ACQUISITION AND LEARNING FACTORS INFLUENCING ACQUISITION OF A LANGUAGE …
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0:27 - 0:28Hi, friends!
-
0:28 - 0:33This module discusses about language
acquisition and language learning. -
0:33 - 0:37The factors influencing the acquisition
of a language, -
0:37 - 0:42like the learner factors, environmental
factors and infrastructural factors -
0:42 - 0:44are dealt in detail.
-
0:45 - 0:46Acquisition and learning.
-
0:47 - 0:53Language acquisition is the process by
which humans acquired the capacity to -
0:53 - 0:59perceive and comprehend language, as well
as, to produce and use language. -
1:00 - 1:06Acquisition is implicit and subconscious
which take place in an informal situation. -
1:07 - 1:13According to Stephen Christian 1985,
language acquisition does not require -
1:13 - 1:18extensive use of conscious grammatical
rules and tedious drills. -
1:19 - 1:23Acquisition requires meaningful
interaction in the target language, -
1:24 - 1:28natural communication in which speakers
are connected, -
1:28 - 1:34not with the form of their utterances but
with the messages they are conveying -
1:34 - 1:35and understanding.
-
1:36 - 1:40Language acquisition encompasses the
development of -
1:40 - 1:42four interdependent systems.
-
1:43 - 1:48Pragmatic: communicative use of language
in a social context. -
1:48 - 1:54Phonological: perception and production of
sounds to form words. -
1:54 - 1:57Semantics: processing of meaning
-
1:58 - 2:04and grammatical use of syntactic and
morphological rules to combine words -
2:04 - 2:06into meaningful sentences.
-
2:06 - 2:11The phonological and grammatical systems
constitute the language form. -
2:11 - 2:14The pragmatic system describes
-
2:14 - 2:16how language should be adapted
-
2:16 - 2:19to specific social situations
-
2:19 - 2:21in order to convey emotions
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2:21 - 2:23and reinforce meaning.
-
2:24 - 2:27The term acquisition is used for L1
-
2:27 - 2:30and the term learning is associated
with L2. -
2:31 - 2:35Children acquire language through a
subconscious process -
2:35 - 2:38during which they are unaware of
grammatical rules, -
2:38 - 2:41that is no deliberator for to learn the
language. -
2:42 - 2:45They pick up language in informal
situations. -
2:46 - 2:51Language acquisition is implicit, and
effortless as meaningful communication -
2:51 - 2:54occurs in natural environment,
-
2:55 - 2:58while communicating the message in the
text is given more important -
2:58 - 3:00rather than the form.
-
3:01 - 3:06It is all connected through feedback or
when they hear the correct usages. -
3:07 - 3:09Later on, they can cut it themselves
-
3:09 - 3:12when they become masters of the linguistic
generalizations. -
3:13 - 3:18They will be confident in using the
language in the real life situations. -
3:19 - 3:22Language learning is explicit and
conscious -
3:22 - 3:24and takes place in a formal situation.
-
3:25 - 3:28The rules of the language are taught
directly -
3:28 - 3:31and learning is the product of formal
instruction. -
3:31 - 3:34It is learning about a language.
-
3:34 - 3:40Children have the conscious knowledge of
the new language, and can talk about it. -
3:41 - 3:45They can memorize the rules to solve a
grammatical problem, -
3:45 - 3:49but when it comes to the practical level
of using the language, -
3:49 - 3:50it may not work.
-
3:51 - 3:53In the case of second language,
-
3:53 - 3:56or the third, or the fourth language,
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3:56 - 3:58this is what happens.
-
3:59 - 4:00Whatever that is learned
-
4:01 - 4:05meaningfully and naturally, is retained
and will become acquired. -
4:06 - 4:08Factors influencing acquisition.
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4:09 - 4:12Language learning is a habit formation,
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4:12 - 4:13and so,
-
4:13 - 4:16if one's acquired it becomes automatic.
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4:17 - 4:18According to Paul Roberts:
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4:19 - 4:21"When we learn the first language,
-
4:21 - 4:24we face the universe directly
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4:24 - 4:27and learn to clothe it with speech.
-
4:27 - 4:29When we learn a second language,
-
4:29 - 4:34we tend to filter the universe through
the language already known." -
4:35 - 4:37By the time the child learns a second
language, -
4:38 - 4:41he is familiar with the system of the
mother tongue. -
4:42 - 4:46He has to set aside the rules and sets of
his mother tongue -
4:46 - 4:49to invite the habits of a new language.
