ENG504 Treasure

Learning styles

Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning.

Language awareness

His explicit knowledge about language, conscious perception and sensitivity in language learning and language teaching and language use is termed as language awareness

Three aim second language culture in language classroom

1. Develop intellectual personal and professional abilities
2. acquired basic language skill in order to communication with the English language
3. Acquire the language component necessary required in the various life situations

Fossilization

Interlanguage fossilization is a phenomenon of second language acquisition (SLA) in which second language learners turn linguistic features that are correct in their first language into permanent errors in the way they speak and write the new language.

Productive Skills

Productive Activities are designed for the development of the productive skills. Speaking and writing are known as productive skills as they produce language. Writing is the most important productive activity for L2 learners to express themselves for developing relevant texts according to the target situation requirements. The learners need to follow the following steps for writing proficiency:

•  Formulating mental concepts, that are to be expressed centrally, requires content knowledge.
•  Recognizing what content will be relevant for intended readers, and what will be shared versus new information, requires context knowledge.
•  Constructing text within socially defined conventions of expression (including selecting linguistic forms and organization patterns that are appropriate for the topic, purpose, and audience) also requires other aspects of knowledge of culture.

Situations are important for understanding culture

1. Greetings 2) Eating Ice-creams 3) Forms of address 4) Promoting business 5) Making requests

Affective domain

It involves the learner along with his social identity or social background in learning the second language. When a teacher allows a learner to get involved in the class along with social values, she invites him/her towards second language learning. In thus way a teacher encourages the student to develop personal relation with the second language. This exchange of personal identity with the second language learning enhances the positive feelings and attitude of the learner towards second language learning. This emotional engagement checks learner’s frustration and in return motivates the learner because working singly with second language make the student frustrating. It develops their confidence about learning the second language and makes them understand that learning second language is possible. Sharing their background knowledge or experience of first language makes them prepared for learning second language. So, affective domain must be take in account in teaching and learning second language and it works along with the involvement of first language.

Second language

A person’s second language or l2 is a language that is not the native language (first language L1.) of the speaker, but is learned later (usually as foreign language,) but it can be another language used in the speaker’s home country.

For Example:

There are two official language of Canada (English and French) and some people use both.

First Language

A first language, native language, or mother/father/parent tongue (also known as arterial language or L1) is a language that a person has been exposed to from birth or within the critical period. A person's first language helps them understand words and concepts in the style of that first language. First language is acquired thus its learning is effortless.

Intake in Light of Input Processing Theory by Bill Van Patten

1. Linguistic data is actually processed from the input.
2. It is held in working memory for further processing.
3. Input processing theory does not offer a complete model of successful processing input.
4. It offers a set of principles.
5. It explains the apparent failures of learners to process the input.

Self-regulation is the capability of autonomous functioning that mature and skilled individual possess; whereas, children or unskilled individual learn under guidance of other more skilled individuals through a process of other-regulation, mediated through language. Thus, successful learning involves a shift from collaborative inter-mental activity to autonomous intra-mental activity. The process of supportive dialogue that prompts them through successive steps of a problem is known as „scaffolding‟. The domain where learning can most productively take place is named as the „Zone of Proximal Development‟. This is a domain where learner is not yet capable of independent functioning but can achieve the desired outcome through relevant scaffolding. Scaffolding has following functions:

•  Recruiting interest in the task
•  Simplifying the task
•  Maintaining pursuit of the goal
•  Marking critical features and discrepancies between what has been produced and the ideal solution
•  Controlling frustration during problem solving
•  Demonstrating an idealized version of the act to be performed

Principles of Socio-cultural Theory across Time Scales

1. Phylogenesis is the learning that happens across different human races across different periods of time.
2. Microgenesis is the description of how humans learn throughout their life.
3. Ontogenesis is the learning that infants pass through in the course of their early development.

Young children are well known to engage in private speech, talk to and for themselves rather than for external conversational partners. This private speech in classic Piagetian theory is seen as an evidence of children‟s egocentrism, whereas socio-cultural theory interprets it as an evidence of children‟s growing ability to regulate their own behavior. For Vygotsky, private speech eventually becomes inner speech, a use of language to regulate internal thought without any external articulation.