Inhibition in language acquisition
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The document discusses inhibition, which refers to defenses that protect the ego and can prevent people from saying or doing what they want due to embarrassment or worry. Inhibition is shown across the lifespan from newborns to adulthood. It can cause issues like perfectionism, low self-concept, anxiety, and seeing others as judging when mistakes are made. Inhibition is suggested to discourage necessary risk-taking in language learning and may have more influence on language performance than learning. Adolescents are noted as particularly prone to inhibition due to self-consciousness.
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Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
Affective factors in SLA
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
Krashen's Input Hypotheses
This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.
What is Universal Grammar Theory and its Criticism
This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
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Language acquisition - the behaviorist theory
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2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
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2) The Monitor Hypothesis states that conscious learning involves self-monitoring speech but only as a "fix-it" device after the message is produced.
3) The Natural Order Hypothesis suggests that grammatical structures are acquired in a predictable sequence, regardless of the learner's first language.
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Learning Language Theories
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Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
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Comprehensible output hypothesis
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1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
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5.
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Modified Input (Foreigner Talk)
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Mentalist and Behaviorist Theory of SLA
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
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Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
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This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
Content-Based Instruction (CBI)
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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.
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How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
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• Brain-Based Learning
• Learning Styles
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• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Total Physical Response
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Inter-language theory
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Comprehensible output hypothesis
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Cognitive Approaches to Second Language Acquisition
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Stephan Krashen's five hypotheses
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
SLA ,Learning Theories , Second language Aquisition
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Linguistic oriented theories,behaviorism and innatism
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The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
Second language acquisition
A powerpoint presentation that I designed for use with Arab undergraduate students of second language acquisition in 2015.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Approaches and Methods for Language Teaching
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Mentalist and Behaviorist Theory of SLA
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
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Cognitive Approaches to Second Language Acquisition
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SLA ,Learning Theories , Second language Aquisition
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Linguistic oriented theories,behaviorism and innatism
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FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
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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.
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2) High anxiety can negatively impact language performance while low anxiety enhances it. Factors like self-esteem, pressure, and perfectionism contribute to anxiety levels.
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4) A study of Japanese EFL students found motivation alone is insufficient
Affective domain
The document discusses different affective domains including self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion. It provides definitions and descriptions of each domain. Self-esteem refers to how we evaluate ourselves and our self-worth. Inhibition encourages behaving in specific ways toward objectives. Risk-taking and self-esteem are important for language learners as it involves trying out ideas and taking chances being wrong. Anxiety involves feelings of apprehension about events and can be debilitating or facilitative. Empathy allows understanding others' perspectives by putting oneself in their shoes. Extroversion involves gratification from others instead of oneself and impacts second language acquisition.
Personalvariation1
Individual Differences in Second Language Learning discusses various personality traits that may affect second language acquisition, including empathy, extroversion, self-esteem, inhibition, risk-taking, anxiety, attitudes, and egocentricity. While some studies found traits like extroversion and self-esteem are positively associated with L2 success, research results are mixed and relationships between traits and learning outcomes are complex. The document also covers motivation types, the role of identity and ethnicity in L2 learning, and Schumann's acculturation model relating social and psychological factors to L2 development. Overall, it concludes that clearly defining traits and their measurement is difficult, and individual characteristics interact in complex ways making it hard to predict their influence on
Presentation of the affective domain, The Seventh Group
This document discusses several affective factors that influence second language acquisition, as outlined by Benjamin Bloom and colleagues. It defines self-esteem, self-efficacy, willingness to communicate, inhibition, and risk-taking as important affective domains. Self-esteem refers to feelings of happiness with one's own abilities, while self-efficacy is one's belief in their ability to complete tasks. Willingness to communicate describes actively seeking opportunities to use the second language. Inhibition and risk-taking are also discussed as defenses built to protect the ego when using a new language.
Factors affecting on learning
Maturation, intelligence, attention, and other individual factors can affect learning. Maturation refers to the natural physical and mental development of a child, which influences their readiness to learn different skills. Forcing a child to learn before they are mature can result in wrong habits forming. A teacher should pace instruction according to a child's maturation. Intelligence generally increases until age 16-20, though IQ scores remain stable. Higher intelligence can facilitate more rapid learning, but other factors like motivation and teaching methods also impact the learning process. Attention involves focusing on an object of thought. It is influenced by both external stimuli like intensity, size, repetition, and change as well as internal factors such as emotions, interests, mood, attitudes, motives,
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The NEPSY-II is a standardized neuropsychological test for children ages 3-16 that assesses several cognitive domains. It was developed based on Luria's approach to assessing brain dysfunction in adults. The NEPSY-II improved upon the original NEPSY by expanding content and strengthening psychometrics. It was standardized using a stratified sample of 1,200 children and has good reliability and validity. Administration takes 45 minutes to 3 hours depending on the age of the child and number of subtests administered. The NEPSY-II evaluates several cognitive domains including attention, executive functioning, language, memory and learning, sensorimotor functions, social perception, and visual-spatial skills through various subtests. Scores
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
3 Factors Affecting L2 Learning
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
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Presentation of the affective domain, The Seventh Group
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PAGTUTULAD AT PAGKAKAIBA NG UNA AT PANGALAWANG WIKA-final.pptx
This document discusses the differences between acquiring a first and second language from neurological, psychomotor, cognitive, affective, and linguistic perspectives. Some key points include:
- Psychomotor skills related to speech develop until around age 5, making pronunciation of a second language easier for children.
