Why Pragmatics is called a wastebasket of linguistics?

Sincronizar marcadores en Google Chrome

Una manera sencilla de controlar los marcadores y mucho más

Hace ya un tiempo que Google Chrome viene ofreciendo la posibilidad de sincronizar los marcadores a través de una cuenta de Google. Ahora con su última actualización amplia esta sincronización a muchos más aspectos del navegador, como extensiones, preferencias y temas.

Sincronizar chrome a una cuenta de Google está pensado para aquellos que disponen de más de un ordenador y quieren tener en todos la misma configuración, de manera que: si en uno añaden una página a favoritos, se instala una nueva extensión, se cambia el tema o la página de inicio...automáticamente aparezca en todos.

Ejemplo práctico:

En casa tienes un ordenador de sobremesa y un portátil. Navegas en ambos con Google Chrome. Si sincronizas los marcadores a tu cuenta de Google ambos ordenadores, dentro del navegador Google Chrome, dispondrán de los mismos marcadores. Pero no solo eso, sino que si añades un marcador nuevo en uno de los ordenadores, Google guarda esa información en tu cuenta y automáticamente se añadirá dicho marcador nuevo en todos los ordenadores sincronizados a esa cuenta. Lo mismo ocurre al borrar el marcador.
Esta función de Google Chrome es muy interesante para las aulas del proyecto Escuela 2.0. ya que nos permitirá (disponiendo de una cuenta de Google para la clase) proponer enlaces y controlar los marcadores de todos los equipos del alumnado de manera directa y sin la necesidad de entrar a una dirección web para acceder a los mismos.

Además nos permite no partir de cero en una instalación nueva de chrome, incorporando las preferencias, extensiones, temas...

Learning strategies for learners

We’ve all heard about learning strategies and what to do to teach them to our students. The problem which arises is how you can understand this tough puzzle: 
 
DIRECT STRATEGIES 

o I. Memory

1. Creating mental linkages
2. Applying images and sounds
3. Reviewing well 
4. Employing action

o II.Cognitive 

1. Practising
2. Receiving and sending messages strategies
3. Analysing and reasoning
4. Creating structure for input and output

o III. Compensation strategies 

1. Guessing intelligently
2. Overcoming limitations in speaking and writing    

  

 INDIRECT STRATEGIES

o I. Metacognitive Strategies    

1. Centering your learning
2. Arranging and planning your learning
3. Evaluating your learning

 o II. Affective Strategies   

1. Lowering your anxiety
2. Encouraging yourself
3. Taking your emotional temperature 

o III. Social Strategies   

1. Asking questions
2. Cooperating with others
3. Empathising with others

Seven Ways of Looking at Grammar by Scott Thornbury

Brown's 12 Principles - An Interactive Approach to Learning Pedagogy

#1 – Automaticity

• Efficient 2nd language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.
• Automaticity – the road to fluency

#2 – Meaningful Learning

• Meaningful learning will lead toward better long-term retention than rote learning.
• Appeals to student interests
• Connects new info to old info (good schemata building)

Meaningful Learning – Don’ts

• Too much grammar explanation
• Abstract principles and theories
• Too many drills and memories
• Activities with unclear purposes
• Extraneous activities
• Distractions that take the focus off of meaning

Dr. Stephen Krashen at the 5th Annual Extensive Reading Seminar in Nagoya, Japan.

Krashen's Theory of Second Language Acquisition by Vivian Cook

Acquisition	Learning
implicit, subconscious	explicit, conscious
informal situations	formal situations
uses grammatical 'feel'	uses grammatical rules
depends on attitude	depends on aptitude
stable order of acquisition	simple to complex order of learning

Is there a Natural Order of Language Acquisition?

  

        The influence of Stephen Krashen on language education research and practice is undeniable.  First introduced over 20 years ago, his theories are still debated today.  In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms.  The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993).  Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981).  Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy:  The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998). 
        As advertised, The Natural Approach is very appealing – who wouldn’t want to learn a language the natural way, and what language teacher doesn’t think about what kind of input to provide for students.  However, upon closer examination of Krashen’s hypotheses and Terrell’s methods, they fail to provide the goods for a workable system.  In fact, within the covers of “The Natural Approach”, the weaknesses that other authors criticize can be seen playing themselves out into proof of the failure of Krashen’s model.  In addition to reviewing what other authors have written about Krashen’s hypotheses, I will attempt to directly address what I consider to be some of the implications for ES/FL teaching today by drawing on my own experience in the classroom as a teacher and a student of language.  Rather than use Krashen’s own label, which is to call his ideas simply “second language acquisition theory”, I will adopt McLaughlin’s terminology (1987) and refer to them collectively as “the Monitor Model”.  This is distinct from “the Monitor Hypothesis”, which is the fourth of Krashen’s five hypotheses.

What is Language?

    Language is a system of conventional vocal signs by means of which human beings communicate.

I-  Language as System:

A language is not just a collection of sounds and words; it is also the rules or patterns that relate these to each other. Here we have the concept of duality of patterning which corresponds to the fact that every language has two levels.

a. Meaningful Units: such as morphemes which are the smallest meaningful units of language.

E.g.: cats → cat + s

b. Meaningless Units: are units that have no meaning in themselves although they serve as components to the meaningful units such as the phonemes.

E.g.: cats → /k/ + / æ/ + /t/ + /s/

This distinction between a meaningful word “cats” and its meaningless parts /k/ + / æ/ + /t/ + /s/ is important. This duality enables humans to produce a huge number of meaningful words and sentences out of relatively few (meaningless) sounds. In English there are only about thirty-five basic sounds yet with those we can produce infinity of utterances. For instance, small signs produce infinite messages. This is one of the main characteristics that distinguish human language from the more simple communication systems of other animals.