Inhibition
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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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Anxiety can negatively impact language learning. It arises from internal factors like a lack of motivation, confidence, or mental disturbances, or external factors like a teacher's negative attitude or competitive environment. Symptoms include panic, problems sleeping, and physical sensations. To cope, students can participate actively, prepare for speaking, ask for help from teachers and classmates, maintain a positive attitude, and rate their anxiety level to reduce its impact. Reducing anxiety improves language learning performance.
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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.
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.
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The age factor in second language acquisition
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
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Motivation in language learning involves the effort, desire, and attitudes towards achieving the goal of learning a language. Motivation has been viewed through different psychological perspectives such as behaviorism, cognitivism, and constructivism. Williams and Burden define motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act and sustain effort to attain a previously set goal. Practical ways to enhance motivation include discussing learning activities with learners, involving them in decision making and goal setting, recognizing individual differences, and building confidence, intrinsic motivation, and a supportive learning environment.
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B.F. Skinner was an influential American psychologist who developed the theory of behaviorism. Behaviorism views human behavior as responses to environmental stimuli and is learned through reinforcement or punishment. Skinner argued that behavior is shaped by consequences and that understanding behavior means examining relationships between actions and their effects. Key aspects of Skinner's theory included operant conditioning, the use of reinforcement to increase behaviors, and the view that language is learned through parental positive reinforcement of children's vocalizations. While behaviorism was influential, Skinner's theories were also criticized for overgeneralizing from limited experiments and not explaining more complex behaviors.
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ERROR ANALYSIS
This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.
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The document describes various bilingual education program models, including their goals, components, and instructional approaches. It discusses transitional bilingual education, developmental bilingual education, two-way dual language education, one-way dual language education, bilingual immersion programs, and heritage language programs. The overall goal shared by all bilingual programs is to ensure bilingual students meet grade-level academic standards.
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This document discusses language learning aptitude, which refers to an individual's ability to learn a second language. It covers several key points:
1) Researchers like Carroll have identified various factors that contribute to language aptitude, including phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability.
2) Studies have shown aptitude is strongly correlated with second language proficiency, though all learners can achieve some proficiency regardless of aptitude. Aptitude enhances the rate and ease of learning.
3) Skehan proposed aptitude involves three components - auditory ability, linguistic ability, and memory ability - that relate to different phases of the second language acquisition process.
Gardners Model
Gardner's 1985 socio-educational model of second language acquisition emphasized the importance of socio-economic and cultural contexts. According to the model, second language learning differs from other subjects as it involves acquiring elements of another culture. The model shows how individual differences like intelligence, aptitude, motivation and anxiety interact with social contexts and influence linguistic and non-linguistic learning outcomes. A revised 1993 model added language attitudes and distinguished between the roles of formal and informal language learning contexts.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Personality factors in language learning
The document discusses several personality factors that can impact language learning, including the affective domain, self-esteem, risk-taking, anxiety, social skills, empathy, extroversion, and motivation. It describes five levels of affectivity and categorizes self-esteem into three levels. The relationship between self-esteem and language success is explored, as well as how personality traits like extroversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving impact learning. Finally, it outlines six needs for motivation and the differences between instrumental and integrative motivation.
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The document discusses neurological, cognitive, affective, and linguistic considerations in language learning. Neurologically, the left hemisphere is responsible for intellectual, logical, and analytic functions while the right hemisphere handles emotional and social needs. Cognitively, children can learn a second language without formal operational thought, but there is vague lack of empirical data supporting this. Affectively, younger children are less inhibited and less aware of language errors while adults tend to be more tolerant of linguistic differences. Linguistically, factors like bilingualism, code-switching, interference between the first and second languages, the order of acquisition, and the creative construction process must be considered.
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The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Between 1920-1930, researchers developed early language aptitude tests to predict learners' performance. These tests used analytical and synthetic approaches. Modern tests like the MLAT and PLAB further researched aptitude and its components like memory, auditory ability, and linguistic ability. The document discusses ongoing issues around what aptitude measures, its relationship to age, intelligence, teaching methods, and the purpose of aptitude testing.
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This document summarizes research on creating a low-anxiety classroom environment for second language learners. It identifies 6 main sources of language anxiety: personal/interpersonal anxieties, learner beliefs about language learning, instructor beliefs about teaching, instructor-learner interactions, classroom procedures, and language testing. It provides recommendations from various studies on how to reduce anxiety, such as incorporating group work, positive correction of errors, and ensuring tests reflect materials taught. The document advocates for instructors to act as facilitators rather than drill sergeants and establish a supportive environment to alleviate language anxiety.
Age and acquisition
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
Age and acquisition
This document summarizes key points from a chapter on age and second language acquisition. It discusses several myths about language learning, including that children repeat things to learn, language learning is imitation, and sounds must be learned before words. It then compares first and second language acquisition in children and adults. Several factors are examined, including neurobiological considerations like hemispheric lateralization and biological timetables. Cognitive, affective, and linguistic considerations are also reviewed. Finally, issues in first language acquisition are revisited and some language teaching methods inspired by age and acquisition are outlined.
Sociocultural Factors in Language Teaching and Learning
This document discusses the role of sociocultural factors in language teaching and learning. It defines culture and explains how it shapes our worldviews and behaviors. Stereotypes about languages and their cultures are common, but developing understanding of different cultural perspectives is important. Second language learning involves acquiring aspects of a new culture and identity, which can cause culture shock as learners adjust. The degree of social distance between the learner's native culture and target culture affects language acquisition. Teachers should incorporate cultural understanding and activities like role-plays to promote engagement and reduce feelings of alienation in the classroom.
