THEORIES (100 Qs)
問題一覧
1
The earliest vocalizations
- involuntary crying
- cooing and gargling, showing satisfaction or happiness
Before First Word
2
-around 12 months (one-word stage)
-one or two recognizable words
-single word sentence
First Words
3
(Two-Word Stage)
1. At least 50 different words
2. “Telegraphic” sentences (no function words and grammatical morphemes)
3. Reflecting the order of the language.
4. Creatively combining words.
BY THE AGE OF TWO
4
Babies use sounds to reflect the characteristics of the different language they are learning.
Babbling
5
• Ask Questions
• Give commands
• Report real events
• Create stories about imaginary ones with correct word order and grammatical markers most of the time.
• Basic structures of the language
• Less frequent and more complex linguistic structures
• Use of the language in a widening
social environment
BY THE AGE OF FOUR
6
SAY WHAT I SAW
BEHAVORISM
7
It contains all and only the principles which are universal to all human languages.
Language Acquisition Device
8
Attribute more importance to the environment but they recognize a powerful learning mechanism in the human brain.
The developing cognitive understanding is built on things which can be observed, touched and manipulated and the interaction between the child Vygotsky argued that language develops primarily from social interaction.
DEVELOPMENTAL PSYCHOLOGIST
9
(hearing + reading)
It is a fancy way of saying being exposed to (hearing or reading) something in the new language and learning to understand it.
Comprehensive Input
10
(speak + write)
-It is the second element, and unsurprisingly it means to produce (speak or write) something in the new language.
Comprehensive Output
11
The more you (input), the more you (output), the more you go back over what you've done and learn from your"" (review and feedback) the more your language skills will grow.
listen and read, speak and write, error
12
A system of communication that consists of a set of sound and written symbols that are used by the people of a particular country or region for talking or writing.
Language
13
- Children imitate adults. Their correct utterances are reinforce when they get what they or are praised.
(Burrhus Frederic Skinner)
BEHAVIORIST THEORY
14
word for word formation
IMMITATION
15
The quality and quantity of the language that the child hears, as well as the consistency of the reinforcement offered by others in the environment would shape the child's Language behavior.
HABIT FORMATION
16
Explanation for language acquisition for human
All behavior is learned and that human enter the world with no innate abilities.
Behaviorism
17
It's also called “” which is based empirical or behavioral approach
Imitation theory
18
Language is learned in parts, then linked together.
Chunking theory
19
(stage by stage)
Language is innate capacity. A child's brain contains Special language learning mechanism at birth.
Innateness Theory
20
Imitation is important in phonological development. Children develop regional accents suggesting they imitate the sounds from people around them.
POSITIVE
21
Children don't pick up grammatical structures immediately as some children show an incorrect use of grammar
Kids normally only we boy grammar) the words they understand so if they imitate others they would copy all weeds spoken by other person.
NEGATIVE
22
Main argument: Children must be born with an innate capacity for language argument.
Children are born with an innate propensity for language acquisition.
INNATENESS THEORY
23
Posits that children com only learn language from someone who wants to communicate with them.
Social Interaction between the developing child and linguistics knowledgeable adults.
INTERACTIONIST THEORY
24
PROCESS OF SOCIAL INTERACTION
SEEING, JOINTLY DOING, INDEPENDENTLY DOING
25
What does MKO stands for?
MORE KNOWLEDGEABLE OTHER
26
According to George Siemens: This concept is a learning theory for the digital age. The idea of learning is not a static thing, but, a constantly changing a shifting phenomenon band on many alternating factors. It is based on the premise of contact with information or knowledge, whether a new discovery, new information, or a change information.
Connectivism
27
• puts a lot of emphasis not on how students teach but cares a lot about the results of the teaching.
Behavior result means everything.
BEHAVIORISM
28
- learning process through which the strength of a behavior is modified by reinforcement or punishment.
- procedure that is used to bring about such learning.
OPERANT CONDITIONING
29
The opinion that an learning can be understood as a habit formation through stimuli from environment.
