked at the question more closely than the linguist Stephen Krashen, who has introduced some of the most influential concepts to the study of second-language acquisition.
In his input hypothesis, first proposed in an article published in 1977, and expanded upon in later years, he makes the distinction between learning: the conscious, traditional grammar-based process in the classroom; and acquisition: essentially how we, as children, pick up our first language. He says that our mistake is trying to teach languages in the same way we teach science, history and mathematics. Instead, he believes that learners should acquire second languages in the same way children learn their first.
Krashen sums up the idea in a famous documentary on the subject called A child's guide to learning languages, produced by BBC Horizon in 1983. In the documentary, he says that acquisition is 'where the action is'. In other words, in every successful example of language-learning – an infant mastering a first language, an adult learner of English scoring a band 9 on the IELTS test – the reason for their success is that they have 'acquired' rather than 'learned' the language.
So, how do children and proficient adult learners perform the seemingly magical trick of mastering a language, and what can teachers learn from this? Krashen offers the following ideas:
1. We acquire languages when we can understand ...
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IELTS Reading Tips for band 9
Getting band 9 in IELTS Reading is possible!
Many test-takers have been writing to us with the notion that it’s an impossible task for non-native English speakers. They say, “Scoring 9.0 on IELTS Reading is very hard for those, whose first language is not English. They simply cannot know all that tricky vocabulary”. Of course, you will encounter some unknown words on the IELTS Reading Test. But you shouldn’t worry – it’s completely normal!
The main goal of IELTS Reading is to test your ability to understand what you have read. So even if you don’t know some words, it’s OK, as you can guess their meaning and still get band 9!
Ridiculously, most of the test-takers lose marks not because of lack of knowledge, but because of making very simple mistakes! That’s why in this guide we’ve gathered 10 IELTS Reading tips that will really help you to get a high score in IELTS Reading:
Skim over and watch for the answers
Skimming refers to looking only for the main ideas. You don't need to read attentively every word. Remember, you just need to answer the questions, nothing more. So skim over the text and then start looking for the answers.
IELTS Reading tips: watch time
Don’t forget you have only 60 minutes to read three texts and answer 40 questions. You won’t get additional time for filling your answer sheet, so make sure manage your time properly.
Is your spelling correct?
Check your spelling before writing your answer on the answer blank. You will get zero points for the answer if it's spelled incorrectly.
Keep the order
Remember that the questions follow the order of the text in most cases. ...
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How to Get 9 in IELTS Speaking Test?!!!
If you've ever doubted whether you're a good language learner, then bear in mind that you've already learned one language very well indeed – your first. But this raises an interesting question: can adults learn a second language in the same way they learned their first as children? And if so, what are the implications for the classroom?
Stephen Krashen and the acquisition of languages
Perhaps no-one has looked at the question more closely than the linguist Stephen Krashen, who has introduced some of the most influential concepts to the study of second-language acquisition.
In his input hypothesis, first proposed in an article published in 1977, and expanded upon in later years, he makes the distinction between learning: the conscious, traditional grammar-based process in the classroom; and acquisition: essentially how we, as children, pick up our first language. He says that our mistake is trying to teach languages in the same way we teach science, history and mathematics. Instead, he believes that learners should acquire second languages in the same way children learn their first.
Krashen sums up the idea in a famous documentary on the subject called A child's guide to learning languages, produced by BBC Horizon in 1983. In the documentary, he says that acquisition is 'where the action is'. In other words, in every successful example of language-learning – an infant mastering a first language, an adult learner of English scoring a band 9 on the IELTS test – the reason for their success is that they have 'acquired' rather than 'learned' the language.
So, how do children and proficient adult learners perform the seemingly magical trick of mastering a language, and what can teachers learn from this? Krashen offers the following ideas:
...
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