Chapter iv, ef l
•Download as PPTX, PDF•
1 like•903 views
This document summarizes research on the acquisition of grammatical morphemes by adult second language learners. It finds that while the order of acquisition is not identical to that of children acquiring their first language, there are clear similarities. Specifically, it is found that adult second language learners display a "natural order" of acquisition for certain grammatical structures, like copula and auxiliary verbs, similar to that seen in children. However, this natural order can be disrupted when learners focus more on conscious learning and monitoring of language forms. Tests were developed to measure whether learners were relying more on acquired or learned systems. While the existence of a natural order is debated, most research agrees it reflects the unconscious language acquisition process in adults
Report
Share
Report
Share
Recommended
Learner Language
This document discusses contrastive analysis, error analysis, and interlanguage in second language acquisition. It provides examples of different types of errors made by second language learners and their potential sources. Specifically, it describes (1) errors caused by the influence of the learner's first language, known as interlanguage transfer errors, and (2) errors caused by gaps or incorrect assumptions in the learner's knowledge of the target language rules. The document also discusses developmental sequences observed in learner language, including the acquisition of grammatical morphemes, tense/aspect, syntactic structures, vocabulary, and phonology.
Natural approach
one of the methods of language teaching, the natural approach was developed in the early 1980s by Krashen and Terrel
Second Language Acquisition 631
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
Developmental sequences in learner language
The document discusses developmental sequences in learner language acquisition. It covers several topics:
1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
Bilingualism
This document summarizes key topics from a lesson on teaching bilingually:
- The lesson covers types of bilingualism like compound vs coordinate bilingualism and early vs late bilingualism. It also discusses language mixing phenomena like code-switching and code-mixing.
- The benefits of bilingualism discussed include increased intelligence, better memory and problem solving skills, career advantages, and delaying cognitive decline. Knowing a second language can boost brain function and mental flexibility.
- Bilingualism is shown to have cognitive advantages for developing better language awareness, classification skills, and storytelling compared to monolingualism. Growing up bilingual provides lifelong brain benefits.
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Contrastive analysis
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Recommended
Learner Language
This document discusses contrastive analysis, error analysis, and interlanguage in second language acquisition. It provides examples of different types of errors made by second language learners and their potential sources. Specifically, it describes (1) errors caused by the influence of the learner's first language, known as interlanguage transfer errors, and (2) errors caused by gaps or incorrect assumptions in the learner's knowledge of the target language rules. The document also discusses developmental sequences observed in learner language, including the acquisition of grammatical morphemes, tense/aspect, syntactic structures, vocabulary, and phonology.
Natural approach
one of the methods of language teaching, the natural approach was developed in the early 1980s by Krashen and Terrel
Second Language Acquisition 631
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
Developmental sequences in learner language
The document discusses developmental sequences in learner language acquisition. It covers several topics:
1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
Bilingualism
This document summarizes key topics from a lesson on teaching bilingually:
- The lesson covers types of bilingualism like compound vs coordinate bilingualism and early vs late bilingualism. It also discusses language mixing phenomena like code-switching and code-mixing.
- The benefits of bilingualism discussed include increased intelligence, better memory and problem solving skills, career advantages, and delaying cognitive decline. Knowing a second language can boost brain function and mental flexibility.
- Bilingualism is shown to have cognitive advantages for developing better language awareness, classification skills, and storytelling compared to monolingualism. Growing up bilingual provides lifelong brain benefits.
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Contrastive analysis
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Factors affecting second language acquisition
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Second language acquisition
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Theories of second language acquisition
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
Contrastive analysis (ca) by structuralist
Contrastive analysis compares the linguistic structures of two languages to determine their similarities and differences. The contrastive analysis hypothesis states that similarities between languages will be easy for learners, while differences may cause difficulties. It predicts learners will transfer habits from their native language, do well on similar structures but struggle with different ones. For example, Arabic learners of English may have trouble with the SVO word order in English since Arabic is VSO. The hierarchy of difficulty identifies where learners are expected to make errors to help target instruction. However, some studies found learners did not always struggle most with structures differing most from their first language. While the audiolingual method aimed to establish good habits through repetition, contrastive analysis has
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
Second language acquisition 120501105117-phpapp02 (1)
This document discusses several theories of second language acquisition:
1. Universal Grammar theory proposes that humans are born with an innate language faculty.
2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition.
