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Natural Order Hypothesis, Structural Analysis, Cognates, Rationalist, Word…
Natural Order Hypothesis
The natural order hypothesis is the idea that children learning their first language acquire grammatical structures in a pre-determined, 'natural' order, and that some are acquired earlier than others. This idea has been extended to account for second language acquisition in Krashen's theory of language acquisition.
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he 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
Structural Analysis
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It is a strategy that is used to facilitate decoding as students become more proficient readers. These advanced decoding strategies help students learn parts of words so they can more easily decode unknown multi-‐syllabic words. In structural analysis, students are taught to read prefixes and suffixes.
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Structural analysis is important as it provides a basis for structural design and also it evaluates whether a specific structural design will be able to withstand external and internal stresses and forces. The structural analysis helps to determine the cause of a structural failure
When using structural analysis, the reader breaks words down into their basic parts: Prefixes – word parts located at the beginning of a word to change meaning.
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Rationalist
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There are three methods to learn language. Silent way, Community Language Le.arning and Problem Posing are methods of Rationalist Orientation
Silent Way students are responsible for their own learning. The teacher will models expression once and the students must reproduce it.
Problem Posing- the teacher poses a problem and the students have to solve it using their second language.
Community Language Learning- the teacher facilitates interactions with students. The teacher helps to translate what the students want to say from the students native language and interactions are taped for a learning resource.
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Word Consciousness
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Word consciousness involves being aware and interested in words and word meanings (Anderson & Nagy, 1992; Graves & Watts-Taffe, 2002) and noticing when and how new words are used (Manzo & Manzo, 2008). Individuals who are word conscious are motivated to learn new words and able to use them skillfully.
Word consciousness is an overall awareness of words and their meanings. It is an important element in the overall process of vocabulary development and basic language acquisition. ... In doing so, teachers are encouraging students to build a rich vocabulary that will grow as a direct result of word consciousness.
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