Second language acquisition and ultimate attainment
•Download as PPT, PDF•
5 likes•8,091 views
The document discusses the concept of ultimate attainment in second language acquisition research. Ultimate attainment refers to the end state or final level of proficiency achieved by second language learners. The study of ultimate attainment provides insights into limitations on second language learning. While first language acquisition universally results in native-like competence, second language acquisition often leads to non-native like outcomes. Younger ages of second language acquisition are associated with higher levels of ultimate attainment. The end state may be incomplete or divergent from the target language. Access to Universal Grammar and differences between language pairs also influence ultimate attainment.
Report
Share
Report
Share
![[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
SLA and Ultimate Attainment Stefan Rathert
This document discusses research on ultimate attainment in second language acquisition. It begins with definitions of ultimate attainment and outlines its scope. Researching ultimate attainment can provide perspectives on aspects of SLA such as differences between L1 and L2 grammars, the effect of age, access to Universal Grammar, and brain areas involved in L1 and L2 processing. Studies have found both native-like outcomes for some late learners as well as fossilization, and research looks at factors like the initial state, dissociations between rule-based and lexical knowledge, and the role of cortical function. The document reviews a variety of linguistic, cognitive and neuroscientific studies related to ultimate attainment in SLA.
Chapter 10 toward a theory of second language acquisition
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.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Recommended
SLA and Ultimate Attainment Stefan Rathert
This document discusses research on ultimate attainment in second language acquisition. It begins with definitions of ultimate attainment and outlines its scope. Researching ultimate attainment can provide perspectives on aspects of SLA such as differences between L1 and L2 grammars, the effect of age, access to Universal Grammar, and brain areas involved in L1 and L2 processing. Studies have found both native-like outcomes for some late learners as well as fossilization, and research looks at factors like the initial state, dissociations between rule-based and lexical knowledge, and the role of cortical function. The document reviews a variety of linguistic, cognitive and neuroscientific studies related to ultimate attainment in SLA.
Chapter 10 toward a theory of second language acquisition
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.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
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.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Learner errors
The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
Learner Language
Learner language, also known as interlanguage, refers to a language system that develops between a learner's native language and the target language being learned. This developing system has characteristics of both the native language and target language, as well as general patterns that emerge across learners. Studying learner language and the errors they make provides insight into how learners acquire a new language over time and the developmental sequences they progress through, such as first acquiring simple grammatical structures before more complex ones. While the first language influences the interlanguage, many developmental patterns are similar across learners of different native languages.
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
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.
Age and SLA - Wissam Ali Askar
This document discusses factors that affect second language acquisition, including age. It presents several theories of second language learning and discusses how age relates to motivation, attitude, aptitude, and language skills. Specifically, it suggests that adult learners tend to be the most motivated but all ages can be successful, and while young learners excel in pronunciation, there is no evidence that any single age is universally better than others at acquiring a second language.
Age effects on second language acquisition
- The document discusses the critical period hypothesis in first and second language acquisition. It summarizes a study by Newport (1990) that found age effects on morphology attainment in deaf children acquiring American Sign Language as an L1, with those exposed after age 12 showing less complete acquisition.
- It also summarizes a study by Johnson and Newport (1989) that tested for age effects on L2 English grammar attainment in Korean and Chinese learners. The study found a significant negative correlation between age of arrival and test scores, with little difference between native speakers who arrived by age 7 and a decline in scores for those arriving between ages 8-15.
- The studies provide evidence that there are maturational constraints affecting
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.
Language Interference
Language interference refers to applying knowledge from one's native language when speaking or writing a second language. It can affect grammar, vocabulary, accent, spelling and other language aspects. Factors that cause interference include a speaker's bilingual background, disloyalty to the target language, limited vocabulary, needs for synonyms, and prestige or style needs, according to various sources. Effects of interference include incorrect grammar, vocabulary choice, pronunciation influenced by one's first language.
Age As An Individual Difference In Sla
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Chapter 2 second language learning
This document summarizes key aspects of second language acquisition based on the book "How Languages are Learned" by Pasty M. Lightbown and Nina Spada. It discusses learner characteristics and learning conditions, approaches to studying learner language such as contrastive analysis and error analysis, developmental sequences in areas like grammatical morphemes and questions, and factors that influence development such as first language transfer and vocabulary learning. The document also briefly outlines stages of development for negation, possessive determiners, relative clauses, and reference to past, as well as the influence of pragmatics, phonology, and methods for sampling learner language.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Ug & sla
- Chomsky's theory of Universal Grammar (UG) proposes that humans are born with innate, universal principles of grammar that are common across all human languages.