-
4:49 - 4:54Factors influencing acquisition can be
broadly classified into three. -
4:54 - 4:55They are:
-
4:55 - 4:56Learner factors.
-
4:57 - 4:58Infrastructural factors.
-
4:59 - 5:00Environmental factors.
-
5:01 - 5:02The learner factors.
-
5:02 - 5:06The learner factors influencing the
acquisition of a language are mainly -
5:07 - 5:10psychological, physiological and
sociological. -
5:10 - 5:15Factors like aptitude, attitude,
interest, personality, -
5:15 - 5:21motivation, age, sex, intelligence and
learning styles come under this. -
5:21 - 5:22Aptitude.
-
5:22 - 5:25Aptitude refers to the potential for
achievement. -
5:25 - 5:27According to Carrol,
-
5:27 - 5:32foreign language aptitude consisted of
four independent abilities. -
5:32 - 5:33They are:
-
5:33 - 5:35Phonetic coding ability.
-
5:35 - 5:39The ability to identify and memorize
new sounds. -
5:39 - 5:41Grammatical sensitivity.
-
5:41 - 5:44The ability to demonstrate awareness
-
5:44 - 5:47of the syntactic patterning of sentences
of a language. -
5:49 - 5:50Root learning ability.
-
5:50 - 5:54The ability to learn associations between
sounds and meaning. -
5:55 - 5:56Inductive ability.
-
5:56 - 6:00The ability to identify similarities and
differences -
6:00 - 6:02in grammatical form and meaning.
-
6:03 - 6:06It is not necessary that successful
language learners -
6:06 - 6:09are strong in all the involved components.
-
6:10 - 6:13Teachers can identify their students
requirements, -
6:13 - 6:17and select appropriate strategies to
accommodate -
6:17 - 6:19their differences in aptitude.
-
6:19 - 6:20Personality.
-
6:21 - 6:24The personality characteristics which
can affect -
6:24 - 6:26language acquisition are:
-
6:26 - 6:28Extroversion, introversion,
-
6:28 - 6:31self esteem, anxiety, etcetera.
-
6:32 - 6:36Personality may be a major factor in the
acquisition of oral skills, -
6:36 - 6:39not in reading and writing skills.
-
6:40 - 6:42Introverted or anxious learners
-
6:42 - 6:44make slower progress
-
6:44 - 6:46especially in communication skill.
-
6:47 - 6:50They try to get away from opportunities
to speak -
6:50 - 6:51and express themselves.
-
6:52 - 6:54The extroverts will take risks.
-
6:55 - 6:57They will not worry about the mistakes,
-
6:57 - 7:00and make the advantage of opportunities
to interact. -
7:01 - 7:02Motivation
-
7:03 - 7:06This is a strongly favor intrinsic
motivation. -
7:07 - 7:10Intrinsically motivated learners, try
for excellence, -
7:11 - 7:13autonomy and self-actualization.
-
7:14 - 7:17A supportive and non-threatening learning
atmosphere -
7:17 - 7:20naturally creates motivation.
-
7:21 - 7:25Through various activities, tasks, and
learning materials in the class, -
7:26 - 7:30the teacher can increase students interest
to learn language. -
7:31 - 7:36A felt need develops both intrinsic and
extrinsic motivation. -
7:37 - 7:38Learning styles
-
7:39 - 7:42Learning style is an individual's natural
habitual, -
7:42 - 7:45and preferred way of absorbing,
-
7:45 - 7:49processing and retaining new
information and skills. -
7:49 - 7:51Reid, 1995.
-
7:52 - 7:54Each individual is different,
-
7:54 - 7:58and process information in their own,
unique ways. -
7:59 - 8:02Types of learning styles are: perceptual
learning styles, -
8:03 - 8:05and cognitive learning styles.
-
8:06 - 8:08Perceptual learning style includes:
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8:08 - 8:12visual, auditory and kinesthetic.
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8:13 - 8:15Visual learners have a preference for
seeing. -
8:16 - 8:19Auditory learners best learn through
listening. -
8:19 - 8:24And tactile or kinesthetic learners
preferred to learn through experience. -
8:24 - 8:25That is:
-
8:25 - 8:28moving, touching and doing.
-
8:29 - 8:32Cognitive learning styles, are the mental
mechanisms -
8:32 - 8:37that process the incoming information
through different sources. -
8:38 - 8:42Each individual learner has his own way
of processing information -
8:42 - 8:45or approaching a task.
