Scribd Logo
Upload

Welcome to Scribd!

  • 18 views

    My Theory On Second Language Acquisition Redifined

    Uploaded by

    lugi
    Hugo Vargas reflects on issues in second language acquisition (SLA) involving the development of the four language skills - listening, speaking, reading, and writing - through self-learning and interaction. Self-learning plays an important role in SLA by allowing learners to first develop an intrapersonal understanding of the language to build confidence and comprehension. Vargas also discusses the importance of providing comprehensible input to learners at an appropriate level beyond their current competence, as well as creating a low-anxiety environment to facilitate SLA.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    My Theory On Second Language Acquisition Redifined

    Uploaded by

    lugi
    18 views2 pages
    Hugo Vargas reflects on issues in second language acquisition (SLA) involving the development of the four language skills - listening, speaking, reading, and writing - through self-learning and interaction. Self-learning plays an important role in SLA by allowing learners to first develop an intrapersonal understanding of the language to build confidence and comprehension. Vargas also discusses the importance of providing comprehensible input to learners at an appropriate level beyond their current competence, as well as creating a low-anxiety environment to facilitate SLA.

    Original Title

    My Theory on Second Language Acquisition Redifined.docx

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Hugo Vargas reflects on issues in second language acquisition (SLA) involving the development of the four language skills - listening, speaking, reading, and writing - through self-learning and interaction. Self-learning plays an important role in SLA by allowing learners to first develop an intrapersonal understanding of the language to build confidence and comprehension. Vargas also discusses the importance of providing comprehensible input to learners at an appropriate level beyond their current competence, as well as creating a low-anxiety environment to facilitate SLA.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views2 pages

    My Theory On Second Language Acquisition Redifined

    Uploaded by

    lugi
    Hugo Vargas reflects on issues in second language acquisition (SLA) involving the development of the four language skills - listening, speaking, reading, and writing - through self-learning and interaction. Self-learning plays an important role in SLA by allowing learners to first develop an intrapersonal understanding of the language to build confidence and comprehension. Vargas also discusses the importance of providing comprehensible input to learners at an appropriate level beyond their current competence, as well as creating a low-anxiety environment to facilitate SLA.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    My Theory on Second Language Acquisition Redefined

    Hugo Vargas.

    SLA Module

    Upon having read this week articles I must admit I have reflected on deeper issues
    about SLA. I have been thinking about SLA involving the four skills; development of the
    four skills in a Language: Listening, Speaking, Reading and Writing. One should devote
    time to it through self-Learning and Interactions. In my opinion Self-Learning is a factor
    that makes a difference on Second Language acquisition because one first have to develop
    an Intrapersonal experience on the language to gain confidence and understanding.

    Scarcella and Oxford (1992) refer to Language Laerning strategies as “ secific actions,
    behaviors, steps, or techniques- such as seeking out conversation partners, or giving one-
    self encouragement to tackle a difficult Language task- used by stuents to enhance their
    own learning” (P.63 ).

    MacIntyre and Noels (1996) say that any tactic or plan that the student believes will help in
    learning some part of the language or in managing the language learning process can be
    considered a strategy.

    They argue that students look for strategies in order to learn the new language and
    motivation and behavior factors are associated to it.

    Referring to the acquisition-laerning distinction, language acquisition is also a subconscius


    process, this is called “ pick up” a language in an informal way hwereas language learning
    is “ conscious knowledge” It is what is explicit about the language and the the error
    correction is an issue that is useful for conscious learning. Nevertheless learning formal
    rules or conscious learning play a limited role in second langauge performance.

    One aspect wich calls my attention on second Language acquisition is the one that refers to
    acquiring understanding first before dealing with structures of the language. We need
    context, our previuos knowledge of the world , our extra-linguistic information, when we
    go for meaning and the structures, we acquire lenaguage. The imput-hyphtesis has the
    following characteristics: First of all realtes to the acquistion of the languge not the
    learning per se. one has to understand certain structure of the language beyond one´s level
    of competence ( i+1) but this is done with the help of content or extra-lingusitic
    information. Another aspect is that when communication is successful and when the imput
    is understood and there is also enough of the imput, (i+1) will be provided automatically.
    So bearing this in mind I should give the students meaningful content acompanied by
    exercises that increase their knowledge. Another aspect that I think is important in Krshe´s
    imput theory is that of Speaking fleuncy, It says that this cannot be taught directly, that
    emerges overtime and that there shoud be comprehensible imput first. It odes not require of
    extensive use of conscious grammatical rules and tedious drills.

    I believe that the affective filer is important when acquiring a second language since
    lloweing the levels of anxiety prepares the learner and has to be included in the process as
    It is related by Duley and Burt (1997) how affective factors relate to second language
    process.

    As I have stated in this paper; there are self-learning factors that are mediated by the
    context to facilitate the acquisition of a second language and as teachers, providing them to
    our students is necessary for their performance.

    You might also like