- UG consists of principles and parameters - principles are universal across languages while parameters vary and are set based on a child's language input.
- There are debates around whether and how UG is accessible for second language acquisition. The direct access view is that UG operates the same in L1 and L2 acquisition. The indirect access view is that L2 learners can only access UG through their L1. The no access view is that L2 learners have no access to UG.
Fossilization
This document discusses fossilization in second language acquisition. It defines fossilization as the permanent cessation of learning before attaining native-like proficiency despite ability, opportunity, and motivation. The document then covers accepted concepts of fossilization, types including phonological and syntactic, causal factors such as language transfer, and strategies to reduce fossilization like adopting proper learning strategies and exposure to the target language culture and environment.
L1 and L2 acquisition
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
More Related Content
What's hot
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
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.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Learner errors
The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
Learner Language
Learner language, also known as interlanguage, refers to a language system that develops between a learner's native language and the target language being learned. This developing system has characteristics of both the native language and target language, as well as general patterns that emerge across learners. Studying learner language and the errors they make provides insight into how learners acquire a new language over time and the developmental sequences they progress through, such as first acquiring simple grammatical structures before more complex ones. While the first language influences the interlanguage, many developmental patterns are similar across learners of different native languages.
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
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.
Age and SLA - Wissam Ali Askar
This document discusses factors that affect second language acquisition, including age. It presents several theories of second language learning and discusses how age relates to motivation, attitude, aptitude, and language skills. Specifically, it suggests that adult learners tend to be the most motivated but all ages can be successful, and while young learners excel in pronunciation, there is no evidence that any single age is universally better than others at acquiring a second language.
Age effects on second language acquisition
- The document discusses the critical period hypothesis in first and second language acquisition. It summarizes a study by Newport (1990) that found age effects on morphology attainment in deaf children acquiring American Sign Language as an L1, with those exposed after age 12 showing less complete acquisition.
- It also summarizes a study by Johnson and Newport (1989) that tested for age effects on L2 English grammar attainment in Korean and Chinese learners. The study found a significant negative correlation between age of arrival and test scores, with little difference between native speakers who arrived by age 7 and a decline in scores for those arriving between ages 8-15.
- The studies provide evidence that there are maturational constraints affecting
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.
Language Interference
Language interference refers to applying knowledge from one's native language when speaking or writing a second language. It can affect grammar, vocabulary, accent, spelling and other language aspects. Factors that cause interference include a speaker's bilingual background, disloyalty to the target language, limited vocabulary, needs for synonyms, and prestige or style needs, according to various sources. Effects of interference include incorrect grammar, vocabulary choice, pronunciation influenced by one's first language.
Age As An Individual Difference In Sla
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Chapter 2 second language learning
This document summarizes key aspects of second language acquisition based on the book "How Languages are Learned" by Pasty M. Lightbown and Nina Spada. It discusses learner characteristics and learning conditions, approaches to studying learner language such as contrastive analysis and error analysis, developmental sequences in areas like grammatical morphemes and questions, and factors that influence development such as first language transfer and vocabulary learning. The document also briefly outlines stages of development for negation, possessive determiners, relative clauses, and reference to past, as well as the influence of pragmatics, phonology, and methods for sampling learner language.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
Stages of Learner Language Development
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Ug & sla
- Chomsky's theory of Universal Grammar (UG) proposes that humans are born with innate, universal principles of grammar that are common across all human languages.
- UG consists of principles and parameters - principles are universal across languages while parameters vary and are set based on a child's language input.
- There are debates around whether and how UG is accessible for second language acquisition. The direct access view is that UG operates the same in L1 and L2 acquisition. The indirect access view is that L2 learners can only access UG through their L1. The no access view is that L2 learners have no access to UG.
What's hot (20)
Cognitive Approaches to Second Language Acquisition
Cognitive Approaches to Second Language Acquisition
The role of universal grammar in first and second language acquisition
The role of universal grammar in first and second language acquisition
Viewers also liked
Fossilization
This document discusses fossilization in second language acquisition. It defines fossilization as the permanent cessation of learning before attaining native-like proficiency despite ability, opportunity, and motivation. The document then covers accepted concepts of fossilization, types including phonological and syntactic, causal factors such as language transfer, and strategies to reduce fossilization like adopting proper learning strategies and exposure to the target language culture and environment.
