This document summarizes several models of second language acquisition (SLA) and discusses how they account for individual differences in language learning outcomes. It describes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The document also discusses several individual variables that can influence SLA, such as age, attitude, motivation, intelligence, learning aptitude, and previous knowledge. It concludes that while study findings are not entirely consistent, most research indicates individual-related variables significantly impact language learning achievement.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
Individual differences play an important role in language learning. Many models of second language acquisition consider the relationship between individual learner variables and learning outcomes. These models distinguish between individual factors like age, attitude, motivation, and intelligence, and external social and environmental variables that also influence learning. While studies have found different results, most research shows individual learner characteristics significantly impact language learning success.
Individual differences play an important role in language learning that should not be neglected. Models of second language acquisition consider the effect of individual variables, such as age, intelligence, motivation, and attitude, as well as social and contextual variables. Younger learners may have better pronunciation while older learners progress faster, and a positive attitude and high motivation can contribute to more successful language acquisition. While the impact of individual factors is complex and not definitive, most research shows they significantly influence language learning outcomes.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
CALL & Individual Differences - Group 3miftahsaleh
The document discusses several models of individual differences that may affect computer-assisted language learning (CALL). It describes models that view learner variables as independent or interdependent factors. Models with independent variables include the "Good Language Learner" model and Monitor Theory model, while those with interdependent variables include Gardner's educational model and Skehan's model of language learning influences. The document analyzes the strengths and weaknesses of each approach in explaining the relationship between individual differences and language learning outcomes with CALL.
1. Several models have been proposed to study the relationship between individual differences and language learning outcomes, including models with independent learner variables and models with interdependent learner variables.
2. Key factors studied include affective variables like motivation, attitude, anxiety, and cognitive variables like intelligence, as well as social and contextual variables.
3. However, most models have weaknesses in clearly identifying how the various learner variables interact with each other and social/contextual variables to impact language learning outcomes. More research is needed to better understand these complex relationships.
1. Several models have been proposed to examine the relationship between individual differences and language learning outcomes. Some models view learner variables as independent factors, while others see an interdependence between variables.
2. Key learner variables studied include age, intelligence, aptitude, motivation, attitudes, personality, and cognitive style. Contextual factors like teaching methods, learning opportunities, and social environment are also considered.
3. More comprehensive models highlight the interconnected effects of social, individual, and contextual factors on language acquisition and performance. However, many models lack clarity on exactly how the various variables interact and influence learning outcomes.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
Individual differences play an important role in language learning. Many models of second language acquisition consider the relationship between individual learner variables and learning outcomes. These models distinguish between individual factors like age, attitude, motivation, and intelligence, and external social and environmental variables that also influence learning. While studies have found different results, most research shows individual learner characteristics significantly impact language learning success.
Individual differences play an important role in language learning that should not be neglected. Models of second language acquisition consider the effect of individual variables, such as age, intelligence, motivation, and attitude, as well as social and contextual variables. Younger learners may have better pronunciation while older learners progress faster, and a positive attitude and high motivation can contribute to more successful language acquisition. While the impact of individual factors is complex and not definitive, most research shows they significantly influence language learning outcomes.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
CALL & Individual Differences - Group 3miftahsaleh
The document discusses several models of individual differences that may affect computer-assisted language learning (CALL). It describes models that view learner variables as independent or interdependent factors. Models with independent variables include the "Good Language Learner" model and Monitor Theory model, while those with interdependent variables include Gardner's educational model and Skehan's model of language learning influences. The document analyzes the strengths and weaknesses of each approach in explaining the relationship between individual differences and language learning outcomes with CALL.
1. Several models have been proposed to study the relationship between individual differences and language learning outcomes, including models with independent learner variables and models with interdependent learner variables.
2. Key factors studied include affective variables like motivation, attitude, anxiety, and cognitive variables like intelligence, as well as social and contextual variables.
