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CHAPTER 3 Q1.

Refer to research on Characteristics of learners


When researchers want to find out certain factors, say motivation, they select a group of learners and give them a questionnaire to fill out to measure the degree and type of motivation. They are then given a test to measure their L2 proficiency. These 2 are then measured and correlated to see if theres an influence of some kind. If theres one, then researchers tend to conclude that motivation plays some kind of role in the learning process. Eventhough this seems like a straight forward procedure, the problem is that its not possible to directly observe and measure things like motivation, extroversion or even intelligence and because these characteristics arent independent, researchers often use the same labels to refer to different things. Another factor which makes it difficult to reach conclusions is how language proficiency is defined and measured and finally the fact that two things occur together doesnt mean that one caused the other

Q3. Write about intelligence


Eventhough intelligence has been used to measure language learning through things like IQ tests, these results may be related to only certain aspects of language learning like grammar and vocabulary but not necessarily oral skills. These findings seem to suggest that intelligence may play an important role in language analysis and rule learning but may play a less important role in classrooms where communication and interaction are the main goals.

Q4. Write about aptitude


Theres some evidence that some individuals have an exceptional aptitude for language learning. Learning quickly is the distinguishing feature of aptitude. Researchers have developed tests to measure learners aptitude for language learning, MLAT, PLAB. These are based on the supposed different types of abilities: a) ability to identify and memorize new sounds, b) ability to understand functions of certain words, c) ability to figure out grammatical rules from language samples d) good memory for new words. We must remember that these studies were done when grammar translation and audio lingual teaching methods were in vogue. With more communicative approaches, this has lost some importance meaning little research about this. It has been shown that placing students in classes according to their aptitude profiles has increased student and teacher satisfaction and in fact some have attained higher levels of achievement, so it seems that knowing the aptitude profile of students will help teachers select appropriate classroom strategies.

Q5. Write about personality


Eventhough success in language learning has often been correlated with learners with extroverted personalities such as assertiveness and adventurous, there has been other evidence where the people who get high scores dont have these traits. Inhibition has also been studied and been shown to have a detrimental effect in language learning. This is often a problem for adolescents who are generally more self conscious. It has even been suggested that people who receive small doses of alcohol show a marked improvement in pronunciation than those who didnt drink. However, the current research is inconclusive with respect the relationship between personality and L2 acquisition

Q6. Write about attitude


Research shows that positive attitudes and motivation ARE related to success in L2 learning, however the studies cant precisely say if its the success that generates

the motivation or vice versa. Motivation in L2 learning is a complex issue which can be defined in terms of 2 factors: 1.) learners communicative needs why they need to learn the L2 work, school subject, personal choice, etc. And 2) attitudes toward the L2 community- this will enhance or lessen the motivation.

Q7. Write about learner preferences


Most learners have clear preferences as to how they ought to learn. Some people are visual learners, whilst others like to learn hearing things aural learners, and some like doing as they learn kinaesthetic learners. Theres a cognitive learning style difference between Field Independent learner - is someone who separates the details from the background and Field Dependent learners who see things more holistically. Theres little research on this theme, but we should be cautious not to discourage students from learning in a particular way, because for them it may be the right way to learn

Q8. Write about learner beliefs


People arent always aware of their particular learning styles, however they almost always have, especially older students, very strong beliefs as to how they ought to be taught. These are generally based on past learning experiences on the assumption (rightly or wrongly) that that is the best way for them to learn. Studies show that these beliefs can be strong mediating factors in their experience in the classroom. Some students can show high levels of dissatisfaction if the wrong approach is used, so its important to understand students beliefs so as to apply the correct teaching strategies

Q9. What is Integrative motivation?


This is when the learner wants to learn the L2 for personal growth and cultural enrichment

Q10.

What is instrumental motivation?

This is when the learner wants to learn the L2 for more immediate and practical goals like for a job for example

Q12.

The controversy of the idea younger is better

According to research of English students studying Dutch that encompassed all ages, it was found that contrary to common beliefs the adolescents were by far the most successful learners. Adolescents and adults learned faster than children in the first few months of exposure to Dutch. By the end of the year the children were catching up but it was the adolescents who retained the highest levels of performance overall

Q11.

What is the critical period hypothesis, CPT?

This theory says that theres a time in human development when the brain is predisposed for success in language learning. Developmental changes in the brain affect the nature of language acquisition. If learning happens after this critical period, it wont be based on the innate biological structures believed to contribute to L1 acquisition or L2 acquisition in early childhood. One of the problems with this theory is that learning conditions are different for adults and children. Children generally have more interactive time during play time whereas adults tend to be more subdued and reluctant to such extensive contact. Children have less pressure when it comes to speaking fluently but adults tend to feel embarrassed at their mistakes. The cognitive abilities of adults have been shown to contribute as much if not more to learning than the CPT. It has also been proven that adults have acquired a high level of proficiency in the L2 negating somewhat the CPT. Most of the research has

focussed on the phonological aspects of pronunciation but adults have done better at the other linguistic features like syntax word order and morphology grammar for example.

