A Biling Gal

    L anguage input to the learner is necessary for either L1 or L2 learning to take place. Input is important to from the stimuli and feedback which learners respond to and imitate. 1.    Nature of input modification      Language addressed by L1 speakers to L2 learners is different from the one addressed to native speakers FOREIGNER TALK -          Long pauses -          Careful articulation -          Slow rate of speech                           Utterances by native speakers to languages learners are grammatical, the simplified input may omit some obligatory elements. For example  ____ you like it? (Omits Do)                 ____ mommy look at your work? (Omit Does) 2. Nature of interactional modification ü Social interaction is essential for L1 acquisition       “No children can learn their initial language just by listening to tape recordings, radio broadcast or television programs.” ü For L2 learners interaction is ess

1.         Bilingual build better brains §   More Grey matter Grey matter makes up the bulk of nerve cells within the brain, it is responsible for muscle control , sensory perception such as seeing and hearing, memory, emotions, and speech. Studies have shown an association with grey matter density and increased intellect, especially in areas of language, memory, and attention. Studies using brain imaging showed that a bilingual brain has denser grey matter compared with monolingual participants. §   Boost in brain power Recent research shows that bilingualism is a form of brain training – a mental “work out” that fine-tunes the mind.   Speaking two languages profoundly affects the brain and changes how the nervous system responds to sound. §   Higher intelligence Studies have shown that bilingual students generally academically outperform and score statistically higher on standardized college entrance exams than those who only speak one language.

C hoices of learning strategies are strongly influenced by the nature of learners’ motivation, cognitive style, and personality, as well as by specific contexts of use and opportunities for learning. M any studies in SLA have ventured out to identify which strategies are used by relatively good language learners and are the best tools for active learning, 3 strategies have been identified to be the most effective ones for language learner: 1. Cognitive strategies Operate directly on incoming information, manipulating it in ways that “ enhance learning”. Some of these strategies are §   Repetition: imitating other people's speech overtly or silently. §   Directed Physical Response §   Translation §   Grouping: organizing learning on the basis of “common attributes” §   Deduction: making an assumption. §   Recombination or R e constructuring §   Imagery: visualizing information for memory storage §   Auditory Representation:

I t   is about an individual preferred way of processing, that is, of perceiving, conceptualizing, organizing, and recalling information related to language learning. The language learning styles are the overall patterns that give general direction to learning behavior .  Unlike factors of age, aptitude, and motivation, its role in explaining why some L 2 learners are more successful than others has not been well established, it involves a complex interaction with specific L 2 social and learning contexts. Here are 4 types of learning styles. 1. Field Independent (left brain dominance) Confident being engaged in a situation or classroom activities: enter a field and use or learn second language. 1.1 Concrete learning style Learners that use learning style are interested in information that has immediate value . They dislike routine learning and written work and prefer verbal or visual experiences. They like to be entertained and like to be physically involve

          P ersonality determines what people feel comfortable with. As a result, people tend to choose and do what they feel comfortable with and get better at the given skills. Personality variables may be a major factor only in the acquisition of communicative skills, not in the acquisition of literacy or academic skills.        There are a number of personality characteristics that affect SLA. 1. Extroversion vs. Introversion Extroverts are considered sociable, energetic and impulsive. Whereas, introverts are believed to be quiet, isolated and shy. It is often argued that an extroverted person is well suited to language learning.   The more extrovert language learners are, the more they are likely to join the group activities. Therefore, they increase their communicative skills which maximize the language output, so result in a better language proficiency. 2. Inhibition Inhibition is the set of defenses an individual builds to protect themselves.  The