- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Interactional metadiscourse in English speeches of the Prime Minster of Bhuta...Tshen Tashi
The presentation on the investigation of interactional metadiscourse markers in public speaking. Interactional metadiscourse resources were found to be helpful in promoting speaking skills of EFL learners.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Chapter 3 individual differences in second language learning
1. Tshen Tashi (59064485)
How Languages are Learned
Pasty M. Lightbown and Nina Spada
Chapter 3: Individual Differences in Second Language Learning
Research on learner characteristics
Researchers use a statistical procedure called a correlation to find out how variables like
motivation and language proficiency affect individual differences in L2 learning. Individual
differences that are inherent in the learner can predict success or failure in language learning.
One problem is that, unlike variables such as height or age, it is not possible to directly observe
and measure variables such as motivation, extroversion, or even intelligence. Such characteristics
are not independent of each other, and researchers have sometimes used the same label to
describe different sets of behavioural traits. Perhaps the most serious error in interpreting
correlations is the conclusion that one of the variables causes the other. Another difficulty in
assessing the relationship between individual learner characteristics and second language
learning is how language proficiency is defined and measured. Another difficulty is how
language proficiency is defined and measured. Research on individual differences must also take
into account the social and educational settings in which learners find themselves. Understanding
the relationship between individual characteristics, social situation, and success in L2 learning is
a challenge.
Intelligence
The term 'intelligence' has traditionally been used to refer to performance on certain kinds of
tests. Some research has shown that IQ scores were a good means of predicting success in SLA.
Fred Genesee's (1976) found out that intelligence was related to the development of French
second language reading, grammar, and vocabulary; it was unrelated to oral production skills.
Howard Gardner's (1993) propose that individuals have 'multiple intelligences' and traditional IQ
tests have assessed only a limited range of abilities.
Language and learning aptitude
Recent aptitude measures the ability to identify and memorize new sounds, understand the
function of particular words in sentences, figure out grammatical rules from language samples,
remember new words. Leila Ranta (2002) found that children who were good at analysing
language were the most successful learners in an English second language program. Nick Ellis
(2001) has hypothesized that working memory may be the most important variable in predicting
success for learners in many language learning situations. Peter Skehan (1989) argues that
successful language learners may not be strong in all of the components of aptitude. Marjorie
Wesche's (1981) study reported a high level of student and teacher satisfaction when students
were matched with compatible teaching environments. Some evidence indicated that matched
students were able to attain significantly higher levels of achievement than those who were
mismatched. While few schools could offer such choices to their students, teachers may be able
to ensure that their teaching activities are sufficiently varied to accommodate learners with
different aptitude profiles. Lorraine Obler (1989) reported on the case of one American man who
seemed able to acquire oral fluency in a new language in 'a matter of weeks'.Neil Smith and
Ianthi-Maria Tsimpli (1995) suggested such exceptional learners suggest that an aptitude for
2. language learning is at least partly independent of cognitive, social, and personality
characteristics that are often associated with successful learning.
Learning style
Individuals have been described as field independent or field dependent. It is difficult to
determine whether learning styles reflect unchangeable differences or whether they develop
through experience. Research on learning styles should make us sceptical of claims that a single
teaching method or textbook will suit the needs of all learners.
Personality
It is often argued that an extroverted person is well suited to language learning. However,
research does not always support this conclusion. It has been suggested that inhibition
discourages risk-taking, which is necessary for progress in language learning. Anxiety; not a
static trait but dynamic and dependent on specific situations. It has been argued that a certain
amount of tension can have a positive effect and even facilitate learning. According to
Macintyre, Clement, Dornyei, and Noels (1998), learners who willingly communicate in a wide
range of conversational interactions are able to do so because their prior language learning has
led to the development of self-confidence. Another explanation is that personality variables may
be a major factor only in the acquisition of conversational skills, not in the acquisition of literacy
or academic skills.
Attitude and motivation
Both instrumental and integrative motivation shown related to success in second language
learning, but the distinction is not always very clear. Zoltan Dornyei’s (2001a) three phases of
motivation; choice motivation, executive motivation, and motivation retrospection found
effective on a secondary school learner in Saudi Arabia.
Motivation in the classroom
Teachers’ motivational strategies can make a positive contribution to students' motivation to
learn. Research by Guilloteaux and Drornyei (2008) found out significant positive correlations
between the teacher’s motivational practices in the classroom, learners’ engagement behaviours
and learner’s self-report in motivation orientation of language teaching.
Identity and ethnic group affiliation
Members of a minority group learning the language of a majority group may have different
attitudes and motivation from those of majority group members learning a minority language.
Children, as well as adults, are sensitive to social dynamics and power relationships. Different
research found out that social situations and identities could eventually lead to participation in
their classroom community.
Learner beliefs
Research indicates that learner beliefs can be strong factors in their experience in the classroom.
Renate Schulz (2001) found that there is a mismatch between learner and teacher belief, but
other research shows the belief among learners of different language background differs. In
Lightbown and Spada's research on learner beliefs and preferences for learning, they were
interested in exploring not whether grammatical instruction should be provided but when learners
prefer grammar to be taught particularly in exploring whether learners prefer to be taught about
language forms in separate lessons or in lessons where form-focused and meaning-focused
3. instruction are integrated. The result showed both groups preferred integrating attention to
grammar within the communicative practice but ESL learners preferred the opposite.
Individual difference and classroom instruction
The teacher should adopt teaching strategies which can address the individual learning style of
learners.
Age and second language learning
The age characteristic is easier to define and measure than personality, aptitude, or motivation.
However, the relationship between age and success in SLA is controversial. It has been
hypothesized that there is a critical period for second language acquisition just as there is for first
language acquisition. In addition to the possible biological differences between children and
adults that are suggested by the Critical Period Hypothesis, the conditions for language learning
are often very different. On the other hand, some studies of the L2 development of older and
younger learners, learning in similar circumstances, have shown that, at least in the early stages
of L2 development, older learners are more efficient than younger learners. By using their
metalinguistic knowledge, memory strategies, and problem-solving skills, they make the most of
second or foreign language instruction.
The critical period: More than just pronunciation?
Studies have concluded that older learners almost inevitably have a noticeable 'foreign accent'.
Mark Patkowski found out second language speakers who had begun learning English before the
age of 15 performed better than those who begin learning after 15.
Intuition of grammaticality
Johnson and Newport’s study in 1989 about grammaticality judgements and found out learners
who began earliest in the United States performed better than the later age. It proved that adult
learner may learn a language in a way that is different from the way young children learn.
Rate of learning
Catherine Snow and Marian Hoefnagel Hohle’s study found out that adolescent learners
performed better than younger in learning as well as in score. By the end of the years the
younger was catching or had surpassed the elders in several measures but in overall adolescent
retain the level of performance.
Age and second language instruction
Many people believe 'younger is better'. Research shows older learners can achieve high levels of
proficiency in their L2. The older learners acquire in a short period of time will satisfy the needs
of learners in many learning contexts but not native-like mastery. Native-like mastery – should
be completely surrounded by the language. Basic communicative ability – it may be more
efficient to begin L2 teaching later. The number of instructional hours plays an important role in
the performance of learners. Decisions about when to start second language programmes in
schools should be based on realistic estimates of how long it takes to learn a second language.
Age is one of the characteristics that determine the way in which an individual approach second
language learning. However, the rate of learning and eventual success in learning are affected by
the opportunities for learning (both inside and outside the classroom), the motivation to learn,
and aptitude for language learning.