i need more info about the role and the development of self /other monitoring in  second language acquisition?
821687
this theory is a common sense approach to second language acquisition.an over-simplified explanation would be that students learn a language easier if they talk about and listen to things that interest them. i use this approach in my conversation classes. rather then role playing 'going to the bank', or ordering in a restaurant' i try to direct the students to talk about anything they are enthusiastic about, or about themes they need to become more successful.
243840
First, has a therapist ever talked with you about social anxiety or a social phobia? Also are you in a different culture than the one in which you grew up? \nfrom your post I noticed your language skills were indicative of english as a second language, are you socialising with ppl you CAN communicate with? \nIf all else fails, practice makes perfect... ask questions, "Jill, are you going to get your degree?" "Pat, how's Tommy" "Oh, I didn't know you were in the worship band" etc...
924580
Hi my name is Bianca. I can teach you if you liek. I have been teaching Koreans for 2 years already. i specialize in accent training and conversational english. I live in Kembangan. if you want please call me at 92254283. or you can send me your email address so I can email you my resume. my email address is biancx_bueno@yahoo.com
430254
Make friends and talk to them.  Ask them to correct mistakes you make instead of just ignoring them out of politeness.  And be happy when they do.  Listen to the radio, to movies, to cartoons, children's programs, be with people as much as you can.  Also, read.  Read children's books to start with, but reading really helps you learn spoken English.  You see words in sentences and context and can look at them for awhile and see how they are used.  Go to the library and ask a librarian to suggest a simple, but intersting children's book with a few chapters that you could read.
103136
I have no idea, but I admire you for wanting to. I've always wanted to know a second language, but never had the self discipline to learn.
872282
analysis and evalution. \ngreater vocab\ncultural appreciation
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Communicating with others outside of your own culture/community.\n\nEasier time traveling through the world.\n\nUnderstanding the reason why our language is the way it is is rooting in understanding other languages also.\n\nWages are higher when you know another language.\n\n\nThese are just a few!
264856
some type of break in the presenation is always helpful.  for example giving an hands-on example (i.e. pulling someone from the audience or class, or having them involved with answering or asking questions) when ever i take the time to move away from the presentaion in my classroom, and get one of the student involved they seem to retain the information more.
997630
perhaps you shouldn't be so worried. judging from your question you seem to have a pretty strong foundation for the language already. i would have to hear you speak to know where are your problems areas but i can see that in writing you're doing just fine. it is important for you to learn the language and only continuing to speak and write will get you where you want to be. don't give up yet. yes, there are losers out there who will put you down and humiliate you. they are suffering from shortcomings far greater than yours. but there are plenty of us out there with patience and understanding who will help you reach those goals just by listening.
1164586
This is an interesting question.\n\nLinguists, especially those who study second language acquisition (SLA), are aware that most people who learn a new language after about the age of 15 always speak with an "accent".  It is quite rare, in fact, to meet a person who doesn't.\n\nWhether or not this means that the person is not a fabulous user of the language is somewhat beside the point.  I am acquainted with a German woman who now teaches in English at an American university, for example.  As far as the grammar, pragmatics, and many other characteristics of her English, she uses English very very well.  In some cases, her ability to use English in an academic setting is superior to that of many native speakers.  However, she speaks English with an accent.  Does that mean that she is not able to use English to communicate?\n\nAnother complicating factor is that our perception and even comprehension of language is confounded by our perception of the person who uses that language.  A classic study that demonstrates this was performed by a researcher named Rubin.  In that study, students listened to a lecture.  They were shown different pictures and told that the person in the picture gave the lecture.  Students who were shown a picture of an Asian male did not perform as well on a comprehension test as students who were shown a picture of a Caucasian male, even though they listened to the same tape recording.  This type of effect, where our comprehension is affected by our perception of the person as well as that person's language, can affect interactions with non-native speakers as well.\n\nBecause so few non-native speakers are able to speak with an accent that sounds native-like, language teachers in general don't make it a goal to train their students to sound like native speakers.  However, there are some features of accents that can be changed to make them more understandable.  Native speakers often listen to the length of the vowel, for example, to tell the difference between the words "beat" and "bead".  So non-native speakers can be trained to make the vowel in "bead" longer than the one in "beat", which will help native speakers to understand them better.  However, one thing that frustrates me as an ESL teacher is the inequality of this; I teach the non-native speakers how to make their accents more understandable, but I never teach the native speakers how to understand accents better.  I find that to be quite unfair.  Who says the native speaker is the one that should be catered to?\n\nIn answer to your question, I know some people that I consider very "fluent" in English despite the fact that they speak with accents.  However, native speakers of English certainly do seem to react when they sense that someone doesn't speak English exactly like they expect.  How much of this is language-related and how much of this is (gulp) prejudice is up for grabs.\n\nEven having written that, I am aware of the irony that I complain about the inequality and unfairness that's built into teaching ESL pronunciation, but I still continue to teach it.  In addition, my ability to speak with a very native-like accent is something that I take some pride in as a non-native speaker of Spanish, for example.  So although I am aware of these issues, I am still contributing to them.\n\nAlso, as a linguistic researcher, I am increasingly interested in the problem of perception.  There is a lot of evidence coming out in research studies today that the reason people speak English with an accent may not be that their English sound system is influenced by their native language, but that their perception of English as they hear it is.  In other words, because they hear things through the sound system of their native language, English might sound more like their native language to them than it does to English speakers.  Therefore, when they hear and store new vocabulary words
566237
firstly, it shows them that you think that what they are saying is important, secondly, often you need to read between the lines of what they are saying as their language skills are still developing and they cannot always make themselves understood and thirdly, you expect them to give you their undevided attention when you are speaking to them, so the best way to teach this to them is by setting a good example, yourself. :)
1067810
Sorry I don't understand. You mean like gaining conscience of oneself? Or is your question related to speech development?