3. However, most models have weaknesses in clearly identifying how the various learner variables interact with each other and social/contextual variables to impact language learning outcomes. More research is needed to better understand these complex relationships.
1. Several models have been proposed to examine the relationship between individual differences and language learning outcomes. Some models view learner variables as independent factors, while others see an interdependence between variables.
2. Key learner variables studied include age, intelligence, aptitude, motivation, attitudes, personality, and cognitive style. Contextual factors like teaching methods, learning opportunities, and social environment are also considered.
3. More comprehensive models highlight the interconnected effects of social, individual, and contextual factors on language acquisition and performance. However, many models lack clarity on exactly how the various variables interact and influence learning outcomes.
Here are the answers to the questions about the paragraph:
1. Food words/phrases: slice of bread, peanut butter, snack
2. Time phrases: all morning
3. Going to/from phrases: came into, started to leave, reached
4. -ing verb phrases: had been playing, begging for, holding the bread, coming over
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
The document provides an overview of an agency orientation day workshop focused on understanding personality profiling and its importance in building relationships. The agenda covers what makes working in agencies challenging, developing ideas, and selling ideas. It then discusses the purpose of understanding personality profiling to help develop good working relationships. It introduces the Myers-Briggs Type Indicator model for assessing personality types and how understanding different types can improve communication skills and outcomes. Key aspects of different personality profiles are outlined along with their characteristics, verbal and nonverbal cues, and triggers. The document stresses that understanding someone's personality profile provides insights into how to best work with and relate to that individual.
Teaching EFL to children requires a holistic approach that incorporates meaningful activities, authentic materials, and a focus on communication and genre-based instruction. Drawing from theorists like Vygotsky, Piaget, and Bakhtin, effective EFL instruction mirrors the natural process of first language acquisition by immersing students in literacy events and emphasizing learning through social interaction and task completion. The teacher's role is to facilitate this learning by providing comprehensible input slightly above the students' current level of competence in order to promote new learning and development.
Drawing from everyday examples, creative worksheets are prepared to enable students to better understand various figures of speech like puns, onomatopoeia, similes and metaphors. Introducing concepts through activities like comic strips, watching videos, newspaper articles and interactive sessions with authors helps sensitize students to interdisciplinary learning and enhance their listening, speaking, comprehension and writing skills. Creative writing exercises allow students to imagine scenarios and bring favorite stories to class to learn different styles of linguistic expression.
Based on the descriptions, it seems you are currently at an intermediate level of understanding and implementation of language objectives. Some suggestions for moving forward include formalizing your language objectives in writing, explicitly sharing them with students, and finding ways to evaluate student progress on both content and language objectives. Continuing your professional learning in this area can help take your practice to an advanced level.
This document discusses several models of second language acquisition (SLA) and their treatment of individual differences. It summarizes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The models distinguish between individual-related variables like age, intelligence, and motivation, and other variables like social/environmental context. Most assume interrelationships between individual variables and their independent effects on SLA outcomes like proficiency and errors. Spolsky's eclectic model combines learner, learning opportunity, and social context variables and their interaction in determining linguistic outcomes.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. The models described include the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The document also provides details on how several individual variables like age, attitude, motivation, and intelligence can impact language learning outcomes. It concludes that most studies show individual-related variables significantly affect language learning achievement.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also reviews studies on how these individual variables influence language learning outcomes. While findings are not all consistent, most research shows individual traits significantly impact language achievement.
Individual differences play an important role in language learning and should not be neglected. Several models of second language acquisition distinguish between individual variables like age, attitude, motivation, and intelligence, and other variables like social and teaching factors. These models assume relationships between individual variables can independently affect language learning outcomes. Research has found age, attitude, motivation, intelligence, learning aptitude, previous knowledge, computer familiarity, and interaction with native speakers can all impact language learning achievement. Despite inconsistent findings, most studies show individual factors significantly influence language learning success.
