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Second Language Learning - Coggle Diagram

- - - - They respond the meaning even if they do not understand individuals words.
      - They often learn indirectly rather than directly. That is they take information from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught
      - Their understanding comes not just for explanation, but also from what they see and hear, and, crucially, have a chace to touch and interact with.
      - They find abstract concepts such as grammar rules difficult to grasp.
      - They generally display an enthusiasm for learning and a curiosity about the world around them.
      - They a need for individual attention and approval from the teacher
      - They have a limited attention span; unless activities are extremely engaging, they can get easily bored, losing interest after ten minutos or so.
- - - - Nelson Brook (1960) and Robert Lado (1964)
        
        Their influence was felt directly in the development of widely used audiolingual teaching and in teacher training.
        
        Classroom activities emphasized mimicry and memorization.
  - - - Innate knowledge of UG allows children to acquire the language of their enviroment during a critical period of their development
    - - UG may be adecuate for expalining L1, but it is not adecuate for L2 learning of older learners
    - - Universal grammar offers the best perspective from which to undrestand second language acquisition.
    - - Step Krashen(1982)
        
        develope the Monitor Model which consist of 5 hypothesis:
        
        Acquisitional Learning
        
        Acquisition through language exposure
        
        No conscious attention
        
        Monitor
        
        Use the acquisition in communication
        
        Minor changes and polishing rules and patterns
        
        Time and knowledge of relevant rules
        
        Natural order
        
        Predictable secuences
        
        Language rules that are easiest to state are not the first to be acquire
        
        Comprehensible Input
        
        Language from exposure has to be comprehensible
        
        Input also has to be unknown or beyond the
        
        The Affective Filter
        
        Negative actitudes hinder acquisition
        
        Anxiety, boredome, lack of motivation. etc.
  - - - Building up of knowledge that can become automatic when speaking and undestanding.
      - Robert Dekeyser(1998),Richard Schmidt(2001), and others:
        
        Have suggested that learners must pay attention to any aspect of the language that they are trying to learn or to produce.
      - Process:
        
        Attention to language features
        
        Practicing the features for proccesing easily
        
        Use of features automatically
  - - - The frecuency with wich learner encaunter specific linguistic features in the input and the frecuency with which feature occure together.
    - - They suggets that most learning, including language learning, star with declarative knowledge, that is knowing that we are aware of having,for ex: a grammar rule.
  - - - Describe the competition Model as an explanation fotr both first and language second acquisition that takes into account not only language from but also language meaning and language use.
  - - - Age
        
        Older learners´ brains activate L1 processing areas and other areas.
        
        Young learners show activations only in the processin areas.
      - Proficiency
        
        Higher proficiency of L2 activates the areas for L1 processing.
  - - - They have argued that conventional interaction is an essential, if not sufficient, for second language acquisition.
      - Input is made comprehensible through modified interaction
    - - Opportunities to interact with other speakers
      - Working together to reach understanding.
    - - Linguistic simplification :
      - Elaboration
      - Slower speach rate
      - Gesture
      - Contextual cues
    - - Comprehension checks
      - Self repetition or paraphrase
      - Clarification request
  - - - Pay attention to the language features
      - Analize the functions of the features
    - - In some language, it can be flexible or strong
  - - - The processing and the development of the language features in the language learning process.
    - - Position of the language features influence processing
      - Different rates.
      - Some order or sequence
  - - - Implementing of 3 principles for participating L2 in a foreing language classroom.
        
        Interactive
        
        Meaninful
        
        Task essential forms
  - - - Producing language (out put) make barners pay more attention to the language features they use.
        
        Collaborative Dialogues
        
        Co- construction of linguistic knowledge while engaging in production tasks with other learners.