contrast two theories of second language acquisition. The two theories in my discussion are the behaviourist theory and the cognitivist theory. Both theories will be explained in terms of how language is learned, the origin of errors, error -treatment and the strength and weaknesses of each theory. The behaviourist theory is a learning theory influenced greatly by the psychologist B.F.Skinner. This theory claims that language or behaviour is learned when an individual imitates the language they hear
In second language acquisition, it is a key tenet to explore 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
First and Second Language Development Related to the Concept of Bilingualism The concept of bilingualism refers to the state of a linguistic community in which two languages are in contact with the result that two codes can be used in the same interaction and that a number of individuals are bilingual (societal bilingualism).[1] As a first step I would like to describe the concept of bilingualism, first and second language acquisitions. The next thing is to discuss similarities between first and
communicate with each other using language which is biologically inherited. However, human language is different since it is a symbolic system that is learned and not inherited. When we speak about symbolism of language, we mean that language can be represented by letters that stand for certain sounds. To be clearer, this easy sheds light on the concept of language in general and its definitions, what constituent's language has, and what linguistics is. Language can be identified as a means of human
the area of language acquisition theory in both behavioral and psychological areas of education research (Katayama, 2007). These foundational works formed the basis of why and how we teach, practice, learn and assess foreign language writing. The development of research in this area is not without their share of debate. Foreign scripts are defined in the context of this review as characters that not only have different phonetic attributes, or sounds, to the students’ native language, but unfamiliar
their mother tongue. (1200 words) “Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savor their songs.” ― Nelson Mandela, Long Walk to Freedom Language is delineated as a set of spoken, written or signed words and the manner in which they are combined to communicate meaning. If we alter this definition to include complex grammar, language also becomes a quintessential human trait, authenticating
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 students (Bank et al.,2009). I am currently working with ESL learners of age 10-12. I teach them English and French language. I see myself as the facilitator of learning for the children in my class (Laureate Education, 2014), who are 10 to
Results 1. Which language do you prefer to use? 80% of the interviewees are more comfortable in using Filipino mixed with English in conversation. The students under the 80% of the survey said that they use Filipino in daily life conversation at home, school, mall and in their own transactions with different offices. They said they can still speak in English fluently during class dicussions since they have already mastered the language. 20% say that they prefer English in conversation because it
foundation of integrative motivation basically lies on an interest in the language being learnt and the culture of target language (Bialystock & Hakuta, 1994). Integrative motivation then also refers to the intention of learners to become part of the culture of target language. Most research done in this area investigates integrative motivation by having participants answer questions about their attitudes and interest in foreign languages learning and their desire to learn it. Instrumental motivation, on
1.1. Introduction Unlike the traditional approaches of language learning, the recent ones are more interested in engaging learners for the sake of enhancing their communicative competencies. This chapter presents the historical background of the applications of the project work. We will provide an overview of project-based learning,including its origins, features, benefits, difficulties, and implementation. Then we will attempt to highlight the communicative competence concept, characteristics