Individual differences play an important role in language learning according to the document. The document discusses several models of second language acquisition that incorporate individual learner variables like age, attitude, motivation, and intelligence. It also summarizes research on how these individual factors like age, attitude, motivation, and previous knowledge can influence language learning outcomes. The conclusion is that while all studies don't agree, most research finds individual learner variables significantly impact language learning success.
The document discusses several models that examine the relationship between individual differences and language learning. It summarizes models that view individual variables as independent factors affecting learning outcomes, as well as models that see the variables as interdependent. The models covered include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, Skehan's model of influences, and Spolsky's model of second language learning. The document also lists several individual difference factors that may affect Computer-Assisted Language Learning outcomes.
The document discusses several models that examine the relationship between individual differences and language learning:
1. Models with independent learner variables like the "Good Language Learner" model which links three independent variables (learner, teaching, context) to two dependent variables (learning, outcome).
2. Models with interdependent learner variables like Gardner's educational model which highlights the interrelationship between social, individual, and context variables influencing language learning outcomes.
3. Spolsky's model of second language learning examines individual differences resulting from restricted conditions of social context and the learner. The models aim to understand how learner variables interact and affect language learning outcomes.
The document discusses several models of individual differences and their relationship to language learning:
1. Models with independent learner variables like the "Good Language Learner" model which links three independent variables (learner, teaching, context) directly to learning outcomes.
2. Models with interdependent learner variables like Gardner's educational model which highlights the interrelationship between social, individual, and context variables influencing language learning outcomes.
3. Spolsky's model of second language learning examines individual differences resulting from restricted conditions of social context and the learner. The models aim to understand how learner variables interact and affect language learning outcomes.
1. Previous studies have developed models to explain the relationship between individual differences and language learning outcomes, including models with independent learner variables and models with interdependent variables.
2. Key models include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, and Skehan's model of influences on language learning.
3. Spolsky's model of second language learning integrates social context, learner conditions, and learning opportunities to examine their impact on linguistic and non-linguistic learning outcomes.
The document discusses the relationship between individual differences and second language acquisition. It covers several models that view this relationship through independent learner variables like intelligence, motivation, and age. Other models see it through interdependent variables like Gardner's socio-educational model and Skehan's model that consider social context. The document also examines factors like personality, cognitive style, and the monitoring theory in relation to the learning process and outcomes.
This document summarizes a presentation about creating a literate environment for students. It discusses 4 steps: 1) Get to know literacy learners through cognitive and non-cognitive assessments. 2) Select appropriate texts considering factors like readability and interest. 3) Use interactive instructional practices to teach reading skills and strategies. 4) Develop a critical perspective and allow personal responses to texts. The goal is to stimulate independent, lifelong reading and create motivated readers.
The document discusses using music to improve pronunciation and listening skills in 8th grade students. It found that music was an effective strategy that helped students memorize vocabulary, improved pronunciation through repetition, and increased motivation. Students enjoyed classroom activities with music and felt it was a different, engaging way to learn English. The conclusions were that music is a useful tool to enhance storage and recall of vocabulary as well as pronunciation and listening skills. It also increases motivation and creates a positive classroom environment. Implications included incorporating music into the curriculum to potentiate language skills and taking student age and learning styles into account.
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
Cognitive linguistics examines the relationship between language and the mind. It emerged in the 1970s and focuses on how human cognitive abilities relate to and explain language. Key areas of research include pragmatics, metaphor, categorization, and how memory and thought are connected to language use. The field looks at how the cognitive system produces language and how factors like emotion can affect production. It is closely related to other linguistic fields and psychology of language.
The document discusses innovative approaches to teaching foreign languages, including the communicative approach, cultural approach, competence-based approach, and problem-based teaching approach. The communicative approach focuses on using communication to teach language in a positive environment. The cultural approach incorporates speech activities and modeling intercultural communication situations. The competence-based approach selects competencies based on learner needs and evaluates performance. The problem-based teaching approach creates problematic situations to motivate thinking. Information technologies that can be used include educational software programs and Web 2.0 tools.