3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Social contexts of second language acquisition
Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
First language acquisition (behaviourism)
Children acquire their first language through a predictable developmental process. They begin with babbling and one-word utterances around 12 months, progressing to two-word sentences by age 2 and grammatically complex language by age 4. Theoretical approaches to first language acquisition include behaviorism, which views language as learned through imitation, practice, and reinforcement from the environment. Innatism posits that language ability is innate to the mind. Interactionist perspectives consider both internal and external factors in language learning through social interaction.
Formal instruction and language learning
Formal instruction can have both immediate and delayed effects on second language acquisition according to research studies. Some key findings are that instruction is most effective for linguistically simple structures where form and function are transparent, and it can improve learners' controlled performance. However, gains from instruction may not persist in spontaneous speech over time. Instruction also appears to prime learners and facilitate later acquisition by making linguistic features more salient, even if it does not directly teach the rules of the language.
Krashen sla
This document provides an introduction to Stephen Krashen's Monitor Theory of adult second language acquisition. It defines the key concepts of language acquisition and learning. Acquisition is a subconscious process similar to first language acquisition, while learning involves conscious knowledge of rules. The Monitor Model proposes that adults use acquired competence for fluency, while learned rules can only be used as a monitor to change output. Three conditions are needed for monitoring: time, focus on form, and knowledge of the rule. The introduction provides overviews of research showing the theory can explain individual differences, the relationship between aptitude and attitude, differences between formal and informal learning environments, order of acquisition studies, the role of the first language, and neurological correlates. The following
language acquisition
Stephen Krashen is a well-known applied linguist whose work has significantly impacted second language education. He proposed five main hypotheses: 1) the Acquisition-Learning Hypothesis distinguishes natural language acquisition from formal instruction, 2) the Monitor Hypothesis describes the limited role of conscious learning in editing language use, 3) the Natural Order Hypothesis claims the acquisition of language follows a predictable order regardless of learner factors, 4) the Input Hypothesis states that acquisition occurs best through comprehensible input just beyond a learner's level, and 5) the Affective Filter Hypothesis posits that affective variables like motivation and anxiety impact a learner's ability to acquire a new language.
More Related Content
What's hot
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Factors affecting second language acquisition
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Second language acquisition
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Theories of second language acquisition
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
Contrastive analysis (ca) by structuralist
Contrastive analysis compares the linguistic structures of two languages to determine their similarities and differences. The contrastive analysis hypothesis states that similarities between languages will be easy for learners, while differences may cause difficulties. It predicts learners will transfer habits from their native language, do well on similar structures but struggle with different ones. For example, Arabic learners of English may have trouble with the SVO word order in English since Arabic is VSO. The hierarchy of difficulty identifies where learners are expected to make errors to help target instruction. However, some studies found learners did not always struggle most with structures differing most from their first language. While the audiolingual method aimed to establish good habits through repetition, contrastive analysis has
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
Second language acquisition 120501105117-phpapp02 (1)
This document discusses several theories of second language acquisition:
1. Universal Grammar theory proposes that humans are born with an innate language faculty.
2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition.
3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Social contexts of second language acquisition
Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
First language acquisition (behaviourism)
Children acquire their first language through a predictable developmental process. They begin with babbling and one-word utterances around 12 months, progressing to two-word sentences by age 2 and grammatically complex language by age 4. Theoretical approaches to first language acquisition include behaviorism, which views language as learned through imitation, practice, and reinforcement from the environment. Innatism posits that language ability is innate to the mind. Interactionist perspectives consider both internal and external factors in language learning through social interaction.
Formal instruction and language learning
Formal instruction can have both immediate and delayed effects on second language acquisition according to research studies. Some key findings are that instruction is most effective for linguistically simple structures where form and function are transparent, and it can improve learners' controlled performance. However, gains from instruction may not persist in spontaneous speech over time. Instruction also appears to prime learners and facilitate later acquisition by making linguistic features more salient, even if it does not directly teach the rules of the language.