HABIT FORMATION
30
- is a style of teaching used foreign Languages. It is based on behaviorist theory.
AUDIO-LINGUAL METHOD (ALM
31
Language acquisition is done________.
subconsciously
32
The language ______ are usually unaware of the fact that they were acquiring language, resulting in acquired competence where they generally have a "feel" for correctness and when sentences "Sounds right" of "feel right" without being aware of the specific grammatical rules.
acquirers
33
In a language classroom, L2 learners benefit for the teachers assistance and classmates' help to learn the language production.
Classroom (as a community) bead simulation of real-life tasks in terms of communicating with each other.
Teachers can exemplify real social interactions by means of varying classroom activities: role play, drama, choral speaking, grouping.
INTERACTIONIST THEORY
34
theoretical framework for understanding learning in digital age.
Emphasizes how internet technologies (web browsers, wikis, online discussion, forums, search engines, social networks)
CONNECTIVISM
35
Teachers who adopt the Theory in their language teaching would view language learning as learned behavior which can be altered, modified, and reinforced.
IMPLICATIONS FOR TEACHERS
36
Teachers would most probably adhere to a more student-centered classroom where students feel at ease.
Innatism Theory
37
Process which humans acquire the capacity to perceive and comprehend Language.
Produce and use words and sentences to communicate.
Language Acquisition
38
- based on the empiricist or behavioral approach.
IMITATION, NATIVISM, OR BEHAVIORISM
39
based on the rationalistic or mentalist.
INNATENESS OR MENTALISM
40
based on the cognitive-psychological approach.
COGNITION
41
based on maternal approach language acquisition.
MOTHERESE OR INPUT
42
- very early stage; age 3 - 4 months, children produce all sorts of nonsensical, unrelated sounds.
BABBLING STAGE
43
- occurs when an infant expresses a whole sentence-like meaning.
HOLO PHRASTIC OR ONE-WORD
44
- occurs from (18-24 months); consist utterances generally two nouns and a verb.
e.g. doggie bark; baby chair
THE TWO-WORD STAGE
45
-final stage: 24-30 months old uses a range of words that fit together to only just make sense.
TELEGRAPHIC STAGE
46
Enable learner to manipulate the language material in direct ways. (e.g. through meaning, analysis, note taking, synthesizing).
COGNITIVE STRATEGIES
47
Used to manage the learning process over all) (e.g. identifying ones own preferences /needs, planning /monitoring mistakes, evaluating task Access.)
METACOGNITIVE STRATEGIES
48
Link one L2 item or concept with another but do not involve deep understanding. (e.g. acronyms, sound similarities, image key work)
MEMORY-RELATED STRATEGIES
49
help make up for missing knowledge.
(e.g. guessing from the context, circumlocution, gesture /pause words)
COMPENSATORY STRATEGIES
50
Identifying ones mood and anxiety levels talking about feeling rewarding oneself and using deep breading or positive self talk
AFFECTIVE STRATEGIES
51
Learn language acquisition via interaction with others and understand the target culture. (e.g. asking question, clarifications, help, balking with a native Speaking conversation partner, and exploring cultural and social norms)
SOCIAL STRATEGIES
52
Enjoy reading and see the worlds that they are learning
Like to learn by looking a pictures and flash cards.
VISUAL LEARNERS
53
All learn by listening; enjoy conversations and chance for interaction
AUDITORY LEARNERS
54
Learn by touching and manipulating objects; known as “HAND-ON LEARNERS”
TACTILE LEARNERS
55
Like a movement and a need frequent breaks in deck activities
KINESTHETIC LEARNERS
56
known as GLOBAL LEARNERS; focus on the whole picture and do not care so much about the details.
FIELD DEPENDENT LEARNERS
57
called ANALYTIC LEARNERS like to concentrate on details of language
FIELD INDEPENDENT LEARNERS
58
Think about language and how to convey their message accurately
Tend not to make so many mistakes because they take time in formulating what they want to say.