Sociocultural Factors In Sla
A presentation on the concepts, theories and role of sociocultural factors in second language acquisition. Primary source is Chapter 7 of H. Douglas Brown, 2007.
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
Chapter 14: Lateralization & Language
1. The document discusses lateralization of brain function, with language processing primarily localized to the left hemisphere in most individuals.
2. It describes the corpus callosum which connects the two hemispheres and allows for information exchange, and how splitting this connection can impact language and visual processing.
3. Various language-related areas of the brain are discussed including Broca's and Wernicke's areas, and how damage to these regions can impact language abilities differently.
Crosslinguistic influence
This document discusses crosslinguistic influence (CLI) and transfer in third language acquisition (TLA). It defines key terms like CLI, transfer, and interlanguage transfer. CLI considers how all previously acquired languages interact during TLA, not just the first language. Factors that determine which language is activated include typology, the learner's second language status, and proficiency levels in all known languages. The closer a language is typologically to the target language, the more likely it will influence acquisition. Learners also tend to transfer from their second language. Both high and low proficiency can impact CLI.
Individual differences
This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and notes there is no single determining factor but rather an interaction of various abilities and circumstances.
Individual Learner Difference
This document discusses individual learner differences and ways to differentiate instruction to meet varied student needs. It begins by asking questions about individual learning preferences like learning style and whether students learn better alone or in groups. It then defines individual differences and gives examples of visual, auditory, and hands-on learning styles. The document goes on to discuss why differentiating instruction is important by addressing student variability and maximizing potential. It suggests allowing students to use their preferred intelligences and including varied activities and assessments. Finally, it shows examples of self-directed learning through learning stations and centers that provide choice and flexibility for students.
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Personality characteristics and second language learning : Lida Berisha
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Similar to Inhibition
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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
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
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
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.
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.
languagedevelopment-141105200949-conversion-gate01.pdf
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.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
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.
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Second language acquisition and error analysis (arfan rai)
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Communication and Language Development in Children
Communication and Language Development in Children
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Factors that influence second language acquisition and learning
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Perspectives on First and Second Language Acquisition and Factors Influencing...
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Early intervention program for children with Dyslexia
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Inhibition in language acquisition
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.
Argumentative essays
The document provides information on argumentative essays, including their purpose and structure. Argumentative essays are used to convince the reader of a particular opinion by presenting reasons and evidence to support an argument, while also refuting any opposing arguments. There are three common organizational patterns for structuring an argumentative essay: presenting the argument and then addressing counterarguments; addressing counterarguments and then presenting the argument; or addressing each counterargument individually before the overall argument. The essay should be logically presented using facts and examples rather than strong personal opinions.
Critical essays
The document provides an outline for writing a critical essay. It explains that a critical essay involves summarizing the writer's approach, analyzing the thesis topic or statement, and evaluating the message conveyed to the audience. The body of the essay includes objective analysis, evaluation of logical consistency and techniques, and comparative analysis. The conclusion restates the thesis and provides a personal viewpoint and analysis. The document emphasizes that a critical essay should be informative, based on facts, and involve critical thinking rather than just opinions.
Language centred course design
This document discusses language-centered course design and issues with traditional approaches. It advocates for a more learner-centered approach that is flexible, provides feedback, and systematically analyzes data to determine course content. The traditional approach is described as static, inflexible, and not acknowledging important factors or using data to predict learner needs.
Punctuation
Punctuation marks are used to separate groups of meaning, convey variations in speech, and avoid ambiguity. The document then lists and describes various punctuation marks including periods, commas, apostrophes, quotation marks, parentheses, colons, semicolons, dashes, ellipses, exclamation points, hyphens, question marks, and slashes. It provides examples of how each mark is used in writing.
Quotation
This document provides guidance on using quotations in academic writing. It discusses reasons for using quotations, such as to provide evidence or lend fresh perspectives. Rules for formatting quotations are outlined, such as placing punctuation inside or outside quotation marks depending on the context. The document also advises on introducing, explaining the significance of, and citing quotations used. It recommends quoting only the most concise and relevant parts of sources to primarily use one's own words in academic writing.
Language centred course design
This document discusses language-centered course design and issues with traditional approaches. It advocates for a more learner-centered, flexible approach that systematically analyzes learner needs and allows for feedback and error tolerance. The traditional approaches are described as static, inflexible, and not acknowledging important factors or using data in a meaningful way to create effective course content tailored to particular learning situations.
Skills centred course design
Skills-centered course design is based on the theory that language skills and strategies underlie behavior, and is pragmatically focused on process over goals. Needs analysis has two roles: discovering the underlying competencies for target situations, and identifying learners' existing knowledge and abilities for an ESP course.
Learning centred approach
The document discusses the learning-centered approach to education. It focuses on maximizing student learning and achievement by considering students' previous knowledge and context. In a learning-centered approach, the learning situation and all its aspects are negotiated between teachers and students. It emphasizes using skills and new information to build on what students already know. In contrast, a language-centered approach prioritizes language skills, while a skills-centered approach focuses on discrete skills. The document provides an example of ESP learners who only need to read English texts in their subjects of specialism.
narrative text
This document discusses key elements of storytelling including characters with distinct personalities and identities, dialogue between characters that can occur in different tenses such as present or future, and descriptive language to help readers visualize the story by creating images in their mind.
Civil war 1
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.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions to help students learn a new language. The teacher gives commands to students in the target language and students respond through actions without speaking. This allows students to learn through listening, recognizing, and physically responding before being asked to speak. TPR aims to reduce language learning stress through engaging the whole body and brain in a playful, interactive way between teacher and students.
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.
Civil war 1
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
- 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