L1 and L2 acquisition
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
second language acquisition
The document discusses several key aspects of second language acquisition, including:
- It occurs after a first language is established
- Factors that influence it include the language spoken at home, opportunities to practice the second language, and motivation
- Children acquiring a second language bring different skills than when acquiring their first language
- The linguistic environment is usually different for second language acquisition compared to acquiring a first language
It then provides examples of phonological rules and development in a primary-school aged child learning a second language.
Fossilization of the Interlanguage system.
Estudio de caso sobre el uso de la traduccion en el aula para aprender ingles, en una escuela publica de la Republica Argentina
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.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Differences in first and second language learning
There are several key differences between first and second language learning. First, almost all children are successful in learning their first language, while most second language learners fail to some degree. Second, learners generalize grammar rules differently between first and second language learning based on their existing language knowledge and intuitions. Third, learners have different goals when acquiring a first versus second language.
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.
Inter language
1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Second Language Acquisition 631
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their first language.
L2 endstate and_dynamic_l2_interlanguage.edited
The document discusses dynamic systems theory and its application to second language acquisition. It describes key aspects of dynamic systems like dynamism, adaptation, heterogeneity, openness and nonlinearity. These concepts are then related to how a language classroom can be viewed as a dynamic system with interacting elements. The document also discusses factors that influence second language learning like frequency, contingency, salience, multiple cues, and interference from the first language.
Universal grammar med
The document discusses theories of Universal Grammar (UG) and its application to second language acquisition. It covers:
1) Nativist approaches that posit innate language-specific or general learning mechanisms.
2) UG as consisting of principles and parameters that characterize all natural languages. Parameters have limited values that vary across languages.
3) How UG addresses the "poverty of stimulus" problem in first language acquisition.
4) Debates around the role and accessibility of UG in second language acquisition, including issues of first language transfer and ultimate attainment.
5) Evidence is inconclusive on whether UG principles fully constrain or are fully accessible to second language learners.
9722601 Lynn
This document summarizes research on factors that influence the acquisition of a second language. It discusses how age impacts second language acquisition, with younger children having an advantage over adults. The critical period for language acquisition extends from infancy to puberty. Studies have also found different patterns of brain activation for acquiring a native versus second language. Bilingual children may progress more slowly than monolingual children in acquiring a second language.
Linguistic Factors Presentation [Autoguardado]
This document discusses linguistic factors that influence learner language such as cross-linguistic transfer between a learner's first and second languages. It covers key concepts like error analysis, the contrastive analysis hypothesis, and cross-linguistic influence. Error analysis describes and explains why learners make errors, categorizing errors into omission, addition, substitution, and ordering. Errors can be covert or overt, local or global. The document also discusses implications for error correction and considerations for when and how teachers should address errors and mistakes.
The reappraisal of the role of the l1qqq
The document discusses research on the role of the first language (L1) in second language acquisition (SLA). Several studies found that interference from the L1 occurs when there are some similarities between the L1 and L2, but not in cases of vast differences or no similarities. Interference is most likely to happen when certain structures or items share similarities but also have some contrasts. The degree and type of similarity between languages impacts whether and when interference from the L1 influences SLA.
Phonetics: Consonants
This document discusses the classification of consonant sounds according to their place of articulation in the vocal tract. It explains that consonants are sounds produced with some restriction of airflow, as opposed to vowels. The main places of articulation described are bilabial, labiodental, interdental, alveolar, palatal, velar, uvular, and glottal sounds. Each place is defined by where in the mouth the air flow is obstructed, such as with the lips or tongue touching different areas like the teeth, hard palate, soft palate or uvula.
Fossilization finalproject sergio_w
The document discusses common pronunciation errors made by Mexican students learning English, specifically with the phonemes theta, eth, f, v, s, and z. It analyzes data from a basic English student group and an advanced student who studied phonology. The errors occur because these sounds don't exist in Spanish. The document provides ways teachers can help students identify and correct their pronunciation mistakes in class.
Viewers also liked (20)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
Similar to Second language acquisition and ultimate attainment
Learning disorders in chinese children learning Italian as l2
During early childhood, a child has no problem in acquiring two languages, if this happens in a typical context.
However, a delayed exposure to the second language (L2), or insufficient or distorted L2 input, may cause persistent difficulties in L2 acquisition.
Maria Luisa Lorusso and Andrea Bigagli explain.
www.dyslexia-international.org
Applied Linguistics 2014 354 418–440 Oxford University Pr.docx
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 due to innate talent, a metacognitive learning approach, a certain social-
psychological orientation, or specific kinds of experience. Various learners
profiles are compared, an argument is made for learner engagement and
self-regulation, and areas for future research are outlined.