REFLECTIVE LEARNERS
59
Take risks with language; more concerned with speaking fluently than speaking accurately, and so make more mistakes.
IMPULSIVE LEARNERS
60
- derives from an inherent interest in the learning task the learner is asked to perform.
The Intrinsic Hypothesis
61
- learner who do well persevere; who do not do well will be discourage / try less hard.
The Resultative Hypothesis
62
- leaner brings to the learning situation a certain quality of motivation as given
The Internal cause Hypothesis
63
- external influences and incentives will affect the strength of learner's motivation.
The Carrot and Stick Hypothesis
64
- Social factors in wider community affects motivation, attitudes, and language learning success. (social dynamic/power relationship)
Identity and Ethnic Group Affiliations
65
- want to learn the language because they want to get to know the people who speak the language.
INTEGRATIVE MOTIVATION
66
- closely related with self-esteem and inhibition, risk-taking.
- feelings of uneasiness, frustration, self-doubt, apprehension or worry.
Anxiety
67
In second language acquisition is the study of why some people learn a second language better than others.
Individual Variation
68
Identified 6 major groups of L2 learning strategies
OXFORD (1990-1992)
69
Defined as " ability or abilities to acquire and use knowledge for solving and adapting to the world. By solving problems this can offer a way in which to learn different methods of receiving information
Intelligence
70
The nature of intelligence involves:
"the capacity to learn, total knowledge a person has acquired, ability to adapt to new situation and the environment in general"
71
Intelligence refers to the mental abilities that are measured by an IQ (intelligence quotient) test. It usually measures only two types of intelligence: verbal/linguistic and mathematical/logical intelligence.
Traditionally
72
Some researcher has shows that IQ scores were a good means of predicting success in second language learning. However, IQ test may be more strongly related to metalinguistic knowledge to communicative ability.
Over the years
73
Refers to the individual's ability to learn or perform certain skills. It is an inherent capacity, talent or ability to do something.
Aptitude
74
Expressed in interest, and is reflected in current performance which is expected to improve over time with training.
Aptitude
75
She found that children who were good at analyzing language were the most successful learners in an English second language program in which activities almost never involve direct attention to grammar.
Leila Ranta, 2002
76
Hypothesized that Working Memory may be the most important variable in predicting success for learners in any language learning situations.
Nick Ellis (2001)
77
This is an ability to identify the sounds of a foreign language so that they can be remembered later.
Phonemic Coding Ability
78
This is an ability to recognize the grammatical function of words in sentence.
Grammatical Sensitivity
79
This is an ability to identify patterns of correspondence and relations between form and meaning.
Inductive Language Learning Ability
80
This is and ability to form and remember associations between stimuli.
Rote Learning Ability
81
MLAT stands for?
Modern Language Aptitude Test
82
Used to measure an individual's ability for learning a foreign language.
Modern Language Aptitude Test
83
Personality studies has been the CORE of the STUDY of the human psychology for _____________. In SLA the study of the reason of personality and language learning there is a clear relationship between personality and SLA as personality determines what people feel comfortable with. As a result, people tend to choose and consequently do what they feel comfortable with and get better at the given skills. Thus, a second language learner will make choices of strategies and skills according to bent off his/her personality.
more than 150 years
84
There are a number of personality characteristics that may affect L2 learning, such as:
self-esteem, inhibition, risk-taking, anxiety
85
A personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself/herself. Self-esteem appears to be an important variable in SLA, particularly in view of cross- cultural factors of second language learning.
self-esteem, inhibition, risk-taking, anxiety
86
Many researchers claim that no successful learning activity can take place without some ___________ and ____________.
self-esteem, self-confidence
87
Is the set of defenses an individual builds to protect himself/herself. The presence of a language ego is considered to a major hindrance to the process of second language acquisition. The process of making mistakes, learning from those mistakes and a consequent improvement in the language skills get inhibited by this ego. With an adaptive language ego, the learner lowers this aspect. An overly self-critical nature perceives the mistakes committed during language learning process as in insult and further slows down the process.
