[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hi, friends!
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This module discuss about language \Nacquisition and language learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The factors influencing the acquisition \Nof a language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,like the learner factors, environmental \Nfactors and infrastructural factors
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are dealt in detail.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Acquisition and learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language acquisition is the process by\Nwhich humans acquired the capacity to
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,perceive and comprehend language. As well\Nas to produce and use language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Acquisition is implicit and subconscious\Nwhich take place in an informal situation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,According to Stephen Christian 1985, \Nlanguage acquisition does not require
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,extensive use of conscious grammatical \Nrules and tedious drill.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Acquisition requires meaningful \Ninteraction in the target language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,natural communication in which speakers\Nare connected,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,not with the form of their entrances but\Nwith the messages they are convenient
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and understanding.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language acquisition encompasses the \Ndevelopment of
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,four interdependent systems.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Pragmatic: communicative use of language\Nin a social context;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Phonological: perception and production of\Nsounds to form words;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Semantics: processing of meaning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and grammatical use of syntactic and\Nmorphological rules to combine words
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,into meaningful sentences.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The phonological and grammatical systems\Nconstitute the language form.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The pragmatic system describes
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,how language should be adapted
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to specific social situations
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in order to convey emotions
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and reinforce meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The term acquisition is used for L1
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the term learning is associated\Nwith L2.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Children acquire language through a \Nsubconscious process
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,during which they are unaware of \Ngrammatical rules,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that is no deliberator for to learn the\Nlanguage.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They pick up language in informal \Nsituations.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language acquisition is implicit, and\Neffortless as meaningful communication
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,occurs in natural environment.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,While communicating the message in the\Ntext is given more important
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,rather than the form.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,... connected through feedback or\Nwhen they hear the correct usages.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Later on, they can cut it themselves
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when they become masters of linguistic\Ngeneralizations.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They will be confident in using the \Nlanguage in the real life situations.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language learning is explicit and\Nconscious
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and takes place in a formal situation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The rules of the language are taught\Ndirectly
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and learning is the product of formal\Ninstruction.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is learning about a language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Children have the conscious knowledge of\Nthe new language, and can talk about it.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They can memorize the rules to solve a\Ngrammatical problem,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but when it comes to the practical level\Nof using the language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it may not work.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In the case of second language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,all the third or the fourth language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,this is what happens.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Whatever that is learned
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,meaningfully and naturally, is retained\Nand will become acquired.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Factors influencing acquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language learning is a habit formation,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and so,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if one's acquired it becomes automatic.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,According to Paul Roberts:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"When we learn the first language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we face the universe directly
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and learn to clothe it with speech.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,When we learn a second language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we tend to filter the universe through \Nthe language already known."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,By the time the child learns a second \Nlanguage,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,he is familiar with the system of\Nmother tongue.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,He has to set aside the rules and sets of\Nhis mother tongue
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to invite the habits of a new language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Factors influencing acquisition can be \Nbroadly classified into three.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They are:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learner factors.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Infrastructural factors.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Environmental factors.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The learner factors.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The learner factors influencing the \Nacquisition of a language are mainly:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Psychological, Physiological and\NSociological.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Factors like aptitude, attitude, \Ninterest, personality,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,multivision, age, sex, intelligence and \Nlearning styles come under this.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Aptitude
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Aptitude refers to the potential for \Nachievement.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,According to Carrol,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,foreign language aptitude consisted of\Nfour independent abilities.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They are:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Phonetic coding ability.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The ability to identify and memorize \Nnew sounds.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Grammatical sensitivity.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The ability to demonstrate awareness
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of the syntactic patterning of sentences \Nof a language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Root learning ability.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The ability to learn associations between\Nsounds and meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Inductive ability.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The ability to identify similarities and \Ndifferences
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in grammatical form and meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is not necessary that successful \Nlanguage learners
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are strong in all the envolved components.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Details can identify students \Nrequirements,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and select appropriate strategies to \Naccommodate
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,their differences in aptitude.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Personality
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The personality characteristics we\Ncan affect
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,language acquisition are:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Extroversion, introversion,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,self esteem, anxiety, etcetera.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Personality may be a major factor in the \Nacquisition of oral skills,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,not in reading and writing skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Introverted or anxious learners
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,make slower progress
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,especially in communication skill.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They try to get away from opportunities\Nto speak,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and express themselves.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The extroverts will take risks.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They will not worry about the mistakes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and make the advantage of opportunities\Nto interact.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Motivation
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is a strongly favor intrinsic\Nmotivation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Intrinsically motivated learners, try\Nfor excellence,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,autonomy and self-actualization.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A supportive and non-threatening learning\Natmosphere,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,naturally creates motivation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Through various activities, tasks and\Nlearning materials in the class,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the teacher can increase students interest\Nto learn language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A felt need, develops both intrinsic and\Nextrinsic motivation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learning styles
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learning styles is an individuals natural\Nhabitud
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and preferred way of absorbing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,processing and retaining new \Ninformation and skills.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,... 1995.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Each individual is different,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and process information in their own \Nunique ways.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Types of learning styles are: perceptual \Nlearning style,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and cognitive learning style.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Perceptual learning style include:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,visual, auditory and kinesthetic.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Visual learners have a preference for\Nseeing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Auditory learners best learn through\Nlistening.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And tactile or kinesthetic learners\Npreferred to learn through experience;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That is:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,moving, touching and doing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Cognitive learning style, are the mental\Nmechanisms
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that process the incoming information\Nthrough different sources.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Each individual learner has his own way\Nof processing information
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or approaching a task.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is known as his cognitive style.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,According to Ellis:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Cognitive style is a term used to refer
