01. The origins of language and The Animals and Human Language (Summary and Reflection)

Lecturer begins the class by giving task to students (Discussion leading/ Presentation of assigned reading). Each student is assigned to read a lesson from the book and lead the discussion or present to the class. The score is given based on slide, content, presentation, and handouts. After that, he lectures two lesson which are The Origins of Language and The Animals and Human Language.

The first lesson of this book discuss about the origin of the language. Charles Darwin believes that “ the origin of language, early humans had already developed musical ability prior to language and were using it “ to charm each other.” However, we still could not find any evidence or artifacts relating to his claim. Thus, the following claims state different reasons of the origin of language.

In Christianity tradition claims that god created Adam and Eve to be the first human on earth. In Hindu tradition, the language came from Sarasvati, wife of Bramhma, creator of universe. However, the result of hypothesis seems to be conflicting based on Greek writer Herodotus reported the story of an Egyptian pharaoh named Psammetichus who tried the experiment with two newborn babies. The babies could not sound any word in Egyptian except bekos. Other similar experiment was done by King James indicated that the isolated newborn babies grew up with no language at all.

Other view of the origin of the language is based on the concept of natural sound. The “bow-wow theory” stated that human tried to imitate the sound form surrounded environment.  It has also been suggested that the origin sound of language may have come from natural of emotion such as pain, anger, and joy.    

The social interaction source also involves in several people and interaction had to be coordinated. So, the group of early humans might develop a set of hums, grunts, groans and cruse that were used when they were lifting and carrying large bits of trees or lifeless hairy mammoths.

The physical adaptation source distinct physical features human with other creatures. Another similar development is believed that human must had developed about two million years ago. The early humans had become capable of making stone tools.

In the second lesson, animals and human language is distinguished in communicative signals and informative signals.  People can use language to think and to talk that is the properties of human language. Humans can refer to past and future time that is called displacement, while animals are lack of this property. Also, The aspect of the relationship between linguistic signs and objects in the weld is described as arbitrariness. The animals use a fixed and limited signal to communicate.

Humans are continually creating new expressions and novel utterances, while the feature of animal communication is described in terms of fixed reference. Humans’ language is passed on from one generation to the next that is called cultural transmission. Another difference is duality. Human language can be distinct sounds and meanings. Other creatures cannot differentiate between the sounds and meanings.

Animals produces a particular behavior in response to a particular sound-stimulus or noise, does not actually understand that the words in the noise mean. In the 1930s, two scientists (Luella and Winthrop Kellogg) did the experiment on an infant chimpanzee together with their baby son. The chimpanzee was reported to be able to understand about a hundred words, but did not say any of them.

Among several experiments on animals, Herbert concluded that chimpanzee are clever creatures who learn to produce a certain type of behavior.

I learnt a lot from both lessons, which are “The Origin of Language” and “Animals and Humans Language”. I learnt about the origin of language that there are different claims about the origin of language. In this first lesson, I learnt that the origin of language comes from many different sources such as the divine source, the natural sound source, the social interaction source, the physical adaptation source, the tool-making source, and the genetic source.

Reference: Yule, G. (2009). The study of language. Cambridge, UK: Cambridge University Press.

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01. The origins of language (Summary and Reflection)

Lecturer begins the class by giving task to students (Discussion leading/ Presentation of assigned reading). Each student is assigned to read a lesson from the book and lead the discussion or present to the class. The score is given based on slide, content, presentation, and handouts. After that, he lectures two lesson which are The Origins of Language and The Animals and Human Language.

The first lesson of this book discuss about the origin of the language. Charles Darwin believes that “ the origin of language, early humans had already developed musical ability prior to language and were using it “ to charm each other.” However, we still could not find any evidence or artifacts relating to his claim. Thus, the following claims state different reasons of the origin of language.

In Christianity tradition claims that god created Adam and Eve to be the first human on earth. In Hindu tradition, the language came from Sarasvati, wife of Bramhma, creator of universe. However, the result of hypothesis seems to be conflicting based on Greek writer Herodotus reported the story of an Egyptian pharaoh named Psammetichus who tried the experiment with two newborn babies. The babies could not sound any word in Egyptian except bekos. Other similar experiment was done by King James indicated that the isolated newborn babies grew up with no language at all.

Other view of the origin of the language is based on the concept of natural sound. The “bow-wow theory” stated that human tried to imitate the sound form surrounded environment.  It has also been suggested that the origin sound of language may have come from natural of emotion such as pain, anger, and joy.    

The social interaction source also involves in several people and interaction had to be coordinated. So, the group of early humans might develop a set of hums, grunts, groans and cruse that were used when they were lifting and carrying large bits of trees or lifeless hairy mammoths.

The physical adaptation source distinct physical features human with other creatures. Another similar development is believed that human must had developed about two million years ago. The early humans had become capable of making stone tools.

In the second lesson, animals and human language is distinguished in communicative signals and informative signals.  People can use language to think and to talk that is the properties of human language. Humans can refer to past and future time that is called displacement, while animals are lack of this property. Also, The aspect of the relationship between linguistic signs and objects in the weld is described as arbitrariness. The animals use a fixed and limited signal to communicate.