Inhibition
88
"the ability to make intelligent guesses"
Risk-taking
89
Teachers need to establish an adequate affective framework so that the learners "______________" as they take their first public steps in the strange world of a foreign language.
feel comfortable
90
_______ is a factor that is closely related with self-esteem and inhibition and risk-taking. It can play an important role in L2 learning if interferes with the learning process. It comes with the feelings of __________, _________,_________', apprehension, or _____. A learner's willingness to communicate has also been related t anxiety. It is often affected by the number of people present, the topic of conversation, and the formality of the circumstances.
Anxiety, uneasiness, frustration, self-doubt, self-doubt
91
It is a more permanent tendency to be anxious.
Trait Anxiety
92
It is a type of anxiety experienced in relation to some particular event or act which can be temporary an context-specific.
State Anxiety
93
Which help to determine the level of proficiency achieved by different learners.
Motivation and attitudes
94
Leaners who are in this state of being want to learn the language because they want to get to know the people who speak that language. They are also interested in the culture associated with that language.These learners may have significant others such as a boyfriend or a girlfriend or family members who speak the language, and heritage language learners typically have a particularly strong for language learning.
Integrative Motivation
95
Second language learners are not always aware of their individual cognitive or perpetual learning styles, but virtually all learners, particularly older learners, have strong belief and opinions about how their instruction should be delivered. These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn.
Lerner's Beliefs
96
It is not possible for a teacher with 50 students, or even with 10 students to customize instruction to suit the abilities or preferences of each one. Just teachers can help students expend their repertoire of learning strategies and develop flexibility in their ways of approaching language learning.
Individual Differences and Class Instruction
97
Age is easier to define and measure than personality, aptitude, or motivation, but the relationship between age and success in second language acquisition is hardly less complex or controversial.
Age and Second Language Learning
98
IDENTIFY THE CHART.
1., 2., 3., 4., 5., 6., 7., 8., 9., 10.
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1
The earliest vocalizations
- involuntary crying
- cooing and gargling, showing satisfaction or happiness
Before First Word
2
-around 12 months (one-word stage)
-one or two recognizable words
-single word sentence
First Words
3
(Two-Word Stage)
1. At least 50 different words
2. “Telegraphic” sentences (no function words and grammatical morphemes)
3. Reflecting the order of the language.
4. Creatively combining words.
BY THE AGE OF TWO
4
Babies use sounds to reflect the characteristics of the different language they are learning.
Babbling
5
• Ask Questions
• Give commands
• Report real events
• Create stories about imaginary ones with correct word order and grammatical markers most of the time.
• Basic structures of the language
• Less frequent and more complex linguistic structures
• Use of the language in a widening
social environment
BY THE AGE OF FOUR
6
SAY WHAT I SAW
BEHAVORISM
7
It contains all and only the principles which are universal to all human languages.
Language Acquisition Device
8
Attribute more importance to the environment but they recognize a powerful learning mechanism in the human brain.
The developing cognitive understanding is built on things which can be observed, touched and manipulated and the interaction between the child Vygotsky argued that language develops primarily from social interaction.
DEVELOPMENTAL PSYCHOLOGIST
9
(hearing + reading)
It is a fancy way of saying being exposed to (hearing or reading) something in the new language and learning to understand it.
Comprehensive Input
10
(speak + write)
-It is the second element, and unsurprisingly it means to produce (speak or write) something in the new language.
Comprehensive Output
11
The more you (input), the more you (output), the more you go back over what you've done and learn from your"" (review and feedback) the more your language skills will grow.
listen and read, speak and write, error
12
A system of communication that consists of a set of sound and written symbols that are used by the people of a particular country or region for talking or writing.
Language
13
- Children imitate adults. Their correct utterances are reinforce when they get what they or are praised.
(Burrhus Frederic Skinner)
BEHAVIORIST THEORY
14
word for word formation
IMMITATION
15
The quality and quantity of the language that the child hears, as well as the consistency of the reinforcement offered by others in the environment would shape the child's Language behavior.
