Objectives
Goals in TBLT are ideally to be determined by the specific needs of particular learners. According to Long and Crookes(1993), selection of tasks should be based on a careful analysis of the real-world needs of learners.
eg. The English Language Syllabus in Schools Malaysian (1975)
- giving all Malaysian secondary school leavers the ability to communicate accurately and
Language development in children is related
to brain development
During the first 3 years of life, the human brain develops to 90% of its full adult growth
Neurolinguistics : The study of biological and neural foundations of language
Brain development sets up the order of language development in children
The critical period hypothesis
→ Ability to learn a native language
as cognitive style. When cognitive styles are specifically related an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Studies of learning style bring important variables to the forefront. Such styles can contribute significantly to the construction of a unified theory of second language acquisition.
ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
→ Reflect the use of the linguistic system itself
Sociolinguistic Competence
: the knowledge of the sociocultural rules of language and of discourse.
Strategic Competence
: the verbal and nonverbal communication strategies that may be called into action t
LESION CHARACTERISTICS
뇌 손상 후에 행동적 변화는 다양한 요인들로 결정됨
: 손상의 크기, 부위, 종류, 기간, 뇌의 연결성의 변화, 개인의 병전 능력과 경험, 장애의 발병시기(나이), 대뇌 dominance의 패턴, 문화 및 역사적 배경, life situation, psychological makeup 등
1) Diffuse and Focal Effects
Diffuse lesion
원인 : 감