The way a learner acquires l2 knowledge
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The document discusses several factors that influence second language acquisition: the social context, including the status of the first and second languages; the quantity and quality of second language input; the relationship between the first and second languages; age differences in learning capacity; individual aptitude; motivation; and instructional methods. Younger learners may have an advantage in achieving near-native competence due to brain plasticity and time to learn, while older learners' learning is affected by fewer cognitive advantages and less possibility of achieving native-like ability.
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Social factors like the status of the first and second languages, community boundaries, and institutional influences impact success in learning a second language. The amount and quality of second language input through interaction affects attainment, and knowing the first language is important as certain features may transfer positively. Younger learners generally have an advantage in brain plasticity while older learners have an advantage in learning capacity, but individual differences in motivation are also important predictors of success. The quality of instruction impacts achievement in formal learning contexts.
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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.
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This document discusses factors that influence success in second language acquisition. It identifies seven key factors: social context, social experience, the relationship between first and second languages, age, aptitude, motivation, and instruction. Younger learners have an advantage in brain plasticity, while older learners have advantages in learning capacity and analytic ability. Aptitude predicts success but is not deterministic, while motivation determines effort and desire which impact proficiency levels. Quality instruction using various teaching methods makes a difference, especially in formal learning contexts.
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L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
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Microsocial factors that influence learner language include variation between individual speakers' linguistic forms, psychological contexts, and microsocial relationships. Accommodation theory suggests native speakers tend to simplify language for second language learners. Input and interaction are important, though simplified input may omit elements and interaction is not necessary for all students to succeed.
Macrosocial factors that influence learner language include the status of first and second languages and boundaries/identities. Institutional forces constrain which languages are used in different contexts, potentially discriminating against minority languages. Social categories like age, education, gender, ethnicity, and circumstances of learning like birthplace, upbringing, and formal vs informal settings also influence language learning.
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Sla bab 1ppt
The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
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The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
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This document summarizes key aspects of second language acquisition based on two case studies. It describes how the case studies examined the development of learners' grammatical skills and communicative abilities over time. Some main findings were that learners make different types of errors, acquire fixed expressions and chunks of language before rules, and appear to follow a developmental pattern in their learning influenced by internal cognitive mechanisms interacting with external factors. The case studies provided insights into how learners extract and internalize information from the language they are exposed to.
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There are many factors that can affect a learner's success in acquiring a second language. These include individual differences like intelligence, aptitude, age, and attitude. Affective factors such as anxiety, personality traits, motivation, and learner preferences also influence language learning. Motivation can be intrinsic or extrinsic, and integrative or instrumental. Learner preferences include learning styles which may be visual, auditory, tactile, kinesthetic, or haptic. Previous beliefs and strategies from prior learning experiences also impact second language acquisition.
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1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
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Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
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Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
Way a learner acquieres L2 knowledge
This document discusses factors that influence success in second language (L2) learning. It identifies social context, social experience, the relationship between an individual's first language (L1) and the L2, age, aptitude, motivation, and instruction as key factors. For each factor, it provides brief explanations of how they impact L2 learning and acquisition. The document serves to outline the major individual and social influences that can determine differences in L2 learning outcomes between learners.
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1. There are several factors that influence how successfully students learn a new language, including social context, relationship between the first and second languages, age, aptitude, motivation, and amount of input and interaction in the second language.
2. Younger learners generally have an advantage in learning a second language due to brain plasticity, while older learners have advantages in learning capacity, analytical ability, and knowledge of their first language.
3. Individual differences in abilities like auditory processing, pattern recognition, and memory storage also affect how successfully students acquire a second language. Motivation is also key, as it determines how much effort students put into language learning.
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Social Factors and Second Language Acquisition - Anaheim University
This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
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Microsocial factors that influence second language acquisition include linguistic, psychological, and social contexts that lead to variability in a learner's language. Learning is a social process that requires interaction, such as between individuals through zones of proximal development and scaffolding, and within an individual through private speech. Input and interaction from native speakers, such as modifications and simplifications, are crucial to the language learning process. Macrosocial factors encompass the global and national status of languages and how boundaries and identities form. Institutional forces, social categories, and prior learning experiences also impact second language acquisition.
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L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
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SLA investigates how and why people learn second languages by drawing on linguistics, psychology, sociology and related fields. It examines the cognitive and social processes involved in acquiring a new language system and becoming competent in different contexts. SLA research compares child first language acquisition to adult second language learning, investigates individual learner differences, and seeks to understand factors that influence learning outcomes and rates of acquisition.
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Microsocial factors that influence learner language include variation between individual speakers' linguistic forms, psychological contexts, and microsocial relationships. Accommodation theory suggests native speakers tend to simplify language for second language learners. Input and interaction are important, though simplified input may omit elements and interaction is not necessary for all students to succeed.
Macrosocial factors that influence learner language include the status of first and second languages and boundaries/identities. Institutional forces constrain which languages are used in different contexts, potentially discriminating against minority languages. Social categories like age, education, gender, ethnicity, and circumstances of learning like birthplace, upbringing, and formal vs informal settings also influence language learning.
