tag:blogger.com,1999:blog-1069952874309653142024-03-19T04:50:51.130-07:00Second Language Acquisition (SLA) TheoriesSecond Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-106995287430965314.post-29517676411725445902012-03-27T08:34:00.001-07:002012-03-27T13:43:52.699-07:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcpJQIRuAcowbt9IdWfYms9iAShLZcsJndboxovUS1icln2QW5gnOTablqu4ITbBENuVUvIYZmgiQEgNCh-pFsJbDrZNNMlP1sCVdT0nLEoJs480wqPDD3HFO-eos263PDS7f5RluAKI0/s1600/IMG01703-20120327-1509.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcpJQIRuAcowbt9IdWfYms9iAShLZcsJndboxovUS1icln2QW5gnOTablqu4ITbBENuVUvIYZmgiQEgNCh-pFsJbDrZNNMlP1sCVdT0nLEoJs480wqPDD3HFO-eos263PDS7f5RluAKI0/s200/IMG01703-20120327-1509.jpg" width="150" /></a></div>
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<b><span lang="ES-CO" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">GOOD SHEPERD: TEACHER<o:p></o:p></span></b></div>
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<b><span lang="ES-CO" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><br /></span></b></div>
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<span style="font-family: Arial, sans-serif;"><span style="line-height: 18px;"><b>By: Jessica Bibiana Liberato R.</b></span></span></div>
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<b><span lang="ES-CO" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><br /></span></b></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">At the moment of thinking about a metaphor to stand
for what a teacher is, the first image that came to my mind was a shepherd.<o:p></o:p></span><br />
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">A “good” or “great” shepherd takes care of his sheep,
he loves them, he projects them and he tries to give them everything. Similarly,
a teacher must be concerned for his/her students, he should be the one who
strives and does his best, not for his own glory but because of his deep
affection towards his beloved students, his job and what ultimately becomes his
life.<o:p></o:p></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEillodtMcxEDX88BktG17lw_WpvbTGvx9TvSbtI366K23u3sayiPgFeBL6BPwxj5VmcoGO_kKg75hhkE10-yOONS9cStBHYul51GYC76lOpw3kxGgzzmz9Z8xVSqqn1NtHI1Y3kr5vFZVQ/s1600/IMG01706-20120327-1511.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEillodtMcxEDX88BktG17lw_WpvbTGvx9TvSbtI366K23u3sayiPgFeBL6BPwxj5VmcoGO_kKg75hhkE10-yOONS9cStBHYul51GYC76lOpw3kxGgzzmz9Z8xVSqqn1NtHI1Y3kr5vFZVQ/s200/IMG01706-20120327-1511.jpg" width="200" /></a><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">A bad shepherd or teacher does not look after those
who need him because that person is only looking for money. It does not mind if
the wolf comes and devours them all, or if they are going through a difficult
situation that might hurt them.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Being any of both, a teacher or a shepherd requires
love, patience, tenderness, friendship, kindness, altruism, benevolence, tolerance,
compassion about others, since the way we give is the way we receive.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">A teacher is a model to follow; he guides with his teachings,
he empowers his students to try their best to learn, he encourages them to keep
on and provides them with the best tools to succeed. Similarly, a good shepherd
is the guide for the sheep; he takes his sheep to a secure place, he feeds them,
keeps a vigilant eye on them for any danger and helps them grow healthfully.<o:p></o:p></span><br />
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><br /></span></div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-79298416552690576462012-03-27T08:32:00.001-07:002012-03-27T13:48:00.922-