- Cognitively, children are in concrete thinking stages until around age 7-16, benefiting their second language acquisition without formal thought.
- Affectively, children have less developed egos and are less inhibited than teenagers and adults, whose egos are threatened by language mistakes.
- Linguistically, simultaneous bilingual children may develop a single concept system for both languages, while sequential bilinguals learn the
Factors affecting second language acquisition
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
Anxiety
The document discusses anxiety, specifically foreign language anxiety experienced when learning a second language. It defines anxiety as a feeling of worry, nervousness, or unease about an uncertain outcome. Foreign language anxiety is a distinct type of anxiety that arises from the uniqueness of the language learning process. There are three components of foreign language anxiety: communication apprehension, fear of negative social evaluation, and test anxiety. The document also discusses the difference between debilitating anxiety, which motivates avoidance, and facilitating anxiety, which gears the learner for approval. Reducing anxiety in language learners can be achieved by setting realistic goals, building a relaxing environment, sharing experiences, and providing chances to use the language.
The affective domain 2.1
This document discusses the affective domains that influence second language acquisition. It defines affective domains as the emotional side of human behavior, including receiving and responding to emotions, valuing things, and developing value systems. It then examines several personality factors: self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion/introversion. For each factor, it describes how it relates to language learning, such as how self-esteem influences willingness to take risks, or how different levels of anxiety can impact learning. Overall, the document analyzes how emotional states and personality traits affect the language acquisition process.
Second language acquisition and error analysis (arfan rai)
Error analysis is a technique used to analyze the errors made by second language learners. It involves collecting language samples from learners, identifying the errors, classifying them, and determining their sources. The key steps are collecting errors, identifying them, describing them, explaining them, and evaluating/correcting them. Error analysis helps determine areas of difficulty for learners and inform teaching. It replaced contrastive analysis as a way to investigate learner language. While it provided insights, error analysis has limitations such as not accounting for correct usage and development over time.
Cognitive science by wasan abu baker
Cognitive science studies how the human mind works through processes like reasoning, perception, memory, emotion, language use, and more. Second language acquisition (SLA) relies on cognitive science as it is the process by which people learn additional languages. SLA is complex and draws on multiple disciplines including linguistics, psychology, and education. Theories of SLA posit that it is construction-based, exemplar-driven, and emergent. For children, being proficient in their first language is essential before progressing to a second language. Assessing SLA involves performance assessments and portfolios to monitor progress in oral language, reading, and writing over time. Recent evidence shows the brain's neuroplasticity allows it to change
What does anxiety look like
Anxiety can negatively impact language learning in several ways. It can lower self-esteem and increase avoidance of situations that cause discomfort, like speaking in front of others. Certain personality traits may increase anxiety, like perfectionism. Anxiety also hinders recall during language use. To reduce anxiety, learners need a safe environment where mistakes won't cause embarrassment, such as practicing with friendly native speakers or pets. It is important for learners to understand the sources of their anxiety in order to develop strategies for overcoming fears.
Communication and Language Development in Children
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
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This document discusses language development and disorders in children. It describes the stages of language development from birth through age 5. Key stages include babbling, first words, two-word phrases, and grammatically complex sentences. Common language disorders are also outlined, including aphasia, lisps, and autism. The causes, symptoms, and potential treatments for each disorder are summarized. Overall, the document provides a comprehensive overview of typical and atypical language acquisition in early childhood.
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.
usage of software in speech therapy
The document discusses using educational software in speech therapy to help children with speech disabilities. It describes how speech disabilities can arise from problems with vocal cords, hearing, or processing speech. Educational software can be useful in speech therapy, especially for children who don't respond well to other methods, by making sessions more engaging without feeling constrained. Examples of educational software available in Romania for speech therapy are provided.