HABIT FORMATION
16
Explanation for language acquisition for human
All behavior is learned and that human enter the world with no innate abilities.
Behaviorism
17
It's also called “” which is based empirical or behavioral approach
Imitation theory
18
Language is learned in parts, then linked together.
Chunking theory
19
(stage by stage)
Language is innate capacity. A child's brain contains Special language learning mechanism at birth.
Innateness Theory
20
Imitation is important in phonological development. Children develop regional accents suggesting they imitate the sounds from people around them.
POSITIVE
21
Children don't pick up grammatical structures immediately as some children show an incorrect use of grammar
Kids normally only we boy grammar) the words they understand so if they imitate others they would copy all weeds spoken by other person.
NEGATIVE
22
Main argument: Children must be born with an innate capacity for language argument.
Children are born with an innate propensity for language acquisition.
INNATENESS THEORY
23
Posits that children com only learn language from someone who wants to communicate with them.
Social Interaction between the developing child and linguistics knowledgeable adults.
INTERACTIONIST THEORY
24
PROCESS OF SOCIAL INTERACTION
SEEING, JOINTLY DOING, INDEPENDENTLY DOING
25
What does MKO stands for?
MORE KNOWLEDGEABLE OTHER
26
According to George Siemens: This concept is a learning theory for the digital age. The idea of learning is not a static thing, but, a constantly changing a shifting phenomenon band on many alternating factors. It is based on the premise of contact with information or knowledge, whether a new discovery, new information, or a change information.
Connectivism
27
• puts a lot of emphasis not on how students teach but cares a lot about the results of the teaching.
Behavior result means everything.
BEHAVIORISM
28
- learning process through which the strength of a behavior is modified by reinforcement or punishment.
- procedure that is used to bring about such learning.
OPERANT CONDITIONING
29
The opinion that an learning can be understood as a habit formation through stimuli from environment.
HABIT FORMATION
30
- is a style of teaching used foreign Languages. It is based on behaviorist theory.
AUDIO-LINGUAL METHOD (ALM
31
Language acquisition is done________.
subconsciously
32
The language ______ are usually unaware of the fact that they were acquiring language, resulting in acquired competence where they generally have a "feel" for correctness and when sentences "Sounds right" of "feel right" without being aware of the specific grammatical rules.
acquirers
33
In a language classroom, L2 learners benefit for the teachers assistance and classmates' help to learn the language production.
Classroom (as a community) bead simulation of real-life tasks in terms of communicating with each other.
Teachers can exemplify real social interactions by means of varying classroom activities: role play, drama, choral speaking, grouping.
INTERACTIONIST THEORY
34
theoretical framework for understanding learning in digital age.
Emphasizes how internet technologies (web browsers, wikis, online discussion, forums, search engines, social networks)
CONNECTIVISM
35
Teachers who adopt the Theory in their language teaching would view language learning as learned behavior which can be altered, modified, and reinforced.
IMPLICATIONS FOR TEACHERS
36
Teachers would most probably adhere to a more student-centered classroom where students feel at ease.
Innatism Theory
37
Process which humans acquire the capacity to perceive and comprehend Language.
Produce and use words and sentences to communicate.
Language Acquisition
38
- based on the empiricist or behavioral approach.
IMITATION, NATIVISM, OR BEHAVIORISM
39
based on the rationalistic or mentalist.
INNATENESS OR MENTALISM
40
based on the cognitive-psychological approach.
COGNITION
41
based on maternal approach language acquisition.
MOTHERESE OR INPUT
42
- very early stage; age 3 - 4 months, children produce all sorts of nonsensical, unrelated sounds.
BABBLING STAGE
43
- occurs when an infant expresses a whole sentence-like meaning.
HOLO PHRASTIC OR ONE-WORD
44
- occurs from (18-24 months); consist utterances generally two nouns and a verb.
e.g. doggie bark; baby chair
THE TWO-WORD STAGE
45
-final stage: 24-30 months old uses a range of words that fit together to only just make sense.