What's hot (20)
Individual differences in second language learning
Individual differences in second language learning
The recent history of second language learning research sla -presentation...
The recent history of second language learning research sla -presentation...
Second language acquisition 120501105117-phpapp02 (1)
Second language acquisition 120501105117-phpapp02 (1)
Factors that influence second language acquisition and learning
Factors that influence second language acquisition and learning
Viewers also liked
Krashen sla
This document provides an introduction to Stephen Krashen's Monitor Theory of adult second language acquisition. It defines the key concepts of language acquisition and learning. Acquisition is a subconscious process similar to first language acquisition, while learning involves conscious knowledge of rules. The Monitor Model proposes that adults use acquired competence for fluency, while learned rules can only be used as a monitor to change output. Three conditions are needed for monitoring: time, focus on form, and knowledge of the rule. The introduction provides overviews of research showing the theory can explain individual differences, the relationship between aptitude and attitude, differences between formal and informal learning environments, order of acquisition studies, the role of the first language, and neurological correlates. The following
language acquisition
Stephen Krashen is a well-known applied linguist whose work has significantly impacted second language education. He proposed five main hypotheses: 1) the Acquisition-Learning Hypothesis distinguishes natural language acquisition from formal instruction, 2) the Monitor Hypothesis describes the limited role of conscious learning in editing language use, 3) the Natural Order Hypothesis claims the acquisition of language follows a predictable order regardless of learner factors, 4) the Input Hypothesis states that acquisition occurs best through comprehensible input just beyond a learner's level, and 5) the Affective Filter Hypothesis posits that affective variables like motivation and anxiety impact a learner's ability to acquire a new language.
The Agile Coaching Profession
This is a presentation on the current state of Agile Coaching as a profession. It was used to illustrate the difference between consulting and coaching and list coaching competencies as well as Agile special focus areas. It graphically describes a possible career growth path using two complementary views. Included are lists of educational resources - tools, courses and books.
Interlanguage7777
Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
Fossilization ppt
These slides cover all the necessary points regarding to fossilization as well as all the types of fossilization which will be beneficial for someone. Regards
Fossilization
Fossilization refers to errors that persist in adult language learners' speech even after years of exposure and practice. Examples include saying "I no understand" instead of using proper grammar. Whether fossilization has occurred depends on social identity factors and the need to communicate. Some debate exists around considering learners fossilized if they retain a foreign accent but are otherwise fluent, or if learners are unconcerned with sounding native. Progress should not be solely measured against native speaker norms.
Second Language Acquisition by David Nunan
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
Fossilization
This document discusses fossilization in second language acquisition. It defines fossilization as the permanent cessation of learning before attaining native-like proficiency despite ability, opportunity, and motivation. The document then covers accepted concepts of fossilization, types including phonological and syntactic, causal factors such as language transfer, and strategies to reduce fossilization like adopting proper learning strategies and exposure to the target language culture and environment.
Morphology
The document discusses morphology, which is the study of word parts called morphemes. There are two types of morphemes: bound morphemes, which cannot stand alone as words, and free morphemes, which can. Prefixes and suffixes are bound morphemes that are added to the beginning or end of root words to change their meaning. Derivational morphemes create new words with different meanings, while inflectional morphemes change grammatical functions. New words can also be formed through processes like compounding, clipping, blending, and meaning changes. The document provides examples to illustrate morphological analysis and the identification of morphemes.
Krashens Five Hypotheses
Stephen Krashen's L2 Acquisition Theory outlines 5 main hypotheses about second language acquisition: 1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious knowledge and learned, conscious knowledge. 2) The Natural Order Hypothesis claims grammar structures are acquired in a predictable order. 3) The Monitor Hypothesis states that acquired knowledge is primary, while learned knowledge acts as a monitor for conscious editing. 4) The Input Hypothesis argues we acquire language through comprehensible input just beyond our current level. 5) The Affective Filter Hypothesis posits factors like motivation and anxiety can raise or lower students' affective filters, impacting acquisition.
