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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.
Q10.
This is when the learner wants to learn the L2 for more immediate and practical goals like for a job for example
Q12.
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.
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.
Q13.
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.
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.
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.
classroom
interaction....(focus,
input,
Q18.
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.
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
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.
Structure based approaches emphasize language form through either Metalinguistic instruction (grammar translation) or pattern practice (audio lingual method)
Q24.
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
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