TLOU AMALIA LINDA
65493346
DECLARATION
Your exam script will not be marked if this is not completed.
I, AMALIA LINDA TLO (Name & Surname)
Student number: 65493346
Module code: TMN3701
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This examination is my original work,
produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print), through the proper reference techniques, as stipulated in this
module. I have not made use of ChatGPT or any other similar AI programme to
generate responses to the questions.
I have not copied work of other and handed it in as my own. I have also not made
my work available to any fellow students to submit as their own.
I have utilised the Invigilator app during my examination.
Signature: TLOU A.L Date: 20/10/23
, Question 1
1.1. Interaction – is a hypothesis by Michael Long, that states that learners must have opportunities
to interact with other learners to boost their level of speaking the language fluent. It promotes
communication amongst learners to help them in speaking the language well. Interaction can be
done in class as a role play where learners can do an interview and interview each other on a
certain topic as this will boost their level of speaking the language fluently.
Comprehensive – is a hypothesis by Michael Long, it is essential in the language acquisition. It is
a language input that is understood by listeners despite them not understanding all the words. It
refers to a message that people understand when acquiring a second language. It helps learners
to understand the second language in a meaningful way.
1.2. Provide examples of how you can provide interaction and comprehensible output opportunities
in all four language skills, as well as language structures and conventions, in an Additional
Language classroom.
Listening – play a recording of a dialogue or interview for the learners in a classroom and
later on ask questions based on the audio that they were listening to, encourage
learners to speak in the language that they are learning as it will help them to speak
fluently.
Speaking – after reading a novel in class, let learners role-play that novel where they get
to choose characters that they want to act as and speak while acting as this will boost
their level of pronouncing of words.
Reading – read a novel/drama with the learners in a classroom and do a discussion
based on the text that they were reading, let learners share their views about what they
were reading about to show if they understood everything. They can later on write an
activity in their work book answering questions based on the text that they were
reading.
Writing – after reading novel learners can write an essay whereby they will analyses the
novel based on a setting, plot, characters, climax etc. They will be required to use their
own words and form sentences as they will be working on a language structure skill too.
Later on they will revise their work and include comprehensible input.
Language structure and conventions – after reading text learners can identify new
vocabulary and later on check the meanings of those words on a dictionary and they will
also form sentences using those words to check if they understood the meanings of
those words. To practice grammar, they can do an exercise where they will spell out the
words aloud.
1.3. Agree, young children find it easy to acquire new skills in a language compared to adults.
Language can be acquired naturally from birth to not more than the age of 10 years. Children
have a lot of time to devote to language learning. They get to learn the language slowly and easy
without a pressure to speak the language fluently from the start. Children do not get
embarrassed when making mistakes when they are learning a new language, they get motivated
to learn something new.
65493346
DECLARATION
Your exam script will not be marked if this is not completed.
I, AMALIA LINDA TLO (Name & Surname)
Student number: 65493346
Module code: TMN3701
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This examination is my original work,
produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print), through the proper reference techniques, as stipulated in this
module. I have not made use of ChatGPT or any other similar AI programme to
generate responses to the questions.
I have not copied work of other and handed it in as my own. I have also not made
my work available to any fellow students to submit as their own.
I have utilised the Invigilator app during my examination.
Signature: TLOU A.L Date: 20/10/23
, Question 1
1.1. Interaction – is a hypothesis by Michael Long, that states that learners must have opportunities
to interact with other learners to boost their level of speaking the language fluent. It promotes
communication amongst learners to help them in speaking the language well. Interaction can be
done in class as a role play where learners can do an interview and interview each other on a
certain topic as this will boost their level of speaking the language fluently.
Comprehensive – is a hypothesis by Michael Long, it is essential in the language acquisition. It is
a language input that is understood by listeners despite them not understanding all the words. It
refers to a message that people understand when acquiring a second language. It helps learners
to understand the second language in a meaningful way.
1.2. Provide examples of how you can provide interaction and comprehensible output opportunities
in all four language skills, as well as language structures and conventions, in an Additional
Language classroom.
Listening – play a recording of a dialogue or interview for the learners in a classroom and
later on ask questions based on the audio that they were listening to, encourage
learners to speak in the language that they are learning as it will help them to speak
fluently.
Speaking – after reading a novel in class, let learners role-play that novel where they get
to choose characters that they want to act as and speak while acting as this will boost
their level of pronouncing of words.
Reading – read a novel/drama with the learners in a classroom and do a discussion
based on the text that they were reading, let learners share their views about what they
were reading about to show if they understood everything. They can later on write an
activity in their work book answering questions based on the text that they were
reading.
Writing – after reading novel learners can write an essay whereby they will analyses the
novel based on a setting, plot, characters, climax etc. They will be required to use their
own words and form sentences as they will be working on a language structure skill too.
Later on they will revise their work and include comprehensible input.
Language structure and conventions – after reading text learners can identify new
vocabulary and later on check the meanings of those words on a dictionary and they will
also form sentences using those words to check if they understood the meanings of
those words. To practice grammar, they can do an exercise where they will spell out the
words aloud.
1.3. Agree, young children find it easy to acquire new skills in a language compared to adults.
Language can be acquired naturally from birth to not more than the age of 10 years. Children
have a lot of time to devote to language learning. They get to learn the language slowly and easy
without a pressure to speak the language fluently from the start. Children do not get
embarrassed when making mistakes when they are learning a new language, they get motivated
to learn something new.