-
8:45 - 8:48This is known as his cognitive style.
-
8:49 - 8:50According to Ellis:
-
8:51 - 8:54"Cognitive style is a term used to refer
-
8:54 - 8:58to a manner in which people perceive
-
8:58 - 9:02conceptualize, organize and recall
information. -
9:03 - 9:05While designing learning activities,
-
9:06 - 9:11the teacher has to consider the students
with varied learning styles. -
9:11 - 9:12Age
-
9:12 - 9:16Age is one of the characteristics which
affect language acquisition. -
9:17 - 9:20Learners who have a solid skill in their
own language, -
9:20 - 9:24are found to acquire a new language
more easily. -
9:25 - 9:29Motivated adults learn language more
easily, -
9:29 - 9:32but struggles to achieve correct
pronunciation -
9:32 - 9:35because of the problems of the transfer
-
9:35 - 9:37of the habits of native language.
-
9:38 - 9:42They feel it difficult to recognize the
sounds of the foreign language. -
9:43 - 9:45Young children show greater flexibility
-
9:46 - 9:48in identifying the sounds of a language,
-
9:48 - 9:51remembering them and reproducing them.
-
9:51 - 9:54They are less conscious about the mistakes
made, -
9:55 - 9:58and are ready to correct their mistakes
without hesitation. -
9:58 - 10:01This will foster language acquisition.
-
10:02 - 10:03Sex
-
10:03 - 10:07Girls are found to excel voice in
language learning. -
10:08 - 10:10They start talking earlier than boys,
-
10:10 - 10:12and uses grammatically correct
-
10:12 - 10:14and complex sentences.
-
10:15 - 10:18Auditory sensitivity and other behavior
-
10:18 - 10:21is not the same for boys and girls.
-
10:21 - 10:25The fact that girls mature earlier than
boys -
10:25 - 10:28has direct implications for language
acquisition. -
10:28 - 10:29Attitude
-
10:30 - 10:35Language attitude is the feeling one has
about language learning. -
10:35 - 10:38It is greatly influenced by the learning
situation. -
10:39 - 10:44Teacher, language, classroom, books,
friends, homework, -
10:45 - 10:50and the school as such determine students'
attitude towards language learning. -
10:51 - 10:52Spolsky says,
-
10:52 - 10:56"In a typical language situation there are
a number of people -
10:56 - 10:59whose attitude to each other can be
significant: -
11:00 - 11:02the learner, the teacher,
-
11:02 - 11:07the learner's peers and parents, and the
speakers of the language. -
11:07 - 11:11Each relationship might well be shown to
be a factor -
11:12 - 11:16controlling the learners' motivation to
acquire a language. -
11:17 - 11:21A positive or a negative attitude towards
language learning -
11:21 - 11:25can be developed in children by the
influence of these factors. -
11:25 - 11:28Positive attitude for language learning
-
11:28 - 11:33has to be created through a congenial
and motivating environment in school. -
11:34 - 11:35Interest
-
11:36 - 11:39Teachers need to design creative
activities -
11:39 - 11:42to evoke student interest in language
learning. -
11:43 - 11:47Clarity and relevance of the language
learning goals, -
11:48 - 11:50extensive teacher and pure support,
-
11:51 - 11:53learning language through fun and games,
-
11:53 - 11:56all creates interest in learner.
-
11:56 - 11:57As Einstein said,
-
11:58 - 11:59interest is the best teacher,
-
12:00 - 12:05without interest, the best learning
situations will prove to be ineffective. -
12:05 - 12:06Intelligence
-
12:07 - 12:12Intelligence plays a very important role
in language acquisition. -
12:12 - 12:17Kinesthetic intelligence is the ability to
use the physical actions -
12:17 - 12:21with linguistic responses to express ideas
more clearly. -
12:22 - 12:24While taking part in group discussions,
-
12:25 - 12:28the learners are using interpersonal
intelligence. -
12:29 - 12:30Grammar analysis
-
12:30 - 12:33falls into the logical intelligence.
-
12:33 - 12:37The stress timed rhythmic nature of
English language, -
12:37 - 12:42the need to communicate using melody, and
rhythm in a language class -
12:42 - 12:45points to the need for musical
intelligence. -
12:46 - 12:48Learning language through the knowledge
about self -
12:49 - 12:51focuses to intrapersonal intelligence.