Interlanguage hypothesis
The interlanguage hypothesis proposes that second language learners develop their own language system, or "interlanguage", that is influenced by their native language and the target language they are learning. This interlanguage contains errors and patterns from both languages and evolves as the learner progresses. The hypothesis was introduced in the 1970s as an alternative to contrastive analysis for explaining second language acquisition. It views learner errors as part of a rule-governed developmental process rather than mother tongue interference.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Inflection in Morphology (Linguistics)
This slide explains Inflectional morphology which is the study of the processes (such as affixation and vowel change) that distinguish the forms of words in certain grammatical categories.
If you like this slide, please become my patron in my Patreon account :
www.patreon.com/bayujakamagistra
Thank You Very Much
Introduction to Morphology
Morphology is the study of word structure and formation. It analyzes the morphemic structure of words. A morpheme is the smallest unit of meaning, and words can consist of free morphemes that can stand alone or bound morphemes that cannot. There are two main types of bound morphemes: derivational morphemes that change a word's meaning or class, and inflectional morphemes that change grammatical information without altering meaning. Words are formed through processes like affixation, compounding, reduplication, blending, and others. Understanding morphology helps with reading comprehension and vocabulary development.
Morphology (linguistics)
Morphology is the study of word structure and formation. It involves breaking words down into smaller meaningful units called morphemes, which can be free or bound. Free morphemes can stand alone as words, while bound morphemes need to be attached to other morphemes to form words. There are several types of morphemes and word formation processes, including affixes, roots, stems, coinages, borrowing, calquing, and clipping. Morphological analysis involves identifying the morphemes within words.
Viewers also liked (15)
Similar to Chapter iv, ef l
Research in Literature.docx
The document discusses Stephen Krashen's theory of second language acquisition, which includes five main hypotheses:
1. The Acquisition-Learning Hypothesis distinguishes between acquiring a language subconsciously, similar to a first language, versus consciously learning rules about a language.
2. The Natural Order Hypothesis claims that learners acquire grammatical structures in a predictable sequence, regardless of first language.
3. The Monitor Hypothesis explains that acquired competence initiates language use for fluency, while learned rules act as an editor or monitor of form.
4. The Input Hypothesis posits that language is acquired by understanding messages or "comprehensible input" that is slightly beyond one
The people
1. Both first and second language learners pass through similar initial stages of language acquisition like a silent period and formulaic speech. They also acquire grammatical structures in a predictable order, with some structures being acquired earlier than others.
2. However, there are also important differences. First language learners rely solely on universal grammar, while second language learners' first language provides a basis for learning. Younger learners spend more time listening before speaking, while older learners can use metacognitive skills.
3. Factors like age, opportunity to practice with native speakers, and differences in universal grammar access can impact whether second language learners attain native-like proficiency, unlike first language learners.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
8 Sample Annotated Bibliography 1
This annotated bibliography examines research on the role of grammar instruction in second language classrooms. It first discusses Krashen's view that explicit grammar teaching is unnecessary as comprehensible input alone is sufficient for acquisition. It then summarizes several key studies that challenge this view by finding positive effects of grammar instruction on learners' noticing, accuracy and acquisition of grammatical structures. The studies investigated the impact of consciousness-raising tasks, formal lessons, focus on form, and different conditions of exposure on learning grammatical morphemes. Overall, the research suggests that grammar instruction can help improve learners' linguistic performance and affect how they process and use the target language.
first language, second and additional language.pptx
The document discusses first, second, and additional language acquisition. It explains that a first language is the primary language acquired from birth, whereas second language acquisition involves learning additional languages after the first. Key aspects of first language acquisition include its rapid nature during early childhood and the various theories about its mechanisms. Second and additional language learning can be impacted by factors like age of acquisition, motivation, instructional environment, and influence from previously learned languages.
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
Child language acquisition
Children acquire language through natural interactions with familiar caregivers in everyday contexts. There are three main approaches to collecting and studying child language data: parental diaries, observational studies, and experimental studies. Parental diaries provide rich details but rely on a single observer. Observational studies directly audio record children's speech over time or compare groups. Experimental studies use controlled elicitation methods. Key milestones in early language development include babbling, first words around age 1, two-word combinations by age 2, and rapid growth of vocabulary and grammar thereafter as children pass through predictable stages of morphological and syntactic development.
