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ACQUISITION AND LEARNING FACTORS INFLUENCING ACQUISITION OF A LANGUAGE …

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

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