CHAPTER 5 Q21. How is language acquired in natural acquisition settings?


The learner is exposed to the language at work or in real social contexts, (interaction) say for example a student studying in a school where most of the other children speak the L2 and where the instruction is done in the L2

Q13.

At what age should second language begin?

This depends on the goals of the instructional program and the context in which it occurs. Some adults have shown to be able to attain extremely high levels of proficiency in the L2. It may be neither necessary nor desirable to start early depending on the reasons for doing so. Attaining a level of mastery in English may not be everybodys goal. If the goal is just communicative level it may be better to start later. Basically the reasons for learning the L2 should dictate when the learning process starts

Q14.

Write about age of acquisition?

The controversy is that it is believed that if someone learns English after they are 15, they will most likely never attain native like pronunciation. The studies show conclusively that learners who began earlier- pre puberty attained a native like pronunciation. So it was concluded that the age of acquisition was a very important factor in setting limits on the development of native-like mastery of an L2 and that this limitation does not only apply to accent and in some instances, the results seem to support the CPT.

Q17.

How would you respond to students errors?

I normally give elicitation and clarification feedback as well as Metalinguistic feedback in the form of facial or corporal expressions. I encourage my students to make mistakes because it is through this process that actual learning takes place

Q15.

Explain the 6 types of feedback

1. Explicit Correction....thats not how you say....


2. Recasts reformulating all or part of the students utterance 3. Clarification requests includes phrases like pardon me, what do you mean by... 4. Metalinguistic feedback point to the nature of the error but attempt to elicit the information from the student 5. Elicitation 3 ways of doing this a) elicit completion of sentence...its a... b) use Qs to elicit correct answer... he cleans the...??? c) Teacher asks the student to reformulate what he said....plates?
6.

Q16. Analyze feedback)

classroom

interaction....(focus,

input,

1. Overall focus on instruction is the instruction Structure based organised


around a specific feature of language or is it Communication based where it focuses mainly on communication messages and meaning. 2. Input - .Is the input comprehensible or structured the learners attention is specifically drawn to specific feature of language 3. Feedback what type of corrective feedback is used.............Clarification requests, Recasts, Elicitations or Metalinguistic

Q18.

Compare natural and instructional settings

In natural settings the student learns the L2 incidentally, by being around a variety of input, both comprehensible and non comprehensible in a way that it is natural. He doesnt realise he is learning the L2, its like being immersed in the culture of the L2. He rarely gets corrected. Language is not presented step by step. Theres a lot of exposure to the L2 and there are a lot of different people who use the L2 in different ways and with different accents, where as learning the L2 in instructional settings infers a structured way of doing it, following a set pattern to achieve the goal in an unnatural non realistic way often taught by non natives. Errors are frequently corrected, theres a limited amount of instruction time per week, the teacher is the only person who speaks fluently who the students get to hear, theres limited discourse type available, theres pressure to speak and the teachers use the L1 to give instructions.

Q19.

Refer to traditional instructional environment

In this environment theres a lot of error correction and the learning is done one thing at a time. There isnt normally a lot of time for learning nor is there a high ration of native speakers available to the students. The discourse doesnt have a lot of variety and theres a great pressure to speak in class without errors. Theres very little modified input available to student

Q20. Summarize based instruction

communicative,

task

and

content

The communicative approach is based on meaning and communication emphasising this in the teacher-student relationship as well as the student-student one. Grammar forms are highlighted only to clarify meaning at times. Task based instruction, commonly known as TBLT is based on getting students actively involved in communicative tasks that are meaningful to their every day lives like for example a job interview, or ordering a meal at a restaurant. Content based is when the teachers focus is on getting the student to learn the content about a particular topic. Here the focus is on language and its rules of grammar

Q23.

Refer to structure based approach

Structure based approaches emphasize language form through either Metalinguistic instruction (grammar translation) or pattern practice (audio lingual method)

Q24.

Characterize teacher-student interaction

In the structured based approach the teacher seems only concerned with getting his grammatical point across. He is not interested in what the student does, but rather on what he says. The focus is on correct grammar. In the Communicative the emphasis is on meaning, conversational interaction and genuine questions although there are some brief references to grammar to clarify meaning and only when the teacher feels its needed

Q25. Refer to the type of questions teachers ask students


Teachers generally ask to types of questions 1.) Display questions Qs the teacher already knows the answer to 2.) Genuine questions Qs to which the teacher doesnt know the answer in advance....used for eliciting information about the students likes and dislikes, meaningful information

Q26.

Define uptake

The term given to the feedback on errors given by teachers and the students immediate responses to them is called uptake. It is less likely to occur after recast feedback

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