[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 discusses 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 drills.
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 utterances but\Nwith the messages they are conveying
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,,It is all 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 the 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,,or 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 the\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,,motivation, 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 involved components.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Teachers can identify their 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 which\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 style is an individual's natural\Nhabitual,
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,,Reid, 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 styles,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and cognitive learning styles.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Perceptual learning style includes:
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 styles, 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 varied 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 foreign 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 a 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 are ready to correct their 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 other behavior
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,,extensive teacher 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 weak 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 the illogical nature of its\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 ease
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 may 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.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Conscious attempts to arrange words
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,according to the syntactic patterns of \Nmother tongue
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,results in literal translation, and \Nproduces ungrammatical sentences.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The tendency to replace
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the sounds and structures of the \Nsecond language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with those of mother tongue is known as
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,pull of mother tongue
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or in psychological terms
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,transfer.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Transfer of learning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is the application of skills, \Nknowledge,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and/or attitudes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that we learned in one situation to\Nanother learning situation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Perkins, 1992.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Transfer may be either positive or \Nnegative.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If the habits of first language help in\Nthe learning of the second,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it is called positive transfer or\Nfacilitation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Positive impact is seen in acquiring \Nvocabulary and sentence pattern
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,through comparing and contrasting.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If the former hinders the acquisition of \Nthe letter,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it is called negative transfer or \Ninterference.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Negative transfer is seen
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,while learning certain grammatical \Nstructures and pronunciation.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If the learning of one subject or \Nactivity neither facilitates
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,nor interferes with the learning \Nof another subject or activity,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it is called zero transfer.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Spelling, vocabulary,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the diversity of the word meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,English language is enriched with great\Namount of words.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,These words are not limited to one \Nsingle meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Each word has shades of meaning,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which are categorized as connotative \Nor denotative,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it gives different impressions in\Ndifferent situations.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,For example,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the word "hard" have various shades \Nof meaning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"The stone is hard".
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This shows quality.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"You must work hard".
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,More, labour is needed.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"His hard luck".
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This shows misfortune.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"He is hard of hearing".
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It means he is deaf.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,For a second language learner,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,this creates much confusion.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They learn the meaning of several words,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but don't really learn their application,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and therefore can't benefit from them\Nwhile using language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The irregular nature of English spelling
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is another problem for a second \Nlanguage learner.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,English has 44 discreet sounds of \Nphonemes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with an alphabet made of 26 letters.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The letter to phoneme correspondence is\Nnot consistent.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One letter has, with a few exceptions,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,more sounds than one in different words or\Neven in the same word;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,example,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the letter 'c' in the words:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,cat, cycle, cancel,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,success, vacancy;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the letter 'g' in:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,age, bag, geography,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,gorgeous, etcetera.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Lack of motivation
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learners find it boring and difficult \Nto learn
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,a second language which is very much\Ndifferent from the native language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learning English is something they \Nhave to do,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,not something they want to do.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Some of the demotivating factors are;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the teacher personality,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,commitment,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,competence,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and teaching method,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the learner's reduced self confidence,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,negative attitude towards second \Nlanguage learning
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,nature of evaluation system,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,uninteresting course books and school\Nenvironment.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One key to increase motivation among the \Nheterogeneous learners
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is to design and use activities,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which match the learners varied language\Nlearning needs,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and goals by a competent and creative\Nteacher.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Insufficient time,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,resources and materials.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Number of files allotted for learning \NEnglish,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the opportunity to get exposed to,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and use the language is too less.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The resources and the materials
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to aid L2 learning, are sparce
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Learners do not get any opportunity to\Ncommunicate with native speakers,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or even with their peers at school \Nin the target language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Thus they miss communicative competence.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They hardly read or listen to \NEnglish news, literature,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,article or anything that enhances the\Nlearners' skill.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Thus they miss the listening and\Nreading skill
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which is very important in acquiring a\Nsecond language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The availability of right type of \Nmaterials,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,good library facilities, and \Naudiovisual aids
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,will make learning of English interesting\Nand effective.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Overcrowded classrooms.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Is the number of students in a class\Nis too high,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it is difficult to meet the individual \Nneeds
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of a diverse group of lively learners.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Group activities like roleplay, \Ndiscussion, debates, etcetera,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,cannot be successfully carried out in \Nan overcrowded classroom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Effective participation of each \Nstudent
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,cannot be ensured.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Teaching learning process and evaluation \Nstrategies
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,will be under threat,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which result in low achievement.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,To conclude,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,language acquisition is a subconscious \Nprocess.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language acquirers
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,are not consciously aware of the \Ngrammatical rules of the language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but rather develop a feel for correctness.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In non-technical language, acquisition is\Npicking up a language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,On the other hand,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,language learning refers to the conscious\Nknowledge of a language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,knowing the rules, being aware of them,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and being able to talk about them.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Language learning can be compared to \Nknowing about the language.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,To court Richard Bentley,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Every living language
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,like the perspiring bodies of living\Ncreatures,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is in perpetual motion and alteration;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,some words go off, and become obsolete;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,others are taken in,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and by degrees grow into common use;
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or the same word is inverted to a new \Nsense or notion,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which in tract of time
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,makes an observable change in the air
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and features of a language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as age makes in the lines and mien of \Na face."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Before moving to the next session,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,please try to answer the following \Nquestions:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Point out the factors influencing\Nacquisition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What are the major problems in \Nacquiring a second language?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What is transfer of learning?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Mention different types of transfer \Nof learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,At present to what extend
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,does the infrastructural facilities in\Nschools
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,aid in learning the second language,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Substantiate.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,For further references.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The English Teacher's Hand Book
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,by T.C. Baruah.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Sterling Publishers,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,private limited,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,New Delhi.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Contemporary English Teaching,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,by author M. Jesa.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,K.M.K Publications, Kollam.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Modern Teaching of English,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,by Nayyar Shamsi,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Published by
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Anmol Publications private limited,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,New Delhi.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hope you find the session informative.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Thank you.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Bye.