Here are the answers to the questions about the paragraph:
1. Food words/phrases: slice of bread, peanut butter, snack
2. Time phrases: all morning
3. Going to/from phrases: came into, started to leave, reached
4. -ing verb phrases: had been playing, begging for, holding the bread, coming over
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
The document provides an overview of an agency orientation day workshop focused on understanding personality profiling and its importance in building relationships. The agenda covers what makes working in agencies challenging, developing ideas, and selling ideas. It then discusses the purpose of understanding personality profiling to help develop good working relationships. It introduces the Myers-Briggs Type Indicator model for assessing personality types and how understanding different types can improve communication skills and outcomes. Key aspects of different personality profiles are outlined along with their characteristics, verbal and nonverbal cues, and triggers. The document stresses that understanding someone's personality profile provides insights into how to best work with and relate to that individual.
Teaching EFL to children requires a holistic approach that incorporates meaningful activities, authentic materials, and a focus on communication and genre-based instruction. Drawing from theorists like Vygotsky, Piaget, and Bakhtin, effective EFL instruction mirrors the natural process of first language acquisition by immersing students in literacy events and emphasizing learning through social interaction and task completion. The teacher's role is to facilitate this learning by providing comprehensible input slightly above the students' current level of competence in order to promote new learning and development.
Drawing from everyday examples, creative worksheets are prepared to enable students to better understand various figures of speech like puns, onomatopoeia, similes and metaphors. Introducing concepts through activities like comic strips, watching videos, newspaper articles and interactive sessions with authors helps sensitize students to interdisciplinary learning and enhance their listening, speaking, comprehension and writing skills. Creative writing exercises allow students to imagine scenarios and bring favorite stories to class to learn different styles of linguistic expression.
Based on the descriptions, it seems you are currently at an intermediate level of understanding and implementation of language objectives. Some suggestions for moving forward include formalizing your language objectives in writing, explicitly sharing them with students, and finding ways to evaluate student progress on both content and language objectives. Continuing your professional learning in this area can help take your practice to an advanced level.
This document discusses several models of second language acquisition (SLA) and their treatment of individual differences. It summarizes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The models distinguish between individual-related variables like age, intelligence, and motivation, and other variables like social/environmental context. Most assume interrelationships between individual variables and their independent effects on SLA outcomes like proficiency and errors. Spolsky's eclectic model combines learner, learning opportunity, and social context variables and their interaction in determining linguistic outcomes.
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. The models described include the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The document also provides details on how several individual variables like age, attitude, motivation, and intelligence can impact language learning outcomes. It concludes that most studies show individual-related variables significantly affect language learning achievement.
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also reviews studies on how these individual variables influence language learning outcomes. While findings are not all consistent, most research shows individual traits significantly impact language achievement.
Individual differences play an important role in language learning and should not be neglected. Several models of second language acquisition distinguish between individual variables like age, attitude, motivation, and intelligence, and other variables like social and teaching factors. These models assume relationships between individual variables can independently affect language learning outcomes. Research has found age, attitude, motivation, intelligence, learning aptitude, previous knowledge, computer familiarity, and interaction with native speakers can all impact language learning achievement. Despite inconsistent findings, most studies show individual factors significantly influence language learning success.
Individual differences play an important role in language learning according to the document. The document discusses several models of second language acquisition that incorporate individual learner variables like age, attitude, motivation, and intelligence. It also summarizes research on how these individual factors like age, attitude, motivation, and previous knowledge can influence language learning outcomes. The conclusion is that while all studies don't agree, most research finds individual learner variables significantly impact language learning success.
The document discusses several models that examine the relationship between individual differences and language learning. It summarizes models that view individual variables as independent factors affecting learning outcomes, as well as models that see the variables as interdependent. The models covered include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, Skehan's model of influences, and Spolsky's model of second language learning. The document also lists several individual difference factors that may affect Computer-Assisted Language Learning outcomes.
