Focus on the language learner
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This document discusses factors that influence success in learning a second language, including age, gender, motivation, and learning styles. Younger learners may have an advantage due to brain plasticity, and research shows girls often outperform boys in language learning. Motivation is also crucial and can fluctuate over time, requiring teachers to generate initial motivation, maintain it, and encourage positive reflection. Finally, the document outlines different learning styles such as visual/auditory preferences and levels of extroversion/introversion.
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L1 interference
This document discusses language interference that occurs when learning a second language. It defines L1 as one's native or first language and L2 as a second language learned afterwards. L1 interference happens when a learner's first language influences their acquisition of the second language. This can cause positive transfer, when rules of both languages are similar, or negative transfer, when rules conflict. Negative transfer leads to errors in areas like pronunciation, grammar, vocabulary and semantics. The document provides examples and discusses factors that can influence the degree of interference, like differences between the languages. It concludes that learning involves mistakes and the L1 can both help and hinder L2 learning depending on similarities and differences between the languages.
Silent Way Teaching Method
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
The Audiolingual Method
The audiolingual method was developed in the 1940s in response to the need for intensive foreign language training during World War 2. It emphasized oral skills over reading and writing, using behavioral psychology principles. Language was taught through repetitive drills and dialog memorization to form habits. While it standardized language teaching, its theoretical foundations were considered weak and it failed to enable functional communication for many students.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Ch11 task based language teaching
The document discusses task-based language teaching (TBLT). It defines tasks as goal-oriented activities that focus on meaning and involve real-life outcomes. TBLT is based on principles like the communication principle, which states that communicative activities promote learning, and the task principle, which emphasizes that real-world tasks also promote learning. The document outlines techniques for TBLT like information-gap, opinion-gap, and reasoning-gap tasks and poses questions for discussion about adopting TBLT and comparing it to other language teaching methods.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
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Silent Way Teaching Method
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
The Audiolingual Method
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There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Ch11 task based language teaching
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Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
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.
Teaching and testing
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Direct method
The document discusses the Direct Method approach to teaching foreign languages. Some key points:
1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language.
2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction.
3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice.
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- 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.
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2) Phonics/decoding advocates teaching sound-letter relationships first before meaning, while whole-word focuses on meaning over speech.
3) A universal four-phase reading program is proposed involving word, phrase, sentence and paragraph identification to develop fluency before reading books.
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This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
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TPR is a language teaching method developed by Dr. James J. Asher that teaches language through physical actions that coordinate with speech, based on how children naturally acquire their first language. It involves students listening to and following teacher commands before speaking. Some key advantages are that TPR is fun, easy to implement, and reduces student stress and pressure, while some disadvantages are that it is best for young learners and limited to certain courses focusing on listening and speaking skills through repetition.
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The document summarizes key concepts in applied linguistics, including motivation and competence vs. performance.
It defines motivation as the reasons for people's actions and desires, noting two main types - instrumental motivation which is learning a language for practical reasons like a job, and integrative motivation which is learning to understand and interact with the language's culture and speakers.
It then explains the difference between linguistic competence, which is a speaker's underlying grammatical knowledge, and performance, which is the actual real-world use of language that can be impacted by errors or limitations unlike idealized competence. Competence represents the mental rules while performance is observable language production and comprehension.
The Study of Student Motivation on English Learning in Junior Middle School -...
This document summarizes a study on student motivation for learning English in junior middle school in Gejiu, China. The study aimed to understand factors that influence student motivation and identify ways to improve English learning. A questionnaire was administered to 45 students to assess their interest, attitudes, goals, and perceptions of factors like parental encouragement. The results were analyzed to determine relationships between motivation and academic performance, and identify how to better stimulate student motivation for English learning. Key factors discussed include the importance of motivation, integrating communicative approaches, and helping students set clear and achievable goals.
