There are many theories in L2 learning and acquisition like cognitive theory, interlanguage theory, linguistic universal etc. Acculturation theory is one of them.
I would like to share here my ppt presentation of this SLA theory. It was hard finding and putting together the right materials or articles for my report but my Professor liked this final presentation^^ Through other presentations I found online, I somehow gained the idea on what and how to report it.
I hope this will also help other MALED students researching for this topic^^
Kindly inform me if I failed to cite other sources that you know or see. Thank you very much.
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
Theories of Second Language Acquistion.pptxAiza Bheal
Acculturation Theory: Nativization/ Denativization Theory.
It discusses the roles of the two theories in learning a second language, socio-cultural, and affective factors in language teaching/learning, and differentiates the terms nativization from denativization by highlighting their advantages and disadvantages.
There are many theories in L2 learning and acquisition like cognitive theory, interlanguage theory, linguistic universal etc. Acculturation theory is one of them.
I would like to share here my ppt presentation of this SLA theory. It was hard finding and putting together the right materials or articles for my report but my Professor liked this final presentation^^ Through other presentations I found online, I somehow gained the idea on what and how to report it.
I hope this will also help other MALED students researching for this topic^^
Kindly inform me if I failed to cite other sources that you know or see. Thank you very much.
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
Theories of Second Language Acquistion.pptxAiza Bheal
Acculturation Theory: Nativization/ Denativization Theory.
It discusses the roles of the two theories in learning a second language, socio-cultural, and affective factors in language teaching/learning, and differentiates the terms nativization from denativization by highlighting their advantages and disadvantages.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
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Subscribe to our online platforms:
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Chapter 10 toward a theory of second language acquisitionNoni Ib
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Chapter 10 toward a theory of second language acquisitionNoni Ib
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
Budowa relacji z klientami i narzędzia wspomagające ten procesLukasz Szymanski
Prezentacja realizowana w ramach organizowanych przez WSIiZ 4 lipca 2015 r. warsztatów z cyklu "ABSOLWENCI ABSOLWENTOM".
Na zajęciach były omawiane zagadnienia związane z budową pozytywnych relacji z klientami oraz dbaniem o te już istniejące, z uwzględnieniem narzędzi informatycznych wspierających ten proces. Omawiane były najczęściej powtarzające się błędy, zasady, które są nieświadomie łamane i proste sposoby radzenia sobie z nimi.
Uczestnicy zastanawiali się wspólnie jak zaprojektować dobrą komunikację z klientami i odwzorować procesy z nią związane w narzędziach informatycznych.
Utrzymanie aktualnego klienta jest tańsze niż zdobycie nowego – pamiętajmy o tym modelując relacje, które kreujemy każdego dnia.
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This is an assignement for a coursera MOOC i'm sharing with you. Hope this will give you enough smile to encourage you to learn how to learn and to take benefit of this fabulous course !! Enjoy smile !!
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Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. VARIABLE- var.i.able (’ver-ē-ə-bəl)
• Adjective
: able or likely to change or be changed: not
always the same.
Synonyms: adaptable, adjustable, changeable,
malleable and flexible.
3. Discourse ’dis-,k rs, dis-’
: a long talk or piece of writing about a
subject
• : a mode or organizing knowledge, ideas, or
experience that is rooted in language and its
concrete contexts (as history or institutions)
Synonyms- chat, converse, dialouge,
discussion, conversation and exchange
4. CONTINUUM
Noun: a range or series of things
that are slightly different from each
other and that exist between two
different possibilities
5. • ROD ELLIS(1984) proposed The Variable
Competence Model
Accdg to him, many aspects of
language and vocabulary are
learned implicitly through
exposure: word structure and
form, collocations, word class, and
certain extent meaning. This
suggest that a great deal of
exposure to a target language is
necessary for learning.
7. THE PRODUCT OF LANGUAGE
• Is the plan and unplanned discourse previously,
where the user chooses to speak out of a
source of general knowledge to provide
automatic information or to speak
meticulously planning ahead what is to be said.
That is the basic premise of the “product”part
of the theory.
8. • Product or performance of language
use comprises a continuum of discourse
types ranging from entirely unplanned
to entirely planned.
• The product refers to what the learner does
with the language – the discourse which he
helps to construct.
9. What is discourse
continuum?
The discourse continuum is of central
importance in the Variability Model. It accounts
that L2 learners produce output that manifests
one rule on one occasion and a different rule on
another occasion – what Sclinker (1972) called
‘backsliding’, which might be better termed
‘discourse sliding’.