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This document discusses second language acquisition (SLA). SLA refers to learning a language after one's native language. The goals of studying SLA are to describe how L2 is acquired and explain the process, identifying external and internal factors influencing acquisition. External factors include social environment and input, while internal factors include cognitive mechanisms and communication strategies. The document presents case studies of an adult learning English and two children learning English, showing their progress in requests over time. It also discusses methodological issues in describing and explaining L2 acquisition.
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The document discusses several factors that influence how a learner acquires a second language (L2). It explains that learners acquire L2 knowledge through their innate language capacity, application of prior knowledge, processing of language input, interaction with others, and restructuring of their L2 knowledge system over time. It also discusses how social context, the relationship between the L1 and L2, age, aptitude, motivation, and quality of instruction can impact the L2 acquisition process.
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This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
4 external factors of SLA
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
the linguistics of second linguistics acquisition
The document summarizes key concepts related to the nature of language and approaches to second language acquisition. It discusses how languages are systematic, symbolic, and social. It then covers various linguistic levels including lexicon, phonology, morphology, syntax, and discourse. Several approaches to SLA are outlined, including contrastive analysis, error analysis, interlanguage, and Krashen's Monitor Model. Functional approaches focusing on language use and Universal Grammar theory are also summarized.
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
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The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
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The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
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This document summarizes key aspects of second language acquisition based on two case studies. It describes how the case studies examined the development of learners' grammatical skills and communicative abilities over time. Some main findings were that learners make different types of errors, acquire fixed expressions and chunks of language before rules, and appear to follow a developmental pattern in their learning influenced by internal cognitive mechanisms interacting with external factors. The case studies provided insights into how learners extract and internalize information from the language they are exposed to.
Factors affecting SLA/L
There are many factors that can affect a learner's success in acquiring a second language. These include individual differences like intelligence, aptitude, age, and attitude. Affective factors such as anxiety, personality traits, motivation, and learner preferences also influence language learning. Motivation can be intrinsic or extrinsic, and integrative or instrumental. Learner preferences include learning styles which may be visual, auditory, tactile, kinesthetic, or haptic. Previous beliefs and strategies from prior learning experiences also impact second language acquisition.
2 theoretical approaches_to_l2 (1)
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
Social contexts of second language acquisition
Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
THE GOALS OF LANGUAGE TEACHING.pptx
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
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Social Factors and Second Language Acquisition - Anaheim University
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Similar to The way a learner acquires l2 knowledge
Way a learner acquieres L2 knowledge
This document discusses factors that influence success in second language (L2) learning. It identifies social context, social experience, the relationship between an individual's first language (L1) and the L2, age, aptitude, motivation, and instruction as key factors. For each factor, it provides brief explanations of how they impact L2 learning and acquisition. The document serves to outline the major individual and social influences that can determine differences in L2 learning outcomes between learners.
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1. There are several factors that influence how successfully students learn a new language, including social context, relationship between the first and second languages, age, aptitude, motivation, and amount of input and interaction in the second language.
2. Younger learners generally have an advantage in learning a second language due to brain plasticity, while older learners have advantages in learning capacity, analytical ability, and knowledge of their first language.
3. Individual differences in abilities like auditory processing, pattern recognition, and memory storage also affect how successfully students acquire a second language. Motivation is also key, as it determines how much effort students put into language learning.
CHAPTER 7_ L2 learning and teaching.pptx
Summarise an integrated perspective—linguistic, psychological and social—to expound on the complexity of processes and conditions involved in SLA;
Apply the learned knowledge and suggest implications for L2 learning and teaching
The way a learner acquires l2 knowledge
It is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process.
L2 why some learners
There are several factors that can impact how successful learners are in acquiring a second language. Social context, such as shared identity, community, and status, as well as social experiences can influence success levels. The relationship between a learner's first and second language also affects acquisition, as similar languages may be easier to learn. While there is no single ideal age for second language learning, both young and old learners have advantages - young learners have enhanced cognitive abilities while older learners are more logical. Individual aptitude, motivation levels, and quality of instruction all play a role in determining how successful a learner will be.
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.
Differences in learners
The document discusses several key differences between acquiring a first language and acquiring a second language:
1) First language acquisition is genetically triggered during a critical period of cognitive development, while second language learning is not triggered in the same way and does not occur during the same critical period.
2) First language syntax is acquired unconsciously through natural exposure and use, while second language syntax is not acquired in the same unconscious manner for most learners.
3) First language acquisition is an essential and biologically driven process, whereas second language learning is not essential in the same way and often faces resistance from learners.
Second Language Learning 1232663919745890 1
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
learner variables in language learning
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
Activity 2.3 language adquisition
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Llt slides (latest)
This document discusses motivation, attitude, and aptitude in second language learning. It states that motivation, attitude, aptitude, personality, intelligence, and learner preferences contribute to successful language learning. Motivation can be intrinsic or extrinsic. Attitude is influenced by one's beliefs and socio-cultural setting, and positive attitude facilitates learning. Aptitude refers to an innate talent for language learning and impacts learning speed. Research shows motivation and attitude are strongly associated with L2 achievement, and motivated learners tend to perform better.
second language acquisition
This document provides an overview of theories and processes of second language acquisition (SLA). It introduces several major theories of SLA, including behaviorism, Krashen's comprehensible input hypothesis, the interaction hypothesis, sociocultural theory, universal grammar, and frequency-based approaches. It also discusses individual differences that can influence SLA, such as first language, age, gender, working memory, and motivation. Additionally, the document outlines key SLA processes like attention, developmental sequences, and fossilization. Finally, it reviews several common language teaching methods and how they approach teaching, learning, and assessment.