Presentation on communication disorders
This document discusses communication disorders and strategies for working with students who have them. It defines communication, language, and speech and outlines common speech disorders like articulation issues, phonological disorders, and voice or fluency issues. It then provides classroom accommodations for speech disorders like building a positive environment, helping students monitor their speech, and modifying instruction. It also covers language disorders and assessment strategies. Suggestions are given to improve students' comprehension, language use, and conversational skills through activities like story reading, music, and play. Working with a speech language pathologist is recommended.
Stammering Assessment .pdf
This document provides an overview of stammering assessment and management. It begins with objectives and an introduction to stammering. It then discusses types of stammering, phases of stammering, and assessment including informal assessment, formal assessment, speech profiling, and measuring dysfluency. It provides details on developmental levels of dysfluency and essential skills assessment. It concludes with recommendations on stammering management.
Stammering Assessment .pdf
This document provides an overview of stammering assessment and management. It begins with objectives and an introduction to stammering. It then discusses the types of stammering, phases of stammering, and approaches to assessment including informal observations, case history, speech profiles, and measuring dysfluency. It outlines essential skills to assess like language, social skills, and attitudes. It provides details on different types of stammering, developmental levels of dysfluency, and guidelines for helping children who stammer.
Perspectives on First and Second Language Acquisition and Factors Influencing...
Perspectives on First and Second Language Acquisition and Factors Influencing Learning. This will help learners to engage and learn about their native and second language acquisition.
Early intervention program for children with Dyslexia
Early Intervention about children with dyslexia. what are the different severity of Dyslexia and how to treat it.
What is anxiety
This document discusses language anxiety, which is a type of anxiety experienced specifically in language learning contexts. It defines language anxiety and distinguishes between three types: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is a relatively stable personality characteristic, while state anxiety is a transient response to a particular situation. Situation-specific anxiety is related to apprehension caused by specific events like exams or presentations. The document also examines causes of language anxiety and ways it can be measured, such as through the Foreign Language Classroom Anxiety Scale questionnaire.
Age and acquisition t eaaching practicum
This document discusses several topics related to language acquisition and age:
- The critical period hypothesis suggests that full native language competence is only possible during childhood and adolescence. Older learners rarely achieve a near-native accent.
- The brain is composed of left and right hemispheres that specialize in different functions, though injury can allow compensation. There is variation between individuals and no single "type".
- Language acquisition is influenced by cognitive, emotional, and linguistic factors like intellectual development, identity, empathy, and interference between first and second languages.
Factors Involved in Reading and Writing Difficulties Ch. 2
The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
Wk11 7805
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.
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Inhibition
The document discusses inhibition, which refers to defenses that protect the ego and can prevent people from saying or doing what they want due to embarrassment or worry. Inhibition is shown across the lifespan from newborns to adulthood. It can cause issues like perfectionism, low self-concept, anxiety, and seeing others as judging when mistakes are made. Inhibition is suggested to discourage necessary risk-taking in language learning and may have more influence on language performance than learning. Adolescents are noted as particularly prone to inhibition due to self-consciousness.
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The United States Civil War lasted from 1861 to 1865 and was caused by differences between the northern and southern states over the issue of slavery. Abraham Lincoln was elected president in 1860 representing the northern states, while Jefferson Davis became president of the southern Confederate states. Key battles included Fort Sumter, Bull Run, Vicksburg, Antietam, and Gettysburg, with the Union forces led by Lincoln eventually defeating the Confederacy led by Davis, resulting in the abolition of slavery but at a high cost of over 500,000 casualties.
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Civil war
The United States Civil War lasted from 1861 to 1865 and was caused by differences between the northern and southern states over the issue of slavery. Abraham Lincoln was elected president in 1860 representing the northern states, while Jefferson Davis became president of the southern Confederate states. Key battles included Fort Sumter, Bull Run, Vicksburg, Antietam, and Gettysburg, with the Union eventually prevailing and bringing an end to slavery while over half a million soldiers were killed or wounded.
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Inhibition in language acquisition
- 1. Anyely Fernandez Delis Soto Angelica Urango Kelly Simanca
- 2. A feeling of embarrassment or worry that prevents you from saying or doing what you want.
- 3. Inhibition refers to the set of defenses built to protect human beings’ ego
- 4. Inhibition Newborns Childhood Adulthood Adolescence
- 5. Perfectionism. Low self-concept. Anxiety. Competition(learners perceive others to be critical, even judging their very person when they make a mistake in a second language)
- 8. It has been suggested that inhibition discourages risk-taking, which is necessary for progress in language learning. Inhibition is often considered to be a particular problem for adolescents, who are more self- conscious than younger learners. Inhibition is a negative force, at least for second language pronunciation performance. Be aware that inhibition may have more influence in language performance than in language learning.
- 9. Risk Taking
- 10. THANKS