Second language learning
The document discusses second language learning. It defines second language acquisition as the process of learning a language in addition to one's first language. Factors that can affect second language learning include age, personality, motivation, experiences, cognition, native language, curriculum, culture, and status. While early learning may aid pronunciation and imitation abilities, adults have cognitive maturity and experience with language systems that can benefit learning. The optimal age is considered to be early adolescence. The affective filter hypothesis proposes that affective variables like anxiety can prevent comprehensible input from reaching the language acquisition areas of the mind. A lower affective filter facilitates learning while a higher one impedes it.
Topic 6 and 7 about motivatin in second language acquisition
Topic 6 and 7 about motivatin in second language acquisition
Language Learning
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
Motivation in Second Language Acquisition
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
Psychological Basis
It's one of the teaching method and this presentation about how we can teach the students in this way.
Focus on the languge learner, Motivation.ppt
1. Motivation is a dynamic process that goes through three phases: generating motivation, actively maintaining motivation, and retrospective evaluation.
2. Key factors that influence L2 motivation include integrative orientation toward the L2 culture, instructional orientation toward practical benefits, and the learning experience itself.
3. Dörnyei's model of L2 motivation comprises the ideal L2 self, ought-to L2 self, and the L2 learning experience. Perceived quality of the learning experience, teacher support, and autonomy are especially important for maintaining executive motivation.
Second Language learning
The document discusses second language acquisition and factors that affect it. It defines second language learning as learning additional languages after one's first language. Key factors that influence second language learning include age, personality, motivation, experiences, cognition, native language, curriculum, culture, and status. While children may have an advantage in pronunciation, adults have cognitive maturity and experience with language systems that can help them learn grammatical rules more easily. The optimal age is considered to be early adolescence from 11-13 years old when motivation is high. The document also defines and discusses Krashen's affective filter hypothesis, which proposes that affective variables like anxiety and stress can prevent language input from being acquired, whereas a low affective filter facilitates learning
Take home exam
The document discusses self-esteem in language learning. It argues that self-esteem cannot be taught directly, but is influenced by experiences over time, including feedback from teachers and peers. While self-esteem has innate aspects, the classroom environment and a teacher's methods can help promote positive self-esteem in students as language learners. An ESL teacher's role is not just to teach language skills, but also to support students' self-esteem and confidence in using English.
Age and SLA - Wissam Ali Askar
This document discusses factors that affect second language acquisition, including age. It presents several theories of second language learning and discusses how age relates to motivation, attitude, aptitude, and language skills. Specifically, it suggests that adult learners tend to be the most motivated but all ages can be successful, and while young learners excel in pronunciation, there is no evidence that any single age is universally better than others at acquiring a second language.
TP Final Project_Manal
This document provides an introduction, theoretical background, research methodology, results, and conclusion for a study on motivating secondary English language students. Specifically:
1. The introduction describes the researcher's experience with demotivated English students and her interest in exploring methods to further motivate them.
2. The theoretical background section reviews concepts of motivation, theories of motivation, teacher motivational influence, motivation to learn a second language, student demotivation, and motivational strategies.
3. The research methodology section defines the research problem, questions, participants, tools, methods, strategies, and data analysis used in the study.
4. The results and conclusion sections summarize the findings of applying motivational strategies and their
SLA in English Language Teaching
Second Language Acquisition (SLA) refers to the process of learning a second language in addition to one's native language. Key aspects of SLA include the role of the first language, how language develops naturally, individual differences in learners, and the role of input and instruction. There are also different proposed stages of SLA. Individual learners vary in terms of factors like age, learning strategies, personality, aptitude, cognitive style, motivation, and intelligence, which can all influence the process of acquiring a second language.
Learning activity 2.1 mishell arreaga
The document discusses several aspects of the affective domain that can influence language learning:
1. Self-esteem, which exists on global, specific, and task levels and impacts a student's view of their language learning abilities.
2. Inhibition, which refers to defenses of the ego that can inhibit learning as students avoid situations that challenge them.