TELEGRAPHIC STAGE
46
Enable learner to manipulate the language material in direct ways. (e.g. through meaning, analysis, note taking, synthesizing).
COGNITIVE STRATEGIES
47
Used to manage the learning process over all) (e.g. identifying ones own preferences /needs, planning /monitoring mistakes, evaluating task Access.)
METACOGNITIVE STRATEGIES
48
Link one L2 item or concept with another but do not involve deep understanding. (e.g. acronyms, sound similarities, image key work)
MEMORY-RELATED STRATEGIES
49
help make up for missing knowledge.
(e.g. guessing from the context, circumlocution, gesture /pause words)
COMPENSATORY STRATEGIES
50
Identifying ones mood and anxiety levels talking about feeling rewarding oneself and using deep breading or positive self talk
AFFECTIVE STRATEGIES
51
Learn language acquisition via interaction with others and understand the target culture. (e.g. asking question, clarifications, help, balking with a native Speaking conversation partner, and exploring cultural and social norms)
SOCIAL STRATEGIES
52
Enjoy reading and see the worlds that they are learning
Like to learn by looking a pictures and flash cards.
VISUAL LEARNERS
53
All learn by listening; enjoy conversations and chance for interaction
AUDITORY LEARNERS
54
Learn by touching and manipulating objects; known as “HAND-ON LEARNERS”
TACTILE LEARNERS
55
Like a movement and a need frequent breaks in deck activities
KINESTHETIC LEARNERS
56
known as GLOBAL LEARNERS; focus on the whole picture and do not care so much about the details.
FIELD DEPENDENT LEARNERS
57
called ANALYTIC LEARNERS like to concentrate on details of language
FIELD INDEPENDENT LEARNERS
58
Think about language and how to convey their message accurately
Tend not to make so many mistakes because they take time in formulating what they want to say.
REFLECTIVE LEARNERS
59
Take risks with language; more concerned with speaking fluently than speaking accurately, and so make more mistakes.
IMPULSIVE LEARNERS
60
- derives from an inherent interest in the learning task the learner is asked to perform.
The Intrinsic Hypothesis
61
- learner who do well persevere; who do not do well will be discourage / try less hard.
The Resultative Hypothesis
62
- leaner brings to the learning situation a certain quality of motivation as given
The Internal cause Hypothesis
63
- external influences and incentives will affect the strength of learner's motivation.
The Carrot and Stick Hypothesis
64
- Social factors in wider community affects motivation, attitudes, and language learning success. (social dynamic/power relationship)
Identity and Ethnic Group Affiliations
65
- want to learn the language because they want to get to know the people who speak the language.
INTEGRATIVE MOTIVATION
66
- closely related with self-esteem and inhibition, risk-taking.
- feelings of uneasiness, frustration, self-doubt, apprehension or worry.
Anxiety
67
In second language acquisition is the study of why some people learn a second language better than others.
Individual Variation
68
Identified 6 major groups of L2 learning strategies
OXFORD (1990-1992)
69
Defined as " ability or abilities to acquire and use knowledge for solving and adapting to the world. By solving problems this can offer a way in which to learn different methods of receiving information
Intelligence
70
The nature of intelligence involves:
"the capacity to learn, total knowledge a person has acquired, ability to adapt to new situation and the environment in general"
71
Intelligence refers to the mental abilities that are measured by an IQ (intelligence quotient) test. It usually measures only two types of intelligence: verbal/linguistic and mathematical/logical intelligence.
Traditionally
72
Some researcher has shows that IQ scores were a good means of predicting success in second language learning. However, IQ test may be more strongly related to metalinguistic knowledge to communicative ability.
Over the years
73
Refers to the individual's ability to learn or perform certain skills. It is an inherent capacity, talent or ability to do something.
Aptitude
74
Expressed in interest, and is reflected in current performance which is expected to improve over time with training.