Psycholinguistics - Part 2
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Language acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
CHAPTER 2.pdf
This document discusses factors that influence second language learning, including learners' characteristics, environments, and contexts of learning. It examines differences between a young child learning a first language versus an adult immigrant learning a second language. Key factors discussed include cognitive maturity, metalinguistic awareness, exposure to modified input, classroom versus immersion environments, and the influence of learners' first languages. The document also summarizes research on interlanguage development, errors, sequences of grammatical morpheme acquisition, and influences on vocabulary, pragmatics, and phonology development.
Psycholinguistics Aziz - language Learning In Infancy
This document summarizes research on language learning in infancy. It begins by discussing nativist views that language development is driven by innate mental structures. However, there has been a paradigm shift with new perspectives challenging these views. Recent developments in areas like statistical learning, computational models, infant learning strategies, and social cognition have yielded findings relevant to language acquisition. The document then examines specific domains including how infants learn the sounds of speech in their first year, vocabulary development, and how infants begin to understand meaning in fluent speech in their second year.
Ingry asl
This document discusses second language acquisition (SLA) research. It covers topics like the order of acquisition, social effects on learning, the role of input and interaction, and describing learned language. Researchers have found a consistent order of first language acquisition but this does not necessarily apply to second languages. Social attitudes can positively or negatively impact language learning. Learners acquire language from input in their environment, and interaction helps facilitate vocabulary acquisition through negotiation of meaning. SLA research aims to better understand the learning process and evaluate teaching practices.
Ingry asl
This document discusses second language acquisition (SLA) research. It covers topics like the order of acquisition, social effects on learning, the role of input and interaction, and describing learned language. Researchers have found a consistent order of first language acquisition but this does not necessarily apply to second languages. Social attitudes can positively or negatively impact language learning. Learners acquire language from input in their environment, and interaction helps facilitate vocabulary acquisition through negotiation of meaning. SLA research aims to better understand the learning process and evaluate teaching practices.
Second chapter
This document discusses several theories of second language acquisition:
1. The acquisition-learning distinction which states that adults have two ways of developing language competence - subconscious acquisition and conscious learning.
2. The natural order hypothesis which claims that grammar structures are acquired in a predictable order.
3. The monitor hypothesis which says that formal language rules play a limited role in performance and acquisition depends on factors like time and focus.
4. The input hypothesis which posits that acquisition depends on comprehensible input containing structures beyond one's level and a weak affective filter.
5. The affective filter hypothesis explains how motivation, anxiety, and self-confidence relate to second language acquisition.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their first language.
Language Learning in Early Childhood
This document discusses language development in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then covers typical patterns and sequences in L1 development, including acquisition of grammatical morphemes, negation, and questions. Theoretical approaches to L1 acquisition like behaviorism and innatism are also introduced.
General Factors contributing in Sla presentation
This document discusses the effects of age on second language acquisition across multiple pages. It covers several key points:
1) Age is one of the most important individual differences that can impact second language learning success. Younger learners often attain higher proficiency, especially in aspects like pronunciation, as supported by the Critical Period Hypothesis.
2) Studies have found mixed results on how age impacts various aspects of second language acquisition, such as processes, rate of learning, and achievement levels. Younger learners generally perform better in naturalistic settings while older learners do better in formal classroom settings.
3) The strongest evidence suggests that learners who begin acquiring a second language at a young age ultimately achieve higher
Semantics
This document discusses various topics related to learner language including:
- The errors that second language learners make and what they reveal about the learner's language development.
- Contrastive analysis and error analysis frameworks for understanding learner errors.
- Developmental sequences that all learners progress through regardless of their background.
- Stages of acquiring grammatical morphemes, negation, and questions.