-
12:52 - 12:55Linguistic intelligence involves the
sensitivity -
12:55 - 12:58to spoken and written language.
-
12:58 - 13:02The ability to learn language, and the
capacity to use language -
13:02 - 13:04to accomplish certain goals:
-
13:05 - 13:07The opportunities for learning,
-
13:07 - 13:09the motivation to learn,
-
13:09 - 13:11the individual difference in
intelligence, -
13:12 - 13:13aptitude, personality,
-
13:14 - 13:16and also, learning styles
-
13:16 - 13:19play an important role in the rate of
learning, -
13:19 - 13:21and success in learning.
-
13:21 - 13:26The teacher should consider learners'
individual aptitudes, -
13:26 - 13:28personalities, and learning styles
-
13:28 - 13:33into account to create a learning
environment conducive to all. -
13:34 - 13:36The environmental factors
-
13:36 - 13:39The environmental factors include both
-
13:39 - 13:41school and family.
-
13:42 - 13:44The classroom should provide a favorable,
-
13:44 - 13:47democratic environment for language
learning. -
13:48 - 13:51Maximum exposure in target language
-
13:51 - 13:54has to be given in the schools.
-
13:55 - 13:58Cooperative rather than competitive
atmosphere, -
13:59 - 14:03free from tension has to be maintained in
the classroom. -
14:03 - 14:08A felt need to learn the language for real
life communication -
14:08 - 14:10has to be evoked in students.
-
14:11 - 14:14The teacher should be aware of the
individual difference, -
14:14 - 14:18and has to provide learning experience
suitably. -
14:19 - 14:20The weak and the gifted
-
14:21 - 14:24has to be considered according to their
language needs. -
14:24 - 14:27A tolerant attitude has to be adopted
-
14:28 - 14:31to student errors while using language.
-
14:31 - 14:36There is a marked relationship between
the child's linguistic development -
14:36 - 14:38and socio-economic status.
-
14:38 - 14:42The teacher should also consider this
aspect of the students -
14:42 - 14:45while planning for language learning
programs. -
14:46 - 14:48The infrastructural factors
-
14:48 - 14:50The infrastructural facilities,
-
14:50 - 14:52it's magnitude, and quality
-
14:52 - 14:57depends upon the strength, interest
and vision of the organization -
14:57 - 14:59which manages the institution.
-
15:00 - 15:04Facilities to use the equipments like
audiovisual aids, -
15:04 - 15:07language laboratories, libraries,
etcetera. -
15:08 - 15:13which provides maximum exposure and
practice in the target language -
15:13 - 15:15has to be arranged in schools.
-
15:17 - 15:20First time experience to use the target
language, -
15:20 - 15:23as interacting with the native speakers,
-
15:23 - 15:28spacious classroom with facilities to
contact learning activities like roleplay, -
15:28 - 15:31discussions debates, dramatization,
etcetera, -
15:31 - 15:33where the students use the language
-
15:34 - 15:36has to be provided.
-
15:36 - 15:40Problems in acquiring English as a
second language. -
15:41 - 15:44Learning a second language is always a
challenge -
15:44 - 15:49in a place where people hardly use it in
their daily life. -
15:50 - 15:53Second language learners face several
difficulties to gain -
15:54 - 15:56good command over a foreign language.
-
15:57 - 16:01English presents a number of issues to non
native speakers -
16:02 - 16:05because of the illogical nature of its
spelling, pronunciation, -
16:05 - 16:08and unique grammatical rules.
-
16:08 - 16:09The pull of mother tongue.
-
16:10 - 16:13When a child begins to learn a second
language, -
16:14 - 16:16he has acquired his mother tongue,
-
16:16 - 16:19the system which he can use with ease
-
16:20 - 16:24So, whenever he wants to express something
in second language, -
16:25 - 16:28he has to keep the habit of the first
language in check -
16:29 - 16:32in order to produce the new sounds
and structures. -
16:33 - 16:34It will be difficult for him
-
16:35 - 16:38to produce the distinctive sounds of the
second language -
16:38 - 16:40as his years are accustomed
-
16:41 - 16:43with the sounds of the first language.
-
16:43 - 16:47Thus, he replaces the sounds of the
second language -
16:47 - 16:50with the similar sounds in his mother
tongue. -
16:50 - 16:55Suprasegmental features have great impact
in English language -
16:55 - 16:58which may not be so pronounced in
mother tongue. -
16:59 - 17:02The natural word order of sentence in
the mother tongue -
17:02 - 17:05may be different from that of English.
