Part 1: Introduction, first and second language acquisition ...

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Transcríbhinn: Podchraoladh – Sealbhú teanga So to answer your question, yes, I think we must constantly give the correct form, but do not be discouraged if it takes learners longer sometimes to arrive at the correct form; they will in time, it’s just that maybe they’re not noticing those correct forms - no matter how often it’s heard, they notice when their interlanguage is almost ready for that noticing. 20:32 That’s a very interesting point Muiris, because it’s probably a source of Marie frustration for a lot of teachers, maybe particularly with written work, where they’re correcting things, and correct the same things over and over and never see any changes; that it’s all about when the learner notices and that’s where the importance lies, not in the correcting or not correcting, of the mistake. 20:53 Absolutely. One way to get learners to actually improve their language Muiris skills is to get them to notice very very good language. So if they could hear somebody, or see a piece written, that’s at a stage better than their own stage of development, and ask them to reflect on Why is that better? What do you notice as being very good about this? then once noticing is activated and triggered, actual acquisition might occur. 21:27 And that brings up then the question of language awareness 64 and Marie getting children to notice features 65 about language 21:30 Yes, absolutely, and I think that the more we can make our learners Muiris curious about language, and we have wonderful opportunities sometimes in our classrooms with speakers of other languages than English as a first language; get them aware that people pronounce 66 words differently, there are different sounds in language, you can actually ask the children to say some words, to try and get children to repeat these words from Russian or Arabic or French or whatever, and that makes them very curious; that’s a very simple language awareness task. So we can’t just simply assume that because they hear language and they see it, and they use it, that they actually notice the correct forms. 22:05 And I suppose another crucial point then is the post-communicative Marie stage 67 of communicative language lessons where you actually explicitly focus on features or errors … Muiris Absolutely, and that can be done sometimes by reflection, saying How did you get on? What did you find easy, what did you find difficult? Postcommunicative or post-task language teaching, you know you have your pre-task where they prepare the language, they do the task communicatively and in the post-task stage you’re focusing on How well did you do it? Did you notice anything difficult? Did you notice anything you did well? Always. If you were to ask somebody else to do it – maybe a native speaker – this is what they might say and get them to notice it, at various levels of ability. But also encouragement, all the other educational principles obviously apply in language teaching as well. 64 feasacht teanga 65 gnéithe teangacha/ comharthaí sóirt teangacha éagsúla 66 fuaimniú 67 tréimhse iarchumarsáideach
Transcríbhinn: Podchraoladh – Sealbhú teanga Cuid 3: Sealbhú agus múineadh na Gaeilge/acquisition and teaching of Irish 22:53 Agus ag bogadh ar aghaidh anois a Mhuiris, chun díriú isteach go 68 specifically 69 language Marie sainiúil 68 ar mhúineadh na Gaeilge agus ceisteanna sealbhaithe teanga 69 a bhaineann le múineadh na Gaeilge, is dócha gur í an chéad cheist a ritheann liomsa ná an bhfuil an Ghaeilge níos deacra ná teangacha eile, le foghlaim nó le múineadh? 23:09 Ceist mhaith agus tá sí minic cloiste agam. Níl aon fhianaise 70 go bhfuil Muiris a leithéid fíor ach ceaptar a leithéid go mionmhinic. Cinnte, dearfa, tá gnéithe 71 áirithe a bhaineann leis an nGaolainn 72 nach bhfuil a leithéid againn sa Bhéarla: cuir i gcás an séimhiú, an t-urú 73 , an rud seo, an t-infhilleadh 74 (athruithe ar fhocail agus mar sin de) agus tá an forainm réamhfhoclach 75 (agam, agat, orm, ort) rud atá acu, dála an scéil, sa Pholainnis agus sa Rúisis. Dá mbeadh teanga Cheilteach eile againn mar mháthairtheanga 76 , a mbeadh na gnéithe sin ag baint léi, bheadh sé níos fusa. Tá ar deireadh rud ar a nglaonn siad ansin psychotypology nó typology 77 : is é sin má labhraíonn tú teanga amháin mar theanga dhúchais 78 agus tú ag foghlaim teanga eile atá gaolmhar (a bhaineann leis an gclann chéanna teangacha) ansin ar ndóigh tá sé níos fusa. Ach tá difríochtaí idir córas an Bhéarla agus córas na Gaeilge agus níor mhiste ansin b’fhéidir … bhíomar ag caint ó chianaibh 79 ar cheachtanna feasachta teanga, language awareness, caithfimid iad sin a bhunú níos mó ar na difríochtaí sin. 24:14 Ach é sin ráite, mar a deir tú, ní hí go bhfuil sí [an Ghaeilge] i bhfad níos Marie deacra agus gach rud atá fíor ó thaobh sealbhú teangacha 80 eile de, tá sé fíor i dtaobh na Gaeilge freisin? 24:24 Díreach é. Níl sí níos deacra, agus gach aon rud a dúirt (mé) ansin ó Muiris chianaibh mar gheall ar shealbhú teanga ó thaobh na dteangacha eile de bheadh sé fíor chomh maith i leith na Gaolainne. 24:36 Agus is dócha, ceist eile ansin a thagann chun cinn go minic ná go bhfuil Marie sé ráite go soiléir i gcuraclam na Gaeilge gur cheart na ceachtanna a mhúineadh trí mheán na Gaeilge 81 . Agus uaireanta bíonn sé sin deacair ar mhúinteoirí, mura bhfuil a gcuid Gaeilge féin chomh líofa 82 agus atá an Béarla acu. Cén fáth a ndeirtear sin, agus cén fáth a gcaithfimid bheith dian uaireanta ar na páistí agus a bheith ag iarraidh an Ghaeilge a ghríosadh 83 uathu. 25:00 Bhuel, anois, níl an oiread sin den bheotheanga 84 , b’fhéidir, acu sa Muiris timpeallacht 85 is a bheifeá ag súil leis – bhuel, braitheann sé anois: má tá tú i dtimpeallacht na Gaeltachta agus mar sin de tá an bheotheanga sin timpeall ort. Ba cheart an oiread [agus is féidir] den bheo teanga sin a úsáid sa timpeallacht, i dtreo is go mbeadh an rud ar a dtugann siad ionchur (input) saibhir teanga ann. Mar sin, tá sé tábhachtach go labhraímid Gaolainn leo an oiread agus is féidir 86 nó go gcloisfidís an Ghaolainn oiread agus is féidir i rith an lae. Agus rud amháin, tá sé an-tábhachtach go dtuigfeadh na foghlaimeoirí é sin. Go minic, déanaimid é sin, ach an dtuigeann na foghlaimeoirí cad ina thaobh go mbíonn na ceachtanna as Gaolainn? B’fheidir .. ní thuigeann siad cad chuige a bhfuil an Béarla le seachaint 87 ? acquisition issues 70 no evidence 71 features 72 Gaeilge (in Munster dialect) 73 eclipis 74 inflection 75 prepositional pronouns 76 mother tongue 77 típeolaíocht 78 native (first) language 79 a while ago 80 language(s) acquisition 81 through the medium of Irish 82 fluent 83 urge/incite 84 living language 85 in the environment 86 as much as possible 87 to be avoided
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Part 1: Introduction, first and second language acquisition ...

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