- Influence of a learner's first language on acquiring features like possessive determiners, relative clauses, and verb tenses in the target language.
morpheme order studies and monitor model.pptx
The document discusses Stephen Krashen's Monitor Model of second language acquisition. The Monitor Model has five main hypotheses: [1] The Learning vs Acquisition Hypothesis which distinguishes between conscious learning and subconscious acquisition; [2] The Monitor Hypothesis which states that learning monitors and adjusts utterances from acquisition; [3] The Natural Order Hypothesis that acquisition follows a natural order; [4] The Input Hypothesis that comprehensible input drives acquisition; and [5] The Affective Filter Hypothesis that positive affect facilitates acquisition. The model proposes that acquired systems generate utterances which learning can monitor before or after production under certain conditions.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
Similar to Chapter iv, ef l (20)
first language, second and additional language.pptx
first language, second and additional language.pptx
Comparing and contrasting first and second language acquisition
Comparing and contrasting first and second language acquisition
Psycholinguistics Aziz - language Learning In Infancy
Psycholinguistics Aziz - language Learning In Infancy
More from ND Arisanti
Kinds of Text (Addition Materials for English).docx
The document provides information about the greenhouse effect. It explains that the greenhouse effect causes warming of the air around the planet, similar to how greenhouses trap heat and warm the air inside. Certain gases in Earth's atmosphere, such as carbon dioxide and water vapor, trap heat and cause Earth to be about 33°C warmer than it would otherwise be without this natural greenhouse effect. Increased emissions of carbon dioxide from human activities like transportation and industry are suspected to be contributing to global warming by enhancing the greenhouse effect.
LPJ WISUDA 2022-2023 MA Hidayatullah Magelang.pdf
Graduation Party for Grade XII, Hidayatullah Magelang Boarding Islamic School in the academic year 2022-2023
RPP SDG's.pdf
Rencana pelaksanaan pembelajaran mata ajar Bahasa Inggris ini mengkaitkan pembelajaran dengan Tujuan Pembangunan Berkelanjutan (TPB) khususnya TPB 1 tentang pengentasan kemiskinan. Kegiatan pembelajaran termasuk diskusi kasus kemiskinan di Afrika dan tugas menjawab pertanyaan terkait teks bacaan. Tujuan pembelajaran adalah meningkatkan pemahaman siswa tentang masalah kemiskinan dan mendor
Contoh RPP Simple Bahasa Inggris SMA Kelas XII dan X BARU.pdf
RPP ini merangkum rencana pelaksanaan pembelajaran bahasa Inggris untuk kelas X. Materi yang diajarkan adalah menulis teks deskriptif tentang tempat wisata dan bangunan bersejarah terkenal. Siswa akan belajar mengenali struktur dan unsur bahasa dari teks deskriptif dan menyusun teks deskriptif lisan maupun tulis tentang objek wisata atau bangunan bersejarah. Pembelajaran akan melibatkan menonton video, ber
Laporan Pertanggungjawaban Acara Wisuda dan Pelepasan Santri.pdf
Laporan ini merangkum kegiatan tasyakuran pelepasan dan wisuda santriwati kelas XII MA Hidayatullah yang dilaksanakan pada 29 Mei 2022. Acara ini bertujuan untuk meningkatkan persaudaraan antar siswa, mendokumentasikan acara, dan menyerahkan siswa kembali ke orang tua. Kegiatan terdiri dari pra-acara, acara inti, dan pasca acara dengan berbagai rangkaian seperti sambutan, prosesi wisuda
Why Don't Ketapang People Eat Pangat Cat Fish (Ikan Patin)? A Local Content f...
This narrative story is taken from West Kalimantan as a part of well-known story from Kerajaan Sukadana. It is only an example of project from Curriculum and Material Development which is designed by students of English Language Department .
Don't Judge by Its Cover
This study pack provides activities to teach English to grade 11 senior high school students in Indonesia based on the 2013 national curriculum. The activities are centered around a short film titled "A Rude Guy" about a young man who is seen as rude because he does not respect others on public transportation. The activities are divided into pre-viewing, while-viewing, and post-viewing sections and aim to improve students' English skills while building their character and cultural awareness. They include vocabulary exercises, listening comprehension questions, using conditional sentences to discuss different perspectives, comparing cultures, and discussing opinions on the film's messages.
Talking about Literacy
A summary from Chapter 2, Barton's Book.
Barton, David. (1994). Literacy – An Introduction to the Ecology of Written Language. Blackwell Publisher: Massachusetts.