INTRODUCTION
It is no exaggeration to say that those beyond early childhood who aim to
master a new language begin at a vastly different starting point than those who
begin at birth. The second language acquisition (SLA) literature is replete with
theories and hypotheses about why this is so, ranging from neuro-cognitive to
social to psychological explanations including first language (L1) interference,
affective ‘filters’ of one sort or another, the decreasing accessibility of an innate
language acquisition device, social and cultural barriers to assimilation, etc.
(see Bley-Vroman 1989). What is certain is that at least one language is already
in place as a knowledge base, which can imply greater metalinguistic aware-
ness, yet may also be detrimental insofar as L1 cues and patterns are already
salient (see Hansen 2004 for second language, or L2; Kuhl et al. 2008 and
Strange and Shafer 2008 for L1). The first language(s) may limit what the
learner notices in L2, and what she or he is therefore able to emulate at the
level of performance.
According to Selinker (1972), just 5–10 percent of adult language learners
can expect to reach a native-like level, but even this low threshold may be
somewhat ambitious for phonological fluency. Nevertheless, some late lear-
ners do attain a level that can be described as native, or native-like, for some
series of perception-based and/or production-based tasks (e.g. Ioup et al. 1994;
Bongaerts et al. 1995; Moyer 1999). This fact begs two questions that have long
fascinated SLA scholars: (i) What makes a successful language learner?
1
(ii) Why
Downloaded from https://academic.oup.com/applij/article-abstract/35/4/418/2887856
by University of California, Santa Cruz user
on 04 January 2018
-
%
to
,
1
2
does phonology uniquely challenge so-called ‘late’ language learners in comparison
with other aspects of la ...
Sla Cognitive
The document discusses Chomsky's theory of Universal Grammar and its influence on theories of first and second language acquisition. Some key points:
- Chomsky argued that humans possess an innate language faculty called Universal Grammar that enables natural language acquisition.
- Universal Grammar includes principles of grammar that are universal across languages. This assists children in acquiring the grammar of their first language from linguistic input.
- Chomsky's theory focuses on linguistic competence rather than pragmatic or communicative competence in real-world language use.
- Innatist theories view language learning as driven by innate, neurological mechanisms rather than behaviorist learning principles. This framework has influenced approaches to teaching second languages.
cross.linguitics.on website
This document discusses cross-linguistic issues in teaching English as a foreign language. It explores how a learner's first language (L1), in this case Arabic, can interfere with their acquisition of English grammar. The author analyzes writing samples from English learners in Saudi Arabia and finds evidence that their L1 influences aspects of English grammar. The study aims to understand this cross-linguistic influence in order to develop effective teaching strategies. It recommends innovative e-learning strategies to help minimize negative transfer from L1 to L2.
Apptitude As An Individual Difference In Sla
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 identify learners who may struggle. These tests analyzed or synthesized specific language learning abilities but lacked theoretical basis. Later tests like the MLAT and PLAB measured abilities like number learning, spelling, sound discrimination that correlated with language achievement. Research on the relationship between aptitude, age, intelligence, teaching methods, and learning outcomes is ongoing but aptitude tests continue to predict language learning success.
Apptitude As An Individual Difference In Sla
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.
Second Language Acquisition by David Nunan
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
Contrastive analysis
The document discusses contrastive analysis and error analysis in language learning. It covers:
1) The weak, moderate, and strong versions of contrastive analysis hypothesis (CAH) and their limitations in predicting learner errors.
2) Factors like language transfer, both positive and negative, that can facilitate or hinder second language acquisition.
3) Problems with CAH predictions and the finding that many errors are not due to language differences.
4) Procedures for comparing languages in a contrastive analysis, including selecting areas, describing languages, comparing features, predicting difficulties, and verifying predictions.
5) Hierarchies of difficulty proposed to formalize predictions, including six categories ranging from
Apttde
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. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.
Apttde
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. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.
Second Language Acquisition - David Nuan
The document summarizes research on second language acquisition (SLA). It describes how SLA research aims to understand how people learn languages beyond their native tongue and identify factors that influence the learning process. Early SLA research focused on comparing first and second language learning (L1 and L2) and whether L1 influences L2 acquisition. Later research examined the order in which learners acquire language structures (product-oriented) and how social interactions support comprehension and intake of the L2 (process-oriented). Current research recognizes SLA as a complex interplay of psychological, social, and linguistic dimensions.
