Language Acquisition VS. Language Learning

Honelako gehiago

PRESENT PERFECT CONTINUOUS

Paula Navarrete‑k egina

The Mali Empire

Marwa Babak [Student]‑k egina

COMMUNICATIVE PROFICIENCY

Verbena Wilburg‑k egina

Belarus

Tobias Weihmann‑k egina

Language Acquisition VS. Language Learning

Imitation

Baby stars to say "mom"

Social Transmission

Don´t think about the verb tense structure

Internal Action

Non- Translation Approach

Personal

Inductive

A teacher teaches you the rule of something and then gives you exercises to do

Focus on Spoken

Practice

Conversations with native people

Natural System

Aptitude

Defects of the speech organs

Subconscious

Antepresente (he amado, he comido, he subido)

Age and brain maturity

Prior L enlargement and know-how

Learner’s traits and situational factors

Language acquisition device

Nativity

Culture and status

Cognition abilities

Experiences and exposure

Companionship

Persona and lifestyle

Home and social environ

Outlook and aptitude

Intelligence, concentration and curiosity

Context

Age and sex

Input hypothesis

Urge for correctnes

Unaware of grammar

Unconcious

Implied an unconscious and implicit medium

Stages of LA

Telegraphic stage

Accumulating words together

Two-word stage

Holophrastic Stage

Single word

Early vocalizations

Verbal interaction

Parents/Siblings

Cognitive progression

Unware

Syntactic structures

Grammatical conventions

Intuitive

Domains

Correction

Student don´t want to participate to read

Cultural Transmission

Must learn the verb tense structure

External Action

Translation Approach

Technical

Deductive

The teacher asks you to do an activity so that by doing it yourself, you learn

Focus on Written

Theory

Learn the language structure

Attitude

Listen music

Movies in target language

Conscious

Present perfect tense (s + have/has + verb past participle)

Theoretical Underpinning

Stephen Krashen

Monitor hypothesis

Optimal

Under users

Over users

Conscious of rules

Cognizant

Factors Affecting

Personality and instructional vista

Attitude and cognitive style

Age, sex, context and input factors.

Motivation

Language ego

Language anxiety

Review of Related Literature

Ghani (2003)

Expansively scrutinized the approaches with respect to LL

Lightbown and Spada (2001)

acquisition transpires all through the formative epoch of acquirer’s life

Leaver et al (2005)

Variance

whether (L1), (L2) or (L3) is being acquired

Robbins (2007)

unveiled LA indispensable of all lingua franca

Maslo (2007)

LA as an acquisitioned phenomenon

Exploits conscious and explicit mode

strategies

Memorization strategies

Meta-cognitive strategies

Communication strategies

Rehearsal strategies

Cover strategies

Retrieval strategies

Cognizant/intentional activity

Deliberate endeavor

Concious