Post Method Pedagogy in EFL Online Learning
1. The document discusses teachers' perceptions and practices of post-method pedagogy in online English language teaching.
2. It provides an overview of post-method pedagogy, which emphasizes teachers' autonomy and experiences over rigid adherence to methods.
3. The strategies encourage considering students' needs and contexts. They are more flexible than traditional methods and allow teachers to innovate.
ICT Tools in Grammar
This study explored the grammatical development of 30 Iranian university students through mobile assisted language learning using Telegram. The students took a pre-test before receiving instructor feedback via Telegram for 8 weeks. After, they took a post-test which showed significant improvement in their grammatical accuracy. Interviews found that students found the mobile learning convenient and helpful for improving their grammar. The study demonstrated that instructor feedback through mobile applications can effectively help develop L2 learners' grammar.
Positivism and Its Criticism
This document provides an overview of positivism and logical positivism. It discusses the key figures behind each approach, such as Auguste Comte for positivism and members of the Vienna Circle like Carnap, Hahn, and Neurath for logical positivism. The document also outlines some of the main ideas associated with each, such as positivism's emphasis on empirical facts and logical positivism's principle of verifiability. Finally, it notes that while positivism and logical positivism aimed to eliminate non-empirical philosophy, they have both faced criticism for being too reductionist in their views.
Language Description and Theories of Learning
This document discusses English for Specific Purposes and provides an overview of language descriptions and theories of learning. It covers six main approaches to language description: classical grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional grammar, and discourse analysis. It also discusses several theories of learning: behaviorism, mentalism, cognitive code, affective factors, learning vs acquisition, and models of learning. The conclusion states that while no single source or approach is perfect, teachers should recognize different approaches as ways to look at the same thing and choose methods that suit language descriptions and consider evidence from practice.
Cross Cultural Understanding
This document compares and contrasts the cultures of Alicante, Spain and Flores, Indonesia. It provides profiles of informants from each location and discusses differences in their traditional clothing, festivals, food, characteristics, languages, behaviors, and myths. The document concludes that while cultures differ, understanding and respecting differences is important and brings benefits to promoting multiculturalism and positive intercultural exchange.
Bilingual and Multilingual Education
This document discusses bilingual and multilingual education. It defines bilingual education as using the mother tongue for instruction throughout school while also teaching a second language as a subject. The purposes of bilingual education are to help learners learn about their own and other cultures, and to promote assimilation. The document outlines different frameworks for bilingual education, including language-based frames that examine language balance and additive/subtractive programs. It also discusses content-based frames like submersion, transitional bilingual, maintenance bilingual, immersion, community language teaching, and heritage language programs. Context-based frames examine macro contexts and micro contexts like elite and folk bilingualism. The document emphasizes integrating these frameworks and features of successful programs.
Research Design Planning
Research Design Planning consists of brief introduction, methodology, theoretical frameworks, a literature review, and matrix research design planning
Explanation Text
This document explains how and why volcanoes erupt through a three-stage process. It first describes the structure of the Earth's layers and tectonic plates, and how the movement of plates can cause magma to be squeezed up between the gaps in plates and travel toward the surface. Second, it explains what happens during an eruption as a huge ash cloud rises and thick lava begins to trickle down the mountain. Finally, it notes the devastating effects of pyroclastic flows and toxic smoke, which can claim lives and force people to evacuate damaged cities.
Pengertian, Peran, dan Tantangan Pengembangan Ilmu
Makalah ini membahas pengertian, peran, dan tantangan pengembangan ilmu. Pengertian ilmu adalah pengetahuan yang disusun secara sistematis tentang suatu objek melalui penelitian empiris. Ilmu berperan untuk menjelaskan fenomena alam dan masyarakat serta meramalkan perkembangan ke depan. Tantangan pengembangan ilmu terletak pada bidang IPTEK dan bioteknologi yang perlu diimbangi oleh etika guna mencegah peny
Flashlight, Popularized by Jessie J
Tugas Lirik oleh Islamiyah Nur Hidayati. Lirik lagu Flashlight dan makna lagu yang ada di dalamnya.