-
17:06 - 17:09Conscious attempts to arrange words
-
17:09 - 17:12according to the syntactic patterns of
mother tongue -
17:12 - 17:18results in literal translation, and
produces ungrammatical sentences. -
17:18 - 17:20The tendency to replace
-
17:20 - 17:23the sounds and structures of the
second language -
17:23 - 17:26with those of mother tongue is known as
-
17:26 - 17:28pull of mother tongue
-
17:28 - 17:30or in psychological terms
-
17:30 - 17:31transfer.
-
17:32 - 17:33Transfer of learning
-
17:33 - 17:36is the application of skills,
knowledge, -
17:36 - 17:38and/or attitudes,
-
17:38 - 17:43that we learned in one situation to
another learning situation. -
17:43 - 17:46Perkins, 1992.
-
17:46 - 17:49Transfer may be either positive or
negative. -
17:50 - 17:54If the habits of first language help in
the learning of the second, -
17:54 - 17:58it is called positive transfer or
facilitation. -
17:58 - 18:03Positive impact is seen in acquiring
vocabulary and sentence pattern -
18:04 - 18:06through comparing and contrasting.
-
18:06 - 18:09If the former hinders the acquisition of
the letter, -
18:10 - 18:13it is called negative transfer or
interference. -
18:14 - 18:16Negative transfer is seen
-
18:16 - 18:20while learning certain grammatical
structures and pronunciation. -
18:21 - 18:25If the learning of one subject or
activity neither facilitates -
18:25 - 18:29nor interferes with the learning
of another subject or activity, -
18:29 - 18:32it is called zero transfer.
-
18:32 - 18:34Spelling, vocabulary,
-
18:34 - 18:37and the diversity of the word meaning.
-
18:38 - 18:41English language is enriched with great
amount of words. -
18:42 - 18:46These words are not limited to one
single meaning. -
18:47 - 18:49Each word has shades of meaning,
-
18:49 - 18:53which are categorized as connotative
or denotative, -
18:53 - 18:57and it gives different impressions in
different situations. -
18:58 - 18:59For example,
-
18:59 - 19:03the word "hard" have various shades
of meaning. -
19:04 - 19:05"The stone is hard".
-
19:06 - 19:07This shows quality.
-
19:08 - 19:09"You must work hard".
-
19:10 - 19:12More, labour is needed.
-
19:13 - 19:15"His hard luck".
-
19:15 - 19:17This shows misfortune.
-
19:17 - 19:19"He is hard of hearing".
-
19:20 - 19:21It means he is deaf.
-
19:22 - 19:23For a second language learner,
-
19:23 - 19:25this creates much confusion.
-
19:26 - 19:28They learn the meaning of several words,
-
19:29 - 19:31but don't really learn their application,
-
19:31 - 19:35and therefore can't benefit from them
while using language. -
19:36 - 19:38The irregular nature of English spelling
-
19:38 - 19:41is another problem for a second
language learner. -
19:42 - 19:45English has 44 discreet sounds of
phonemes, -
19:46 - 19:49with an alphabet made of 26 letters.
-
19:49 - 19:53The letter to phoneme correspondence is
not consistent. -
19:53 - 19:56One letter has, with a few exceptions,
-
19:56 - 20:01more sounds than one in different words or
even in the same word; -
20:01 - 20:02example,
-
20:02 - 20:04the letter 'c' in the words:
-
20:04 - 20:07cat, cycle, cancel,
-
20:07 - 20:09success, vacancy;
-
20:09 - 20:10and the letter 'g' in:
-
20:10 - 20:13age, bag, geography,
-
20:13 - 20:15gorgeous, etcetera.
-
20:15 - 20:17Lack of motivation
-
20:17 - 20:20Learners find it boring and difficult
to learn -
20:21 - 20:25a second language which is very much
different from the native language. -
20:26 - 20:29Learning English is something they
have to do, -
20:29 - 20:31not something they want to do.
