我就喜歡這樣的妳

語言習得是大學的選修的課程，因為市教大老師教得太好了，於是我之後在英語高階研習再次遇到理論這塊，可以很快的上手。但是人生還是需要不斷地複習以及自我加強，於是寫篇文章以紀念那段認真讀書的日子。

第一語言是如何習得的呢? 這方面有許多說法

行為主義 behaviorism 1940 @ usa

行為主義學家認為: 語言的習得是透過模仿，練習，成功的回饋以及習慣的養成，當然孩子的模仿也不盡然照單全收，他是有選擇性的，孩子只會模仿當新的語句。然而模仿不能解釋為什麼孩子能創造新的用法或是字詞。

Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

Types of task

According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.^[6]

Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.

Reasoning gap Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher’s timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.

Opinion gap Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.

自從國小開始尊崇自然發音法phonics，kk音標幾乎消失在國小校園，如果還在使用kk音標教學的老師，往往會被冠上不知變通，跟不上時代的罵名。但老實說英語學習學到一個階段，是滿需要KK音標幫助確認你的發音，自然發音法可以幫助子音的正確性，但是對於詭譎多變的母音來說，就有點麻煩了，所以英文有些長單字，不能使用PHONICS 自然發音法來發音，遇到這些單字的時候，學生自己也會運用一些符號來記憶單字，與其讓他們用錯誤的標音，不如教他們正確的標音符號。所以應該這麼說: kk音標是給高階段的學生使用的，幫助他運用音標去確認發音並且辨別母音的不同。

中年級完成長短母音的教學但國小階段在教導自然發音法時，往往只提供例字，但很少讓他們去辨別例外，或教導例外的單字，所以如果是需要辨別兩個單字的母音聲音的時候，kk音標其實滿快能幫助孩子的。所以我就設計了小活動如下

字典大挑戰

事前準備: 分量足夠的字典(兩人一本)，加分制度。