Aptitude
75
She found that children who were good at analyzing language were the most successful learners in an English second language program in which activities almost never involve direct attention to grammar.
Leila Ranta, 2002
76
Hypothesized that Working Memory may be the most important variable in predicting success for learners in any language learning situations.
Nick Ellis (2001)
77
This is an ability to identify the sounds of a foreign language so that they can be remembered later.
Phonemic Coding Ability
78
This is an ability to recognize the grammatical function of words in sentence.
Grammatical Sensitivity
79
This is an ability to identify patterns of correspondence and relations between form and meaning.
Inductive Language Learning Ability
80
This is and ability to form and remember associations between stimuli.
Rote Learning Ability
81
MLAT stands for?
Modern Language Aptitude Test
82
Used to measure an individual's ability for learning a foreign language.
Modern Language Aptitude Test
83
Personality studies has been the CORE of the STUDY of the human psychology for _____________. In SLA the study of the reason of personality and language learning there is a clear relationship between personality and SLA as personality determines what people feel comfortable with. As a result, people tend to choose and consequently do what they feel comfortable with and get better at the given skills. Thus, a second language learner will make choices of strategies and skills according to bent off his/her personality.
more than 150 years
84
There are a number of personality characteristics that may affect L2 learning, such as:
self-esteem, inhibition, risk-taking, anxiety
85
A personal judgment of worthiness that is expressed in the attitudes that the individual holds towards himself/herself. Self-esteem appears to be an important variable in SLA, particularly in view of cross- cultural factors of second language learning.
self-esteem, inhibition, risk-taking, anxiety
86
Many researchers claim that no successful learning activity can take place without some ___________ and ____________.
self-esteem, self-confidence
87
Is the set of defenses an individual builds to protect himself/herself. The presence of a language ego is considered to a major hindrance to the process of second language acquisition. The process of making mistakes, learning from those mistakes and a consequent improvement in the language skills get inhibited by this ego. With an adaptive language ego, the learner lowers this aspect. An overly self-critical nature perceives the mistakes committed during language learning process as in insult and further slows down the process.
Inhibition
88
"the ability to make intelligent guesses"
Risk-taking
89
Teachers need to establish an adequate affective framework so that the learners "______________" as they take their first public steps in the strange world of a foreign language.
feel comfortable
90
_______ is a factor that is closely related with self-esteem and inhibition and risk-taking. It can play an important role in L2 learning if interferes with the learning process. It comes with the feelings of __________, _________,_________', apprehension, or _____. A learner's willingness to communicate has also been related t anxiety. It is often affected by the number of people present, the topic of conversation, and the formality of the circumstances.
Anxiety, uneasiness, frustration, self-doubt, self-doubt
91
It is a more permanent tendency to be anxious.
Trait Anxiety
92
It is a type of anxiety experienced in relation to some particular event or act which can be temporary an context-specific.
State Anxiety
93
Which help to determine the level of proficiency achieved by different learners.
Motivation and attitudes
94
Leaners who are in this state of being want to learn the language because they want to get to know the people who speak that language. They are also interested in the culture associated with that language.These learners may have significant others such as a boyfriend or a girlfriend or family members who speak the language, and heritage language learners typically have a particularly strong for language learning.
Integrative Motivation
95
Second language learners are not always aware of their individual cognitive or perpetual learning styles, but virtually all learners, particularly older learners, have strong belief and opinions about how their instruction should be delivered. These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn.
Lerner's Beliefs
96
It is not possible for a teacher with 50 students, or even with 10 students to customize instruction to suit the abilities or preferences of each one. Just teachers can help students expend their repertoire of learning strategies and develop flexibility in their ways of approaching language learning.
Individual Differences and Class Instruction
97
Age is easier to define and measure than personality, aptitude, or motivation, but the relationship between age and success in second language acquisition is hardly less complex or controversial.
Age and Second Language Learning
98
IDENTIFY THE CHART.
1., 2., 3., 4., 5., 6., 7., 8., 9., 10.