General Factors contributing in Sla presentation
This document discusses the effects of age on second language acquisition across multiple pages. It covers several key points:
1) Age is one of the most important individual differences that can impact second language learning success. Younger learners often attain higher proficiency, especially in aspects like pronunciation, as supported by the Critical Period Hypothesis.
2) Studies have found mixed results on how age impacts various aspects of second language acquisition, such as processes, rate of learning, and achievement levels. Younger learners generally perform better in naturalistic settings while older learners do better in formal classroom settings.
3) The strongest evidence suggests that learners who begin acquiring a second language at a young age ultimately achieve higher
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
This document summarizes key points from Chapter 9 of Brown's book on principles of language learning and teaching. It discusses cross-linguistic influence (CLI) and learner language. There are 6 categories of difficulty in the contrastive analysis hypothesis. CLI considers influence between all existing language systems, not just the first language. Factors determining CLI include typology, the second language, and proficiency level. Error analysis examines errors from all sources. Learner language develops through random, emergent, systemic, and stabilization stages. Variability in learner language depends on context. Fossilization occurs when incorrect forms become permanent. Feedback on errors should consider affective and cognitive aspects.
TABRIZI-PANORAMA2
1) The article discusses the role of age in second language acquisition and whether older learners can learn a language as easily as younger learners.
2) It raises questions about whether adulthood language acquisition is more difficult and what factors influence the language learning process.
3) The author argues that while older learners have cognitive advantages that could aid learning, structuralistic teaching methods and focus on grammar may hinder their acquisition more than younger learners. Age and the learning context both impact the outcomes of both natural and taught language learning.
Learning to language learning
This document discusses language acquisition and learning. It notes that acquisition refers to the unconscious and natural process of picking up a language through exposure and use. Learning refers to the formal study of a language including learning rules.
It also discusses differences between first, second, and foreign language learning. First language learning occurs naturally as a child, while second language learning can be influenced by the first language through things like pronunciation patterns transferring over. Younger learners are often believed to learn a new language more easily than older learners, though some studies have challenged this critical period hypothesis.
The document examines how the first language can influence second language acquisition, such as relying on reliable word order patterns from the first language. Contrastive
The Production of Mandarin Voiceless Sibilant Fricatives by Late Cantonese-M...
The Production of Mandarin Voiceless Sibilant Fricatives by Late Cantonese-M...English Literature and Language Review ELLR
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.Indrani ptn
The document discusses the critical period hypothesis in relation to second language acquisition. It summarizes the key points of the hypothesis, including evidence from studies of language learning in children and adults. It then analyzes four key conditions that a critical period should meet and finds that studies do not provide evidence for a critical period in second language acquisition. Specifically, the data shows a gradual monotonic decline in language learning ability with age rather than a distinct end point, no qualitative differences between child and adult learners, and strong effects of environmental factors like socioeconomic status. Therefore, while a critical period may exist for first language acquisition, there is no conclusive evidence that it plays a role in second language learning.
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult b...
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult bilinguals. In B. MacWhinney & E. Bates. (Eds.), Cross-linguistic studies of language processing. New York : Cambridge University Press. pp.257-291.
Age
This document discusses the effects of age on second language acquisition. It examines research on whether younger or older learners acquire an L2 more easily and to what level of proficiency. The research has produced mixed results and lacks consensus. Studies of naturalistic learning generally show that younger learners acquire a more native-like accent. However, formal learning environments may not provide enough exposure for younger learners to outperform older ones. It remains unclear whether advanced older learners can fully achieve native-level competence in grammar as well as pronunciation. More research is needed to untangle the effects of age from other factors.
Similar to Second language acquisition and ultimate attainment (20)
Learning disorders in chinese children learning Italian as l2
Learning disorders in chinese children learning Italian as l2
Applied Linguistics 2014 354 418–440 Oxford University Pr.docx
Applied Linguistics 2014 354 418–440 Oxford University Pr.docx
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
The Production of Mandarin Voiceless Sibilant Fricatives by Late Cantonese-M...
The Production of Mandarin Voiceless Sibilant Fricatives by Late Cantonese-M...
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult b...
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult b...
Recently uploaded
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneTHE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Recently uploaded (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Second language acquisition and ultimate attainment
- 1. SECOND LANGUAGE ACQUISITION AND ULTIMATE ATTAINMENT THE PRESENTATION OF THE PAPER BY DAVID BIRDSONG