-
20:32 - 20:34Some of the demotivating factors are;
-
20:34 - 20:36the teacher personality,
-
20:36 - 20:37commitment,
-
20:37 - 20:38competence,
-
20:38 - 20:39and teaching method,
-
20:40 - 20:42the learner's reduced self confidence,
-
20:42 - 20:45negative attitude towards second
language learning -
20:45 - 20:47nature of evaluation system,
-
20:47 - 20:50uninteresting course books and school
environment. -
20:51 - 20:55One key to increase motivation among the
heterogeneous learners -
20:56 - 20:58is to design and use activities,
-
20:58 - 21:02which match the learners varied language
learning needs, -
21:02 - 21:05and goals by a competent and creative
teacher. -
21:06 - 21:08Insufficient time,
-
21:08 - 21:10resources and materials.
-
21:10 - 21:13Number of files allotted for learning
English, -
21:14 - 21:16and the opportunity to get exposed to,
-
21:17 - 21:19and use the language is too less.
-
21:20 - 21:21The resources and the materials
-
21:21 - 21:25to aid L2 learning, are sparce
-
21:26 - 21:31Learners do not get any opportunity to
communicate with native speakers, -
21:31 - 21:35or even with their peers at school
in the target language. -
21:35 - 21:38Thus they miss communicative competence.
-
21:39 - 21:43They hardly read or listen to
English news, literature, -
21:43 - 21:48article or anything that enhances the
learners' skill. -
21:48 - 21:52Thus they miss the listening and
reading skill -
21:52 - 21:55which is very important in acquiring a
second language. -
21:56 - 21:58The availability of right type of
materials, -
21:59 - 22:02good library facilities, and
audiovisual aids -
22:02 - 22:06will make learning of English interesting
and effective. -
22:07 - 22:09Overcrowded classrooms.
-
22:09 - 22:13Is the number of students in a class
is too high, -
22:13 - 22:16it is difficult to meet the individual
needs -
22:16 - 22:18of a diverse group of lively learners.
-
22:19 - 22:23Group activities like roleplay,
discussion, debates, etcetera, -
22:23 - 22:27cannot be successfully carried out in
an overcrowded classroom. -
Not SyncedEffective participation of each
student -
Not Syncedcannot be ensured.
-
Not SyncedTeaching learning process and evaluation
strategies -
Not Syncedwill be under threat,
-
Not Syncedwhich result in low achievement.
-
Not SyncedTo conclude,
-
Not Syncedlanguage acquisition is a subconscious
process. -
Not SyncedLanguage acquirers
-
Not Syncedare not consciously aware of the
grammatical rules of the language, -
Not Syncedbut rather develop a feel for correctness.
-
Not SyncedIn non-technical language, acquisition is
picking up a language. -
Not SyncedOn the other hand,
-
Not Syncedlanguage learning refers to the conscious
knowledge of a language, -
Not Syncedknowing the rules, being aware of them,
-
Not Syncedand being able to talk about them.
-
Not SyncedLanguage learning can be compared to
knowing about the language. -
Not SyncedTo court Richard Bentley,
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Not Synced"Every living language
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Not Syncedlike the perspiring bodies of living
creatures, -
Not Syncedis in perpetual motion and alteration;
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Not Syncedsome words go off, and become obsolete;
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Not Syncedothers are taken in,
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Not Syncedand by degrees grow into common use;
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Not Syncedor the same word is inverted to a new
sense or notion, -
Not Syncedwhich in tract of time
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Not Syncedmakes an observable change in the air
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Not Syncedand features of a language,
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Not Syncedas age makes in the lines and mien of
a face." -
Not SyncedBefore moving to the next session,
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Not Syncedplease try to answer the following
questions: -
Not SyncedPoint out the factors influencing
acquisition. -
Not SyncedWhat are the major problems in
acquiring a second language? -
Not SyncedWhat is transfer of learning?
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Not SyncedMention different types of transfer
of learning. -
Not SyncedAt present to what extend
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Not Synceddoes the infrastructural facilities in
schools -
Not Syncedaid in learning the second language,
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Not SyncedSubstantiate.
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Not SyncedFor further references.
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Not SyncedThe English Teacher's Hand Book
-
Not Syncedby T.C. Baruah.
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Not SyncedSterling Publishers,
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Not Syncedprivate limited,
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Not SyncedNew Delhi.
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Not SyncedContemporary English Teaching,
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Not Syncedby author M. Jesa.
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Not SyncedK.M.K Publications, Kollam.
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Not SyncedModern Teaching of English,
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Not Syncedby Nayyar Shamsi,
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Not SyncedPublished by
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Not SyncedAnmol Publications private limited,
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Not SyncedNew Delhi.
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Not SyncedHope you find the session informative.
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Not SyncedThank you.
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Not SyncedBye.
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