(Exclusively for Language Acquisition) X. AKSHAY JOSEPH DYLON II M. A. Eng Lit St. Joseph’s College (Autonomous) Trichy – 620 002 Email ID: akshayjosephdylon@gmail.com Mob: 91 5241 52462 ABSTRACT A tension (about the subject and the fear towards the teachers) free teaching/learning process is possible with the peer learning methodology. This paper argues that the importance given for peer learning pedagogy in the curriculum could be mounted up a little more, in particular for language learning
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and academic texts – a purpose that remains until today. Indeed, several publications focus on the instrumental approach across different fields of knowledge, taking as its basis not only reading and its strategic competences but the learning of language structures that might contribute to an efficient reading process. On digital distance learning, the instrumental approach to ESP is yet predominant which can be explained by the novelty of the modality in the country in the sense that time to adjust
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Krashen’s model for second language learning. It will define each hypothesis and discuss a number of practical implications of Krashen’s model for the classroom. The implications will focus primarily on the “Input Hypothesis” and the “Affective Filter Hypothesis” which are the cornerstones of his model. This essay will also briefly discuss some criticisms of the model. Krashen’s Theory for Second Language Acquisition Krashen’s theory consists of five hypotheses: 1) The Acquisition-Learning Hypothesis;
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Die Sache mit dem Schwein „Die Deutschen haben mein Schwein gestohlen“, sagte der alte Nachbar. „Sie sind aus den Bergen gekommen. Mitten in der Nacht haben sie an die Tür geklopft, und ich habe aufgemacht. Sie haben gesagt, dass sie nur etwas trinken wollen, und ich habe sie hereingelassen. Sie haben meinen Wein getrunken, und dann haben sie das Schwein gesehen und haben es einfach mitgenommen.“ „Aber Gino“, sagte Leonardo und klopfte ihm auf die Schulter, „das ist vor vielen Jahren gewesen
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lesson in the course was about learners’ characteristics. Lightbown and Spada (2006) have mentioned some factors such as ‘intelligence, aptitude, learning style, personality, motivation, attitudes, identity, beliefs and age’ which may affect the language learning ability and the teaching process. Talking about ‘intelligence’ and ‘aptitude’, they explained that individuals have different strengths and weaknesses. Therefore, a method which is effective in teaching a group of learners may prove to be
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interacted in other country, people should learn one language different from their native language at least. Since learning a second language contributes to their knowledge and extends their horizons. By this way, people have more tendencies to be able to learn a foreign language. People try to learn the language which they choose at different places such as school, language courses or in foreign countries. And, people can try to learn any foreign language whenever they want. However, children have more
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Learning English in Young Age: Children learn English as another Language Introduction There seems to be no optimum age for learning a language, according to linguistics experts. Singleton (1995) writes, “There is no point at which vocabulary acquisition can be predicted to cease.” Adults have several advantages over children when it comes to learning foreign language, especially English. Research by Harold B. Dunkel and Roger A. Pillet in 1957 assessed both adult beginning learners of French
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Hugvísindasvið Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs Einar Garibaldi Stefánsson Maí 2013 Háskóli Íslands Hugvísindasvið Enska Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs í ensku Einar Garibaldi Stefánsson Kt.: 030382-4209 Leiðbeinandi: Ásrún Jóhannsdóttir Maí 2013 Abstract This paper looks into the competence of second language acquisition by investigating how second language is acquired. Furthermore
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his thesis, using quantitative approach, examined the negative impact of Chinese on university students°Ø English writing in organization, grammar, expression as well as usage of words. The aim of this study was to make clear the variety of the negative transfer of Chinese in university students°Ø English writing and give some suggestions so that both teachers and students could get inspiration or help from it in their teaching or learning of English writing. Sixty students participated in the study
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3.1. Research Design This study is carried out with a one group pre-test and post-test design. In this experimental research, the implementation of discovery-learning through IGI (independent variable) will be monitored, and acquisition about English tenses and learners’ motivation (dependent variables) will be measured. The grammar points in this research are English tenses. A pre-test and a post-test are designed to be the same. An anonymous questionnaire on motivation
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