Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Analyzes the factors that affect Second Language Acquisition.
Compare the existence or the applicability of such factors in Children and adult.
Discuss both children and adult 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.
Chapter 10 toward a theory of second language acquisitionNoni Ib
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/4: 418–440 � Oxford University Press 2014
doi:10.1093/applin/amu012 Advance Access published on 4 June 2014
Exceptional Outcomes in L2 Phonology:
The Critical Factors of Learner Engagement
and Self-Regulation
1
ALENE MOYER
1
School of Languages, Literatures and Cultures, College of Arts and Humanities,
University of Maryland
E-mail: [email protected]
A number of studies attest to the late language learner’s ability to attain native-
like outcomes in morphology and syntax, with accent often the only linguistic
hint of their non-native status. Nevertheless, some do end up sounding native-
like despite a late start. This article explores possible explanations for ’excep-
tional’ outcomes in L2 phonology, specifically, whether such learners’ abilities
are d.
Part 3 great opportunities great expectationsSeltAcademy
The last part of the presentation. Some more ideas for getting connected and engaging students. Today's Meet, Pinterest, Facebook, Edmodo, and a discussion of how education is changing.
Part 2 great opportunities great expectationsSeltAcademy
On day 2 we looked at some issues related to reading lessons, engaging students with communicative tasks and started to look at ways teachers can collect and share information.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. WHAT IS SLA?
SLA is;
an attempt to understand how people of different
L1s
ages
attitudes
succeed or fail in
linguists
psycholinguists
sociologists
neurologists
anthropologists
AND teachers
social backgrounds
natural or formal settings
Who does it interest?
intellects
3. SLA RESEARCH – AN
OVERVIEW
L2
L1
Classroom
Individual differences
Role of instruction
Types of interaction
Age
Aptitude
Motivation
Personality
Strategies
Natural environment
Error correction
Q types
Negotiation
Developmental sequences
Types of input
Form/meaning
CI
Error analysis
Morpheme studies
L1 influence
4. SLA Research: some background 1
Why SLA?
migration
English
as a world language
mixed communities
-
USA, AUS, NZ
BRITAIN
CANADA
A History of SLA
1960s
- early 1970s
(very little)
descriptive
(error analysis, morpheme studies, learning strategies)
late 1970s - 1980s
(explosion)
explanatory
(immersion studies, development sequence)
1990s – today
(huge area)
explanatory
(classroom-based, more pedagogical focus)
5. How useful is SLA research?
What can it tell us as teachers?
What would you like to find out more about?
6. CONTEXTS FOR LANGUAGE
TEACHING
(ADAPTED FROM LIGHTBOWN & SPADA 2006:111)
Characteristics
Natural
environment
Grammarbased
teaching
Communicative
teaching
x
√
√
√
x
√
?
?
Learning one thing at a time
Frequent feedback on errors
T-st
st-st
Ample time for learning
√
x
x
x
Exposure to proficient users
√
x?
?
x
√
x
Variety of language types
Pressure to speak
Access to modified input
?
?
√
√
?
?
x
√
√
?
7. CLASSROOMS
Error correction
corrective feedback
sts notice more if they are in a form-focused activity
recasts
hard for sts to notice
more likely to be noticed if directed at other students
Questioning techniques
open vs closed Qs
genuine vs display Qs
genuine Q = more processing, more complex responses
scaffolding and display Qs
open = more complex responses
use of display Qs to check understanding = useful
wait time
more wait = better responses
8. SLA RESEARCH FINDINGS 1
Order of Acquisition (for children in L1)
present continuous (-ing)
plural (-s)
irregular past forms (went, had)
possessive (‘s)
copula (‘be’ as main verb)
articles (the/a)
regular past (-ed)
3rd person (-s)
auxiliary (‘be’)
(from Lightbown, P. & Spada, N. (1993). How Languages are Learned. Oxford:
OUP. p58)
9. SLA RESEARCH FINDINGS 2
(Ellis 1994, 1997, Lightbown & Spada 1993, 2006, Larsen-Freeman & Long 1991)
1. Order of Acquisition
Similar
stages of learning
learners learn when they are ready
despite L1, teaching order
similar for L1 and L2 in natural settings
Frequency
is not the crucial factor
Psycholinguistic
processing difficulty
some items are inherently easier to learn
‘Teachability/Learnability Hypothesis’ (Pienemann 1989)
similar sequence, varied order
U
shaped learning
language learning is not a linear process
10. SLA RESEARCH FINDINGS 3
2. Formal instruction
2.1 Instruction vs. Natural Environment
• teaching = learning?
• little effect on order of learning
• instruction is helpful for
•
rate of attainment,
if the learner is ready
level of attainment
CI alone = not enough
good for confidence, fluency; not accuracy
CI alone = some fossilisation
FI speeds up slow process of natural discovery
Learners can learn AND acquire
2.2 Error Correction
• can interfere, can help
• useful to point out persistent errors
which learners don’t notice
L2 learners need negative evidence (L1 positive evidence is enough)
11. SLA RESEARCH FINDINGS 4
2. Formal instruction (continued)
2.3 Form vs Meaning
Course which focuses mainly on form
interferes with IL development
learners are unable to communicate effectively
Course which focuses mainly on meaning
inaccurate language
language (ab)use
conscious learning of rules seems to help automisation
need for CI + CO
‘.. form focused instruction and corrective feedback provided within
the context of a communicative programme are more effective in
promoting second language learning…’
(Lightbown, P. & Spada, N. 1993 How Languages are Learned Oxford:OUP p 105)
12. SLA RESEARCH FINDINGS 5
3. Individual differences
(Social factors can affect success of individual learners)
Cognitive and affective dimensions;
Age
no sudden cut-off (gradual curve)
crucial for pronunciation
there are exceptions, but L2 learners are generally less successful
than in L1
Intelligence / Aptitude
seems to be important, but what is it?
affects knowledge not use
multiple intelligences
different effects for different aspects
memory / phonemic coding ability / inductive ability
Personality (and learning styles)
need to match teaching and learning styles
memory-oriented vs analytic learners
importance of self-esteem
13. SLA RESEARCH FINDINGS 6
3. Individual differences (continued)
Motivation
motivation is important, but less clear what it is
instrumental, integral, intrinsic, resultative
motivation is dynamic (varies during a lesson/task)
learners evaluate benefits /threats when deciding whether to invest
effort
Strategies (and the Good Language Learner)
affected by motivation and aptitude
success = more use of strategies
hard to identify links between strategy use and learning
need to know more about strategy use and language processing