More from ND Arisanti (20)
Kinds of Text (Addition Materials for English).docx
Kinds of Text (Addition Materials for English).docx
Contoh RPP Simple Bahasa Inggris SMA Kelas XII dan X BARU.pdf
Contoh RPP Simple Bahasa Inggris SMA Kelas XII dan X BARU.pdf
Laporan Pertanggungjawaban Acara Wisuda dan Pelepasan Santri.pdf
Laporan Pertanggungjawaban Acara Wisuda dan Pelepasan Santri.pdf
Why Don't Ketapang People Eat Pangat Cat Fish (Ikan Patin)? A Local Content f...
Why Don't Ketapang People Eat Pangat Cat Fish (Ikan Patin)? A Local Content f...
Pengertian, Peran, dan Tantangan Pengembangan Ilmu
Pengertian, Peran, dan Tantangan Pengembangan Ilmu
Recently uploaded
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Chapter iv, ef l
- 1. Chapter IV the Domain of the Conscious Grammar, the Morpheme Studies ARRANGED BY: NOVI DYAH (113-14-037) I’ANNATUNNISA (113-14-039) SITI MUBARRILLAH SARI (113-14-041)
- 2. Understanding the mechanism involved in second language acquistion by adults. STUDIES OF VALUE IN REVEALING THE DOMAIN OF ACQUIRED AND LEARNED GRAMMARS WHEN PERFORMERS FOCUS TO CONSCIUS LEARNING AND NOT
- 3. Brown,1973 The history of morpheme studies in language acquisition that children acquiring English as first similar order show similar order of acquisition for grammatical morphemes in obligatory occasion. The child second language order was not identical to the child first language order. There were clear similarities among second language acquirers, it happens because of rank order of free morphemes, especially copula and auxiliary.
- 4. Natural Order? Natural Order? The discovery of natural order has allowed us to probe the interaction between language acquisition and language learning in adult performer. The presence of natural order in adult performer is as a manifestation of acquired system without substantial interruption. Adult second language acquirers showed natural order for eight (8) grammatical morphemes. The difficulty of adult second language acquirers almost same with child second language acquirers. NA happens because the intrusion of the conscious grammar, which caused elevation in the accuracy of reading, writing, and listening rather than third person singular and regular past morpheme.
- 5. FOCUS: pertaining to acquisition or difficulty order of certain structures, which structure for adult second language acquirers tend in early or late. There are two kinds performers using conscious grammar: 1. Monitor Free, performers focus on communication, not form, adult errors in Engliah as second language are quite similar with children acquiring English as second language. 2. Monitor, focus on form, “natural order” is disturbed. 3. Child-like errors in Monitor-free conditions is hypothesized to be a manifestasion of the acquired system operating in isolation, or with little influence of the Monitor.
- 6. Test to know, when the Monitor uses their conscious knowledge or not A discrete-point test To know the capacity of grammatical Where the subject only had to correctly inflect the verb, there might have been a great tendency to call fourth conscious spesific items. Example: Last year he (work)..... in a factory It brings out conscious learning. The SLOPE test It tested the effect of first language, second vs third language acquisition, and order of presentation. Both written and oral versions. the subject contributes the entire item/ focus the subject clearly on form Example: a.Here is a ball. b.Here are two (balls)..... FLS have less access to LA and rely more on Learning.
- 7. Objections to the Natural Order 1. Is the natural order an artifact of the Bilingual Syntax Measure? 2. Do cross-sectional and longitudinal studies agree?
- 8. The Answers Several scholars have suggested that the answer from number 1: YES. Child first language acquirers produced what appeared to be the second language acquisition order when the BSM was used. First and second language acquisition orders are somewhat different. There is considerable individual variation in morpheme orders, and longitudinal and cross-sectional studies do not always agree. All monitor-free studies using adult subject. The existence of the natural order is indeed a manifestation of the creative construction process or language acquisition.
- 9. “ ” English for Foreign Language Subject STATE INSTITUTE FOR ISLAMIC STUDIESS SALATIGA Taken from: Second Language Acquistion and Second Language Learning by Stephen D Krashen (University of Southern California) Page: 6, 7, 51-63