3. Risk-taking, which is important for language learning, but teachers must create a safe environment to build student confidence and willingness to take risks.
4. Anxiety, which exists on trait and state levels and in forms related to expression, social impressions, and evaluations, and must be balanced for optimal learning.
individualdifferences-130909072839-.pdf
This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and debates around some of the theories. The document also discusses implications for second language instruction.
Individual differences
This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and notes there is no single determining factor but rather an interaction of various abilities and circumstances.
Motivation
The document discusses Krashen's Affective Filter hypothesis, which is one of the five hypotheses that make up his Theory of Second Language Acquisition. The Affective Filter Hypothesis proposes that affective variables like motivation, self-confidence and anxiety play a role in second language acquisition - learners with high motivation, self-confidence and low anxiety are better equipped for language learning success. These affective factors can raise learners' affective filter, preventing comprehensible input from being used for acquisition. The document emphasizes the important role affect plays and the need for teachers to ensure students' affective filters remain low to facilitate learning.
Testing task 2
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
Differences in learners
The document discusses several key differences between acquiring a first language and acquiring a second language:
1) First language acquisition is genetically triggered during a critical period of cognitive development, while second language learning is not triggered in the same way and does not occur during the same critical period.
2) First language syntax is acquired unconsciously through natural exposure and use, while second language syntax is not acquired in the same unconscious manner for most learners.
3) First language acquisition is an essential and biologically driven process, whereas second language learning is not essential in the same way and often faces resistance from learners.
Similar to Focus on the language learner (20)
Applied linguistics; Motivation,competence and performance
Applied linguistics; Motivation,competence and performance
The Study of Student Motivation on English Learning in Junior Middle School -...
The Study of Student Motivation on English Learning in Junior Middle School -...
Topic 6 and 7 about motivatin in second language acquisition
Topic 6 and 7 about motivatin in second language acquisition
More from Alicia Ruiz
Everyday tasks
This document outlines common daily activities such as waking up, eating breakfast, going to school or work, studying, playing, exercising by running or walking, and having a shower.
Sociolinguistics
Sociolinguistics is the study of language in society and how social factors like age, gender, identity and social networks influence linguistic variation and change. It examines language variation at the phonological, grammatical, lexical and discourse levels between different dialects, idiolects and sociolects. Standard languages are often codified through grammar books and dictionaries, while non-standard dialects are also studied. Sociolinguistic data is collected through naturalistic recordings to minimize the observer's paradox. Models analyze how social mobility and geographical factors drive language loyalty and change over time.
Psycholinguistics
Psycholinguistics is the study of how humans acquire, use, comprehend, and produce language, including in individuals who know more than one language. Researchers try to develop models to describe and predict specific linguistic behaviors of bilingual speakers. Factors that must be considered include incomplete second language knowledge, greater hesitancy and errors in the second language, and traces of the first language. Proposals have been made about how bilinguals keep their languages separate, such as storing words from each language in separate subsets. Language choice is influenced not just by semantics but also by which language matches the preverbal message. Experimental studies have measured response times to images to study language production and infer relative proficiency between a bilingual's first and second
Second language acquisition
Second language acquisition refers to the process of learning a second language. There are several theories that attempt to explain how second languages are learned, including Universal Grammar, Monitor Theory, Behaviourism, Cognitive Psychology, Connectionism, the Multidimensional Model, Interactionist Perspectives, and Developmental Sequences. Research shows that instruction can significantly impact the rate of second language learning and long-term accuracy, especially when focused on semantic or lexical errors within communicative interactions.
Corpus linguistics
Corpus linguistics is the study of language through large collections of real-world texts called corpora. It is empirical, analyzing actual language usage patterns using computers. Corpora come in many types but aim to represent language broadly through balanced samples of different genres. Building a corpus involves collecting, storing, and organizing electronic text samples. Basic analyses of corpora can reveal word frequencies and linguistic patterns through tools like concordances.
