The document discusses several factors that affect language learning: attitude and motivation, intelligence, language learning strategies, self-confidence, personalities, gender, and age. It analyzes how a language class incorporated theories of constructivism and cognitivism by using activities inspired by students' prior knowledge and developmental stages. The class also applied the communicative approach by having students communicate in the target language. Several factors from the critical period hypothesis were observed in class, such as positive attitude, different intelligences and strategies, self-confidence, personalities, and similar ages of students. The input hypothesis was also applied through comprehensible input from the teacher.

1. RESUMEN ISAIAS FACTORS AFFECTING LEARNING
ATTITUDE AND MOTIVATION:
Teacher and students had a positive attitude, (children`s innate linguistic knowledge
which, it is hypothesized and consists of a set of principles common to all languages), for
that reason it was easy for students to comprehend the topic acceding to the language
attitude.
Intelligence:
All students have different abilities to acquire for learning the target language and each
student have to develop skill or strategies with the help of the teacher in the classroom.
Language Learning Strategies:
The use of easy activities and vocabulary help students to be focus and interested during
the class.
Self Confidence:
A prior knowledge and reinforcement activities enhances students to feel secure on every
stage of the lesson.
Personalities:
Most students’ personalities were extroverted and talkative this was a good factor that
helped them to participate better in class.
Gender:
Both girls and boys were able to coexist in a healthy environment and as a result there
were exposed to understand in the same level.
Age:
Students were of the same age around 11 to 12 years old and most students are able to
express the target language because they have prior knowledge since early age.

2. ARGUMENTATED CONCLUSION:
During the process of the class the lessons were taught inspired in constructivism and
conginitivism theories. The facts are the ways teacher uses with the students and how it
was developed in the different stages.
Constructivism: Is a theory to explain how the learner constructs their own knowledge
using their previous knowledge that they have been developed by experiences.
Cognitivist: Is the theory that describes how information is processed to produce learning,
it is a change in a learners` mental behavior. According to Paget constructivism is a need
for accommodation when current experience cannot be assimilated in exiting schema
(Piaget 1977, in cognitive stage called concrete operatorial that is in the age of 6/7 to
11/12 years old children who begins to think logically.
We observed that the class was inspired in the communicative approach because the class
was exposed in the target language. Students and teacher interacted in the second
language. This is based on the below definition of this approach.
(The communicative approach is based on the idea that learning language successfully
comes through having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and this will
allow them to learn to use the language.)
The students were capable to understand languages without using their mother tongue.
According to Chomsky`s theory (Universal Grammar) language acquisition is based on the
hypothesis that innate knowledge of the principles of Universal Grammar (UG) permits all
children to acquire the language of their environment, during a critical period in their
development. (Critical Period is based in if a language is not learned by puberty the
biological endowment which permits successful language acquisition will not be available.
It will be more difficult and incomplete after puberty.)
http://www.teachingenglish.org.uk/knowledge-database/communicative-approach
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We observed that during the lesson there were some factors that were favorable
according to the critical period hypothesis were:
Motivation and Attitude: Positive attitude and motivation are related to success in
second language learning (Gardner 1985) Students show a good attitude although there

3. was lack of motivation. According to the affective filter hypothesis that arguments that if
the filter is up the input is blocked and if the filter is down the input is positive. (Steven
Krashen).
Intelligence: Is important to keep in mind that “intelligence is complex” and that
individual have different kind of abilities and straights, not all of which are measured by
traditional IQ test.
Language Learning Strategies: Learning Strategy or style are terms to describe identify
individual approach to learner situations: Specifically, Keefe(1979:4) defined them as
“cognitive, affective and psychological traits that are relatively stable indicators of how
learners perceive, interact with, and respond to leaning environment”.
Self Confidence: Krashen, claims that learners with high motivation, self-confidence, a
good self-image, and a low level of anxiety are better equipped for success in second
language acquisition.
Personalities: Are the characteristics of a person as self-teem, empathy, dominance,
talkativeness, and combines with other factors that contribute to second language
learning.
Age: The critical period hypothesis suggests that there is time in human development
when the brain is predisposed for success in language learning. Developmental change in
the brain it is argued, affect the nature of language acquisition.
Gender:
Children`s innate linguistic knowledge which, it is hypothesized consists of a set of
principles common to all languages.
How the material promotes SLL
Such a procedure can provide comprehensible input of course, but- given a meaningful
context, learners can comprehend the general meaning of many forms which they
certainly have not “mastered”, and indeed, may never have produce. Thus, restricted
classroom second language material to those which contain little or nothing which is new
may have several negative consequences.
Also input hypothesis was applied because according to krashen assert that one acquires
language in only one way-by exposure to comprehensible input . (A term introduced by
Steven Krashen to refer to language which a learner can understand), because during the
class the teacher gave students basic information so that students produce language).