The document discusses several models that examine the relationship between individual differences and language learning:
1. Models with independent learner variables like the "Good Language Learner" model which links three independent variables (learner, teaching, context) to two dependent variables (learning, outcome).
2. Models with interdependent learner variables like Gardner's educational model which highlights the interrelationship between social, individual, and context variables influencing language learning outcomes.
3. Spolsky's model of second language learning examines individual differences resulting from restricted conditions of social context and the learner. The models aim to understand how learner variables interact and affect language learning outcomes.
The document discusses several models of individual differences and their relationship to language learning:
1. Models with independent learner variables like the "Good Language Learner" model which links three independent variables (learner, teaching, context) directly to learning outcomes.
2. Models with interdependent learner variables like Gardner's educational model which highlights the interrelationship between social, individual, and context variables influencing language learning outcomes.
3. Spolsky's model of second language learning examines individual differences resulting from restricted conditions of social context and the learner. The models aim to understand how learner variables interact and affect language learning outcomes.
1. Previous studies have developed models to explain the relationship between individual differences and language learning outcomes, including models with independent learner variables and models with interdependent variables.
2. Key models include the Good Language Learner model, Monitor Theory model, Brown and Fraser's framework, Levin's schematic model, Gardner's educational model, and Skehan's model of influences on language learning.
3. Spolsky's model of second language learning integrates social context, learner conditions, and learning opportunities to examine their impact on linguistic and non-linguistic learning outcomes.
The document discusses the relationship between individual differences and second language acquisition. It covers several models that view this relationship through independent learner variables like intelligence, motivation, and age. Other models see it through interdependent variables like Gardner's socio-educational model and Skehan's model that consider social context. The document also examines factors like personality, cognitive style, and the monitoring theory in relation to the learning process and outcomes.
This document summarizes a presentation about creating a literate environment for students. It discusses 4 steps: 1) Get to know literacy learners through cognitive and non-cognitive assessments. 2) Select appropriate texts considering factors like readability and interest. 3) Use interactive instructional practices to teach reading skills and strategies. 4) Develop a critical perspective and allow personal responses to texts. The goal is to stimulate independent, lifelong reading and create motivated readers.
The document discusses using music to improve pronunciation and listening skills in 8th grade students. It found that music was an effective strategy that helped students memorize vocabulary, improved pronunciation through repetition, and increased motivation. Students enjoyed classroom activities with music and felt it was a different, engaging way to learn English. The conclusions were that music is a useful tool to enhance storage and recall of vocabulary as well as pronunciation and listening skills. It also increases motivation and creates a positive classroom environment. Implications included incorporating music into the curriculum to potentiate language skills and taking student age and learning styles into account.
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
Cognitive linguistics examines the relationship between language and the mind. It emerged in the 1970s and focuses on how human cognitive abilities relate to and explain language. Key areas of research include pragmatics, metaphor, categorization, and how memory and thought are connected to language use. The field looks at how the cognitive system produces language and how factors like emotion can affect production. It is closely related to other linguistic fields and psychology of language.
The document discusses innovative approaches to teaching foreign languages, including the communicative approach, cultural approach, competence-based approach, and problem-based teaching approach. The communicative approach focuses on using communication to teach language in a positive environment. The cultural approach incorporates speech activities and modeling intercultural communication situations. The competence-based approach selects competencies based on learner needs and evaluates performance. The problem-based teaching approach creates problematic situations to motivate thinking. Information technologies that can be used include educational software programs and Web 2.0 tools.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
This document discusses the psychology of second language acquisition. It covers topics such as how the brain processes language, the learning processes involved, and individual differences between learners. Key areas of the brain like Broca's area and Wernicke's area are involved in language production and comprehension. Learning is influenced by forming connections between concepts. Individual factors like age, sex, aptitude, motivation, cognitive style and personality can impact how successfully someone acquires a second language. Younger learners may have advantages in some areas while older learners in others. Females sometimes perform better than males. Good learning strategies are also important for language learning success.