Humans are continually creating new expressions and novel utterances, while the feature of animal communication is described in terms of fixed reference. Humans’ language is passed on from one generation to the next that is called cultural transmission. Another difference is duality. Human language can be distinct sounds and meanings. Other creatures cannot differentiate between the sounds and meanings.

Animals produces a particular behavior in response to a particular sound-stimulus or noise, does not actually understand that the words in the noise mean. In the 1930s, two scientists (Luella and Winthrop Kellogg) did the experiment on an infant chimpanzee together with their baby son. The chimpanzee was reported to be able to understand about a hundred words, but did not say any of them.

Among several experiments on animals, Herbert concluded that chimpanzee are clever creatures who learn to produce a certain type of behavior.

I learnt a lot from both lessons, which are “The Origin of Language” and “Animals and Humans Language”. I learnt about the origin of language that there are different claims about the origin of language. In this first lesson, I learnt that the origin of language comes from many different sources such as the divine source, the natural sound source, the social interaction source, the physical adaptation source, the tool-making source, and the genetic source.

Reference: Yule, G. (2009). The study of language. Cambridge, UK: Cambridge University Press.

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Article critique

1.     Summary

We are living in the context of globalization. Most people own a smart phone that they can access to Internet at anytime. The new smart phones equip with high-resolution camera, so the owners can capture picture easily. Photographs can be integrated in our teaching because a picture can be described in a thousand words. Baker, Lottie (2015) did a research on integrating visual literacy in language learning with photographs. In his paper, she define the word ‘visual literacy’, provide a rationale for connecting visual literacy to he language classroom, and give examples of instructional techniques with photographs. She has defined visual literacy as the competency to make meaning from what we see and to create images that convey implicit and explicit messages to others.  Baker, Lottie (2015) suggested four instructional strategies using visual images such as photo analysis, mystery photo, collaborative stories, and selfies.     

2.     Strengths

Baker, Lottie (2015 presented an important technique of integrating visual literacy in language learning with photographs. She raised Ansel Adams’s words ‘a photograph is usually looked at–––––seldom looked into’. The quote supports the tittle of the article because it makes the audiences to understand the article easily. The author has defined the term ‘visual literacy’ very well with some supported sources. Moreover, she gave a brief purpose in the introduction, so the audiences have ideas what will be discussed in the article. She organized each part in a logical way.  

3.     Weaknesses

Baker, Lottie (2015) have written an important and timely article on integrating visual literacy in language learning with photographs. Despite its may strengths there are a number of small, but important, weaknesses. The author stated four mains strategies about using visual images. However, the strategies are lack of experiment evidences, so they seems be based on her opinions. Her strategies might not be applicable in some circumstances. Example, most low-level students’ parents do not allow their children to use smart phone.     

4.     Usefulness

Except young English learners, her strategies are very useful for adult English learners and teachers. Images can be integrated with different content areas and activities. First, images can be used to create meaningful oral interaction. Example, the teachers can provoke students by asking them to express their feeling about the images. Second, images can help students to develop critical thinking. For example, the teachers can ask reasoning questions to foster students’ thinking skills. Third, images open up the students’ perspectives not only from the local perspectives, but also to understand visual from different global perspectives. Fourth, images can be used as a potential for scaffolding. For example, new English learner can start from labeling items in photographs. The last, images can be linked content with language. For instance, we use images to complement content learning goal

Reference:

Baker, Lottie. How Many Words Is a Picture Worth? Integrating Visual Literacy in         Language Learning with Photographs (n.d.): n. pag. American English. US, Department   of State, 2015. Web. 11 Jan. 2016.

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Approaches, Methods, Procedures and Techniques

Approach: People use this term approach to refer to theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide the reasons for doing them. An approach describes how language is used and how its constituent parts interlock- it offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning.

Method: a method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teaches and learners, the kinds of material which will be helpful and some model of syllabus organization. Methods include various procedures and techniques (see below) as part of their standard fare.

          Wen methods have fixed procedures, informed by a clearly articulated approach, they easy to describe. However, if a method takes procedures and techniques from a wide range of sources (some of which are used in other methods or are informed by other beliefs), it is more difficult to continue describing it as a ‘method’. We will return to this discussion when we discuss post method realities in B2.

Procedure: a procedure is an ordered sequence of techniques. For example, a popular dictation procedure starts when students are put in small groups each group then sense one representative to the front of the class to read (and remember) the first line of a poem which has been placed on a desk there. Each student then goes back to their respective group and dictates that line. Each group then sends a second student up to read the second line. The procedure continues until one group has written the whole poem (see Example 5 in Chapter 19C)

          A procedure is a sequence which can be described in terms such as First you do this, then you do that…. Smaller than a method, it is bigger than a technique.

Technique: a common technique when using video or film material is called silent viewing (see Chapter 18, B1). This is where the teacher plays the video with no sound. Silent viewing is a single activity rather than a sequence, and as such is a technique rather than a whole procedure. Likewise the finger technique is used by some teacher; they hold up their hands and allocate a word to each of their five fingers, e.g. He is not playing tennis and then by bringing the is and the not fingers together, show how the verb is contracted into isn’t.

Another technique is to tell all the students in a group to murmur a new word or phrase to themselves for a few seconds just to get their tongues round it. 

Reference:

Harmer, J. (2010). Popular Methodology. In The Practice of English Language Teaching (Fourth Edition ed., p. 62).

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