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to a manner in which people perceive
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,conceptualize, organize and recall \Ninformation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,While designing learning activities,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the teacher has to consider the students \Nwith valid learning styles.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Age
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Age is one of the characteristics which \Naffect language acquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learners who have a solid skill in their\Nown language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are found to acquire a new language\Nmore easily.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Motivated adults learn language more \Neasily,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but struggles to achieve correct\Npronunciation
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because of the problems of the transfer
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of the habits of native language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They feel it difficult to recognize the\Nsounds of the ... in language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Young children show greater flexibility
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in identifying the sounds of the language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,remembering them and reproducing them.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They are less conscious about the mistakes\Nmade,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and already to correct the mistakes\Nwithout hesitation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This will foster language acquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Sex
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Girls are found to excel voice in \Nlanguage learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They start talking earlier than boys,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and uses grammatically correct
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and complex sentences.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Auditory sensitivity and all behaviour
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is not the same for boys and girls.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The fact that girls mature earlier than\Nboys,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has direct implications for language\Nacquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Attitude
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language attitude is the feeling one has\Nabout language learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is greatly influenced by the learning\Nsituation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Teacher, language, classroom, books, \Nfriends, homework,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the school as such determine students'\Nattitude towards language learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Spolsky says,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"In a typical language situation there are\Na number of people
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,whose attitude to each other can be \Nsignificant:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the learner, the teacher,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the learner's peers and parents, and the \Nspeakers of the language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Each relationship might well be shown to\Nbe a factor
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,controlling the learners' motivation to\Nacquire a language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A positive or a negative attitude towards\Nlanguage learning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,can be developed in children by the\Ninfluence of these factors.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Positive attitude for language learning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be created through a congenial \Nand motivating environment in school.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Interest
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Teachers need to design creative \Nactivities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to evoke student interest in language \Nlearning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Clarity and relevance of the language\Nlearning goals.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Extend of feature and pure support,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,learning language through fun and games,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,all creates interest in learner.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,As Einstein said,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,interest is the best teacher,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,without interest, the best learning\Nsituations will prove to be ineffective.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Intelligence
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Intelligence plays a very important role\Nin language acquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Kinesthetic intelligence is the ability to\Nuse the physical actions
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with linguistic responses to express ideas\Nmore clearly.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,While taking part in group discussions,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the learners are using interpersonal\Nintelligence.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Grammar analysis
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,falls into the logical intelligence.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The stress timed rhythmic nature of \NEnglish language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the need to communicate using melody, and\Nrhythm in a language class
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,points to the need for musical \Nintelligence.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learning language through the knowledge \Nabout self
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,focuses to intrapersonal intelligence.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Linguistic intelligence involves the \Nsensitivity
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to spoken and written language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The ability to learn language, and the\Ncapacity to use language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to accomplish certain goals:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The opportunities for learning,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the motivation to learn,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the individual difference in\Nintelligence,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,aptitude, personality,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and also, learning styles
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,play an important role in the rate of \Nlearning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and success in learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The teacher should consider learners\Nindividual aptitudes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,personalities and learning styles
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,into account to create a learning \Nenvironment conducive to all.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The environmental factors
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The environmental factors include both
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,school and family.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The classroom should provide a favorable
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,democratic environment for language \Nlearning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Maximum exposure in target language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be given in the schools.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Cooperative rather than competitive\Natmosphere,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,free from tension has to be maintained in \Nthe classroom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A felt need to learn the language for real\Nlife communication
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be evoked in students.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The teacher should be aware of the \Nindividual difference
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and has to provide learning experience \Nsuitably.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The week and the gifted
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be considered according to their\Nlanguage needs.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A tolerant attitude has to be adopted
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to student errors while using language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There is a marked relationship between\Nthe child's linguistic development
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and socio-economic status.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The teacher should also consider this\Naspect of the students
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,while planning for language learning \Nprograms.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The infrastructural factors
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The infrastructural facilities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's magnitude and quality
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,depends upon the strength, interest\Nand vision of the organization
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which manages the institution.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Facilities to use the equipments like \Naudiovisual aids,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,language laboratories, libraries, \Netcetera.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which provides maximum exposure and \Npractice in the target language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be arranged in schools.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,First time experience to use the target \Nlanguage
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as interacting with the native speakers,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,spacious classroom with facilities to \Ncontact learning activities like roleplay,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,discussions debates, dramatization, \Netcetera.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where the students use the language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,has to be provided.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Problems in acquiring English as a \Nsecond language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learning a second language is always a \Nchallenge
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in a place where people hardly use it in\Ntheir daily life.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Second language learners face several\Ndifficulties to gain
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,good command over a foreign language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,English presents a number of issues to non\Nnative speakers
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because of their illogical nature of his\Nspelling, pronunciation
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and unique grammatical rules.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The pull of mother tongue.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,When a child begins to learn a second \Nlanguage,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,he has acquired his mother tongue,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the system which he can use with ...
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So whenever he wants to express something\Nin second language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,he has to keep the habit of the first \Nlanguage in check
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in order to produce the new sounds \Nand structures.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It will be difficult for him
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to produce the distinctive sounds of the\Nsecond language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as his years are accustomed
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with the sounds of the first language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Thus, he replaces the sounds of the \Nsecond language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with the similar sounds in his mother\Ntongue.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Suprasegmental features have great impact\Nin English language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which mean not be so pronounced in\Nmother tongue.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The natural word order of sentence in\Nthe mother tongue
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,may be different from that of English.