This document discusses different conceptions of literacy and illiteracy from various perspectives including:
1. Literacy and illiteracy are social constructs that label and categorize people based on their educational attainment. Illiteracy implies political and intellectual ignorance.
2. Literacy must be understood from cross-disciplinary lenses including language, education, anthropology, sociology, history, and psychology. It is as much a socio-political construct as a linguistic one.
3. A critical theory of language views it as a social process and social practice used within different contexts, as opposed to just a set of skills. Critical pedagogy aims to give students a language of empowerment to interrogate dominant discour
1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
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Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
1. Assignment 1: Presentation
INDIVIDUAL DIFFERENCES AND CALL
By
2.A. GHOZALI NURKALAM
3.NANA SUZANA
4.DIAN FARIJANTI
5.EROH MUNIROH
It has been indicated that individual
differences play an important role in
language teaching and learning
should not be neglected
2. MODELS OF SLA AND THEIR VARIABLES
INDIVIDUAL OUTCOMES
DISTINGUISHES BETWEEN INDIVIDUAL- ASSUMES AN
RELATED VARIABLES AND OTHER
INTERRELATIONSHIP
VARIABLES
Eg, social (environmental) variables, BETWEEN INDIVIDUAL
contextual variables VARIABLES
And regards their effect as independent
Of one another
(the ‘Good Language Learner model,
monitor theory model, framework and
Levin’s schematic model)
3. The ‘Good Language Learner’ model
(proposed by Naiman et al (1978)
Three independent variables (teaching, learner, context & Two dependent variables
(learning, outcomes)
TEACHING
MATERIALS
SYLLABUS
METHODOLOGY
THE LEARNERS
RESOURCES
THE LEARNERS Proficiency
Unconscious processes -listening
AGE -generalisation
INTELLIGENCE
-speakin
APTITUDE -transfer -reading
MOTIVATION -simplification -writing
ATTITUDE Errors
PERSONALITY
COGNITIVE STYLE
Conscious processes Interlanguage
-strategies Active reasons
THE CONTEXT
EFL/ESL
OPPORTUNITIES FOR USE
SOCIAL MILIEU
4. MONITOR THEORY
The monitor theory consists of five hypotheses.
(Krashen et al)
(3)The acquisition-learning hypothesis
(4)The natural order hypothesis
(5)The monitor hypothesis
(6)The input hypothesis
(7)The affective filter hypothesis
The affective filter hypothesis is the most relevant as
the source of learner-related output variation.
5. THE MONITOR THEORY
M
I O
O
N U
N
P Affective Cognitive T
U I
Filter Organisers P
T T
U
O
T
R
The affective filter is a major source of variation; the success of language learning varies depending on
several factors embraced within the affective filter such as attitude, motivation, self-confidence and/or
anxiety this theory postulates that the affective filter may cause the quality of acquisition to be higher
or lower
6. BROWN AND FRASER’S FRAMEWORK (1979)
Situation
Scene Participants
Individuals Relationship
Setting (eg Purpose (eg,
Bystandars between
Buying,lectu
, locale and individuals (eg,
ring or
time Shared
playing a Indidual as knowledge,
game Individual qua member of a power
individual (eg, social
Personality, category (eg,
attitude Class,
ethnicity
7. BROWN & FRASER’S FRAMEWORK
Examines how individual situational variables
affect language choice
8. LEVIN’S SCHEMATIC MODEL
FOCUS INDIVIDUAL DIFFERENCES IN OUTPUT
PROPOSES TWO MAJOR STAGES: DIAGNOSTIC &
PRESCRIPTIVE
HIS MODEL FOCUSED TWO VARIABLES: INPUT &
OUTPUT
“Input variables refer to variables that differentiate
between learners in terms of the traits, abilities, and
prerequisites that are related to successful output-
task performance” (Levin: 1977:29)
9. GARDNER’S EDUCATIONAL MODEL
Gardner’s schematic representation of the theoretical model
Social milieu Individual differences Social milieu Social milieu
Intelligence
Formal
language
Language
training
aptitude Linguistic
Cultural bebief
Motivation
Informal Nonlinguistic
language
training
Situational
anxiety
