In my opinion,learning take place side by side with Human Experiences.There is no age limit to learn something.Every Human learn from birth till death .It is an ongoing process which continous till death.Learning modifies the human behaviour.Thus it is a permanent change in the behaviour.A person learn from his own experiences as well as he leaens from other's experiences. According to me,learning is a process whereby new knowledge,skills,behaviours and beliefs are gained by an individual or group
means the differences between teachers and students. These reasons for differences may be the culture, gender, age, personality, ethnicity etc. We find our classrooms are populated with gifted students, students with culturally diverse, and students with learning disabilities. The diversity variables focus on my analysis are the age group, culture, gender and language. Identifying how different students learn and their learning patterns is a way in which teachers can meet the learning needs of diverse
the factors behind these errors. It is needed here to make a distinction between mistakes and errors in order to analyze learners’ errors in a proper perspective. According to Brown (2000), a ‘mistake’ refers to a performance errors, that is failure to utilize a known system correctly, whereas, an ‘error’ is a deviation from the grammar of NSs, reflecting the Inter-language competence of the learner. The difference between these two can be described as; errors are result of ignorance whereas, mistakes
Mede, Tutal, Ayaz, Nur Calisir and Akin (2014) investigated the effect of language transfer in Turkish EFL learners. They focused on grammatical difficulties while learners acquiring word order patterns (verb placement) in English. They found that differences in syntactic structure of two languages causes transfer errors. Turkish the basic word order is SOV (subject-object-verb) which is in contrast with English word order SVO (subject-verb-object), and Turkish word order is quite flexible. The results
Introduction We will be looking at the never ending debate on whether explicit or implicit instruction of grammar is needed when learning a language. One side arguments that it is very important for SL learners to learn grammar explicitly to understand the syntax and morphology as it forms a framework for them to build the language around. They argue that learning a language implicitly prohibits the ability to produce new sentences and impedes the learner’s growth. The other side argues that
According to Nguyen and Khuat in Taheri, using games provide relax and fun environment for learners. It will motivate them to voluntarily involvement in classroom task. In playing games, the learners give attention on the message not on the language [8]. They acquire language unconsciously, with their whole attention engaged by the activity [9]. Freeman in Taheri states that learners enjoy the games because games provide healthy and constructive competition. He also argued that games
FOSSILIZATION IN L2 ACQUISITION There are several differences between first and second language acquisition: L1 is intuitive, natural, complete and trigger by birth. L2 in general is a choice, depends on the motivation of the learners and the difficult relies in achieving native proficiency. Related to second language acquisition, Selinker introduced the term ‘interlanguage’: "the process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape
language acquisitions. The next thing is to discuss similarities between first and second language development; and finally, to relate L1 and L2 to the concept of bilingualism. Put simply, bilingualism is the ability to use two languages. At first sight defining the concept of bilingualism seems to be non-problematic; however, there
how individual differences influence on students’ learning. There is no doubt that each person is different from each other in many ways and, of course, being different does not only mean having different learning styles, but also acquiring a foreign language differently. Consequently, individual differences have a strong impact on students’ language acquisition and their overall performance in school, being of crucial importance to take them into account when instructing learners. During the 1970s
you think that the mistakes of pronunciation can be solved even when those have become a system in your mind? This document will present the definition of interlanguage and fossilization, and their changes over the time. Additionally, it will help learners of a second language to recognize whether or not they have fossilized words during the process of acquisition. At the same time, it will propose some strategies for solving and reducing the errors and problems of pronunciation that can be fossilized