10. WHAT IS THE DIFFERENCE
BETWEEN UNPLANNED AND
PLANNED DISCOURSE?
UNPLANNED
DISCOURSE
-Is a discourse that lacks
thought and
preparation. It is
associate with
spontaneous
communication.
PLANNED
DISCOURSE
-Is a discourse that is
thought out prior to
expression. It requires
conscious thought and
the opportunity to work
out content and
expression.
11. THE PROCESS OF LANGUAGE
-language use is to be understand in terms of
the distinction between linguistic knowledge(or
rules) and the ability to make use of this
knowledge (procedures)
12.
13. PREMISE
a. That the language
user has variable
competence;
Means: we possess a myriad of
different rules for different uses
of language.
14. b. That the language user has
variable application
Means: Contends that when we
speak we analyze from different
perspective what we are saying
prior and during speech.
15. Latter analysis of speech happens in
primary and secondary way:
When we say things
that are automatically
know and does not
require analysis, such
as our name, address
and other factual
knowledge that is
stored permanently
Secondary analysis
happens when we
plan ahead, or when
we “mentally-edit”
what we need to
say.
16. Widdowson (1984)
-refers to a knowledge or rules as competence
and to a knowledge of procedures involved
using rules to construct discourse as capacity.
17. PRINCIPLES OF THE VARIABLE
COMPETENCE MODEL
1.There is a single knowledge store containing variable
interlanguage rules according to how automatic and how
analyzed the rules are.
2. The learner possesses a capacity for language use which
consists of primary and secondary discourse and cognitive
processes.
3. L2 performance is variable as a result of whether
primary processes employing unanalyzed L2 rules are
utilized in unplanned discourse , or secondary processes
employing analyzed L2 rules are utilized in planned
discourse .
18. 4. Development occurs as a result of
(a) acquisition of new L2 rules through
participation in various types of discourse (i.e.
new rules originate in the application of
procedural knowledge);
(b) activation of L2 rules which initially exist in
either a non-automatic unanalyzed form or in an
analyzed form so they can be used in unplanned
discourse.
The diagram below illustrates very clearly the
enumerated principles
20. From the given principles and the paradigm
illustrated, it follows that the process of language
use…result of either or both of the following:
a variable competence, i.e. the language
uses or possesses a heterogeneous rule
system;
Variable application of procedures for
actualizing knowledge in discourse
21. The distinction between automatic/non-
automatic and analytic/unanalytic
a. The first distinction concerns the relative access
that the learner has to L2 knowledge. Knowledge can
be retrieved easily and quickly is automatic.
Knowledge that takes time and effort to retrieve is
non-automatic.
b. The second distinction concerns the extent to w/c
the learner possesses a propositional mental w/c
makes clear the structure of the knowledge and its
relationship to other aspect of knowledge.
22. DISCOURSE PROCESS
• Simplify the semantic structure of a message
by omitting elements that are
communicatively redundant or that can be
realized by a non-verbal device.
• e.g. mime
• Mime is a form of entertainment w/c a
performer plays a character or tells story w/o
words by using body movements and facial
expressions.
23. COGNITIVE PROCESS
a. Construct an underlying conceptual
structure of a message.
b. Compare this structure with frame of
reference shared with an interlocutor.
c. Eliminate redundant elements for
which no lexical item is available.
24. Widdowson (1979)
We draw upon our knowledge of rules to make sense. We
do not simply measure discourse up against our knowledge
of pre-existing rules; we create discourse and commonly
bring new rules into existence by so doing. All competence
is transitional in this case.
Means: Language acquisition is the result
of our capacity to make sense.
25. IMPLICATIONS OF VARIABLE
COMPETENCE MODEL
1. Spread of rules along the interlanguage
continuum from the careful towards the
vernacular style and from simple to complex
linguistic environment. Motivate learner’s felt
need to be socially acceptable and helped by
practice w/c automizes rules that initially can be
applied only when the learner is attending to his
speech.
26. 2. There is the need to make the interlanguage system
more efficient by removing free variability. This involves
the progressive reorganization of form-function relations
and eventual elimination of redundant form.
3. Stress the importance of matching the learning
process with the type of instruction. Instruction must
consider the specific goals of the learner and attempt
to provide the appropriate form of knowledge to
achieve those goals.
27. Conclusions:
All language users have the capacity
to use language either in a primary
(automatic) or secondary (analytical)
way.
More L2 is produced as more
discourse takes place, hence, the
more we talk the more we learn in
L2 given the number of new rules
that are learned through dialogue.