1174667
I found the idea of this story quite intriguing and I have tried hard to find it but I can't think of any other way to search for it.  What is the "7407 course"?  Do  you have any way of contacting someone who has done it or who teaches it?  I think that's what I would try.\n\nI've included a few sites that you have probably already seen about misinterpreting gestures, but maybe they will be of some help.
398506
Please read N. Chomsky.\n\n   It develops through culture between imitation of parents, sounds and language is important to have thinking process in the brain. Language develops with ludic (games), with socialization of the self with other´s and that prodces that language makes the individual someone independent from out the  social context, but at the same time accquires skills to be himself or herself.\n\n   Language is important because of the symbolic approach it has and the relation with meaning and personal feelings. Its been said that girls do develop quicker in language than boys, most of the time is true.
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Hmmmm...there are at least two ways to answer that question. One has to do with the teachers working as a team, and the other has to do with students working as a team.\n\nI would say that teamwork, if done right, would have a positive effect on students learning English as a Foreign Language. For one thing, conversation is a big part of what they need to learn, and you can't learn conversation by yourself. \n\nCuriously, research shows that cooperative learning--working in teams in the classroom--actually encourages self-directed learners. In other words, when students work together on tasks and projects in the classroom, they are more likely to take responsibility for their own learning, set their own learning goals, and develop their own strategies for reaching those goals.\n\nI team taught with an EFL teacher in a 5th grade classroom where 70% of the students came from homes where another language was spoken. While there were details to work out and minor tensions between the teachers from time to time, I think all the students benefited greatly from having a regular classroom teacher, and an EFL teacher in the room.
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Your first step would be to start doing some written evaluations. Without knowing the children's ages, it is impossible to be able to give you a more accurate answer. You need to start observing and documenting and after a few days of doing that for each child you are concerned about, compare your notes with developmental milestones that you know they should have either already reached, or should be working on. Then you need to use those findings to write out a goal for that child to reach the next milestone using what you know they have already learned.\nAs a teacher it is your role to not TELL a parent what is "wrong" with their child, but to look to yourself to see what you can do in the classroom utilizing the tools of observation and knowledge. \nIn parent teacher conferences, this tool is excellent. You can bring out your written observations and show the parents...this is where your child is, this is where he should be, this is my goal for him, what things are you noticing at home.\nThis way is best because you are not approaching the parent with a "teacher knows best" tact, you are using your knowledge and expertise to tell the parent that they are needed in their child's development and asking them for ideas and suggestions and including them in your program specifically designed for their child.\nWhen a parent feels that you are going above and beyond for their child, more than likely they will jump on board.\nI use this method. I have yet to have any complaints or awkward meetings. \nOf course, you will get the occasional parent who just won't listen or will think you are wrong. Maybe there is a culture difference or even a language barrier that makes the situation harder than you feel it should be. However, your chosen venue, being a teacher, means that you should have the patience (not all the time of course) to not only search and try the best avenue into helping the children in your care, but also looking into helping those families with difference in culture and language barriers as much as the other families because the children are your first and foremost priority in the classroom.\n\nI hope this helps.
837645
Practice your receptive skills by watching English t.v., I recommend CNN.  Watch actively in short bursts and listen to what is said and the way it is said.\nFor productive skills, in this case talking, find a native speaker if you can and converse with them.  Listen to how they communicate and try to replicate it.  If you already targeted your problem areas (making proper "l" sounds)= tongue curls up to roof of the mouth... find a book on phonetics and tongue positions and practice.\nGood luck.