Pragmatics
Pragmatics studies how social context influences language use and interpretation. It examines how meaning is determined by context, including social relationships between speakers. Pragmatics analyzes ambiguous language, implied meanings, and deictic expressions that depend on context. Understanding pragmatics is important for language teaching, as social context influences what people say and how they interpret messages.
Discourse analysis
Discourse analysis is the study of language functioning in context. It examines both spoken and written language. Spoken discourse typically has lower lexical density and turns involve a single speaker at a time with minimal overlap or interruptions between turns. Variation theory developed by Labov analyzes the structure of spoken narratives. Critical discourse analysis examines the relationship between language, ideology, power and sociocultural change. Corpus linguistics uses large language samples to objectively describe language use and variation in discourse.
Vocabulary
Vocabulary is defined as a sound, combination of sounds, or written/printed representation that communicates meaning through a single or combination of morphemes. When determining what vocabulary to focus on, educators should consider both the needs of the learners and usefulness of the words. Effective vocabulary learning involves reading, improving context skills, practicing, playing with words, making lists, and taking tests. Deliberate learning using word cards is most effective when words are retrieved rather than recognized, cards are used in appropriately sized groups and spaced repetitions, words are repeated aloud or to one's self, and context is used to avoid interference or serial learning effects. The size of the English vocabulary significantly impacts how the language is taught and the levels of
Grammar
Grammar refers to the set of rules for how to speak correctly according to standard English. These rules have exceptions and vary in how consistently they are applied. Formal grammar focuses on forms within the system, while functional grammar examines appropriate language use. Theoretical models also look at grammar as abstract types versus actual usage tokens. Studies of discourse grammar analyze grammatical structures' functional roles in context. Learning grammar involves awareness, reading, focus on aspects, and vocabulary building.
An overview of applied linguistics
Applied linguistics involves using knowledge about language to teach, learn, or solve problems related to language. It has traditionally focused on teaching second languages. In the 20th century, behaviorism became a dominant theory in applied linguistics. Later, Hymes added the concept of communicative competence, emphasizing that language involves more than just grammar. Technology has had a major impact on applied linguistics by enabling large-scale language analysis. A sociocultural perspective now recognizes the social and contextual aspects of language.
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Focus on the language learner
- 1. Focus on the Language Learner: Motivation, Styles, and Strategies
- 2. Success in learning a foreign or second language depends on a variety of factors such as the duration and intensity of the language course, the characteristics and abilities of the teacher
- 3. Age and Gender The age factor may have some physiological basis in the way the brain handles language, there are also likely to be several other age- related factors at work. The second fator, the learner’s gender is important because research ahs consistently found girls to outdo their male peers when it comes to language learning.
- 4. Motivation Most other learner variables presuppose the existence of at least some degree of motivation. The social Nature of Second Language Motivation Motivation to learn a second language a second language is not only a communication code, but also a representative of the second language.
- 5. Motivation as a Dynamic Process Second language motivation is not stable and static but is rather in a continuous process of change. Dornyei argues that motivation undergoes a cycle that has at least three distinct phases. o Motivation needs to be generated o The generated motivation needs to be actively maintained and protected o There is a third phase following the completion of the action termed ‘motivational retrospections’
- 6. The most important aspect of ‘executive motivational’ is related to the perceived quality of the learning experience. Schumann (1997) argues hat humans appraise the stimuli they receive form their environment along 5 dimensions: o Novelty o Pleasantness o Goal or need significance o Coping potential o Self and social and social image
- 7. Motivating Learners : o Creating the basic motivational conditions o Generating initial student motivation o Maintaining and protecting motivation o Encouraging positive retrospective self-evaluation
- 8. Learning Styles o Being visual, auditory or hands-on o Being more extroverted versus introverted o Being more abstract and intuitive versus more concrete and thinking in step by step sequence o Preferring to keep all options open versus being closure-oriented o Being more global versus more particular o Being more synthesizing versus being more analytic