10. Gardner’s operational formulation of the socio-educational model
integrativeness
Formal
Cultural Linguistic
belief motivation
Attitude
towards the Informal
learning
situations Nonlinguistic
Language
aptitude
11. Skehan’s influences on language learning (1989)
Classrooms and material The learner
Intelligence
Aptitude
Material Motivation
Syllabus Attitude
Methodology Personality
Resorces Cognitive style
Organisation
-structuring
-explicitiveness
Responsiveness Oppotunities for target
-appropriateness of language use Learning Outcome
pacing Access to NS Proficiency
-individualisation -in class Conscious Errors
-feedback provision -out of class strategies fossilisation
Opportunities for Affective
comunication Unconscious outcome
Social context language use strategies
Expectation of Opportunities for
bilingualism negotiation
Relationship to target
language community
Attitude to target
language
Social class
12. Spolky’s model of SLA
Social context
Leads to
Social context
which appear in the learner as
Motivation
which joins with other personal
chracteristics as
Previous
Age Personality Capabilities knowledge
all of which explain the use the learner makes
of the available
the interplay between learner and
Learning opportunities
s situation determining
t
Linguistic and non-linguistic
outcomes for the learners
13. FIVE FEATURES OF SPOLSKY’S MODEL
• Combining in a single theory all aspects of SL/FL learning
unabashed immodesty.
• A restriction to the specific domain of SL learning and focus on
individual differences.
• An assumption that “all many parts (variables) of the model
apply to specific kind of learning, and that there is a close
interaction among various parts (variables) of the model.
• A spirit of eclectisism seems to underlie Spolsky’s model.
• The model recognises the importance and existence of ‘social
context’ as an important domain affecting learning outcomes.
14. INDIVIDUAL DIFFERENCES
AGE : older children (11-15) perform better in
production of correct morphology and syntax, and
younger children (6-10) possess better English
pronunciation (Fathman: 1975).
Krashen et al (1979) conclude that (1) adults proceed
through early stages of syntactic and morphological
development faster than children,(2) older children
acquire faster than younger children, (3) acquirers who
begin natural exposure to SL during childhood generally
achieve higher SL proficiency than those beginning
adults.
15. ATTITUDE: A student who has a negative attitude
toward learning a target language is not normally,
interested in following a lesson or program. Successful
SL acquisition may depend on the attitude that a
language learner brings to the situation (Henning:
1983). According to Randhawa and Korpan (1973),
there are four classifications of attitude: (1)
utilitarian, attitude related to usefulness of learning,
(2) aestheticism, attitude related to the appreciation
of the language, (3) tolerance, attitude reflecting an
accepting attitude rather than any direct positive
orientation toward learning, (4) specific factor,
attitude related to specific, normally single item.
16. MOTIVATION:Motivation is the extent to which learners
make choicec about (a) goal to pursue and (b) the effort
they devote to that pursuit(Brown:1994)
Three points to be noted : (1) the nature of the source of
stimulation, (2) the strength of the intention of doing
something to achieve a goal, (3) the nature of the goal or
goals.
INTELLIGENCE: IQ as a variable in language learning context
is still worthwhile, but not a variable in isolation (Spolsky:
1989)
LERNING APTITUDE
PREVIOUS KNOWLEDGE
FAMILIARITY WITH COMPUTERS
INTERACTION WITH NATIVE SPEAKERS OF ENGLISH
LANGUAGE USED FOR INTERACTION WITH COMMUNITY
17. CONCLUSION
Despite the fact that not all studies on the
relationship between individual-related
variables and language learning
achievement have revealed similar findings,
the majority of studies indicate that these
variables significantly affect language
learning achievement
18. THANK YOU
DANK U
SUWUN
SYUKRON
HATUR NUHUN
TERIMAKASIH