Question 2.4
This document discusses several factors that affect how learners acquire a second language (L2), including:
1. Social context factors like the status of the first language (L1) and L2, and institutional forces can impact a learner's attitude and opportunity, determining if the L2 is learned as a second language, foreign language, etc.
2. The quantity and quality of L2 input and interaction a learner experiences, determined by their social experiences, significantly influence ultimate success in L2 learning.
3. Individual learner factors like aptitude, motivation, age, and the relationship between the L1 and L2 can differentially impact how easy it is to acquire an L2.
4
Langauge learning and teaching principles.pptx
This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.
Learning activity 2.4 learner acquires L2 knowledge
Social context is an important factor in second language learning as it influences attitudes and opportunities. Features of the social context that affect success include the status of the first and second languages, identity factors within and between language communities, and institutional forces. The quantity and quality of second language input and interaction also strongly influence success, as more exposure provides more opportunities to practice and improve skills. Additionally, individual differences like age, aptitude, motivation, and quality of instruction all contribute to varying levels of success among language learners, though no single factor determines outcomes on its own.
Learning styles and strategies.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
Principles of language learning and teaching
This document outlines the chapters of a book on principles of language learning and teaching. It covers topics such as first and second language acquisition, the influence of age on acquisition, learning styles and strategies, sociocultural factors, theories of second language acquisition, and developing communicative competence. Each chapter describes key concepts and theories in its subject area and discusses implications for language teaching methodology.
Interlanguage in SLA
Fossilization refers to the phenomenon where a second language learner's development seems to stop at a certain level, and they are unable to achieve full native-like competence, no matter how much instruction or error correction they receive. There are three socio-cultural models of second language acquisition: 1) Interlanguage as a stylistic continuum, where a learner's language varies based on social context, 2) The acculturation model, where inability or unwillingness to adapt to a new culture can lead to pidginization, and 3) Social identity and investment, where a learner's commitment and identity construction impact their investment in language learning. Factors that influence interlanguage include first language transfer, consciousness, processing constraints, communication
L2 LEARNING & TEACHING.pptx
This document discusses perspectives on second language (L2) learning and teaching from linguistic, psychological, and social viewpoints. There are disagreements around what exactly L2 learners come to know, how they acquire knowledge, and why some are more successful than others. It also notes that defining success can be problematic if only measured against native speaker norms. While some older L2 learners can approach near-native competence through extensive input and motivation, many intelligent students will not reach that level and it is not expected or desired by all. The implications are to consider individual goals for L2 learning, set priorities compatible with those goals, appreciate the multiple dimensions involved, and recognize achievement in incremental progress.
Way a learner acquieres L2 knowledge
Several key factors influence how successful learners are when learning a second language: social context, social experience, the relationship between the first and second languages, age, aptitude, motivation, and instruction. Specifically, the document discusses how macrosocial factors and the status of different languages impact learning. While younger learners have an advantage in brain plasticity, older learners have strengths in other areas. Aptitude and motivation are also important predictors of how well a learner acquires a second language. The quality of instruction can make a difference in formal learning contexts.
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Learning activity 2.4 learner acquires L2 knowledge
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Receptive and productive activities to acquire L2
1) The document discusses receptive and productive language activities in second language acquisition (SLA), including listening, reading, speaking, and writing.
2) It classifies listening tasks and activities, and outlines the information processing theory used in listening comprehension. Factors like topic familiarity, repetition, and visual/written support can help beginning L2 learners.
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The way a learner acquires l2 knowledge
- 1. The way a learner acquires L2 knowledge
- 2. Social context The features of the social context are involved in the success of the learner status of L1 and L2, and it determines the reason of the studies of the learner. These factors affect the attitude and learning opportunity for the student.
- 3. A relevant influence on the success of L2 learning is determined by the quantity and quality of L2 input and interaction. The learner needs to experience the target language in a social context.
- 4. Relationship of L1 and L2 Many languages have no relationship between L1 and L2 concerning to genetic, typological and historical, which may affect to transfer the vocabulary, grammatical structure and written system.
- 5. Age Older learners: Learning capacity, analytic ability, pragmatic skills, less possibility to achieve near-native competence. Young learners: Brain plasticity, fewer inhibitions, time to learn any language, ability to achieve near-native competence
- 6. Aptitude The tool to know if a learner is able to acquire the target language, to discriminate the sounds and if it is able to differentiate linguistics systems
- 7. Motivation Learner has to be motivated to learn, any effort is valid to achieve.
- 8. Instruction The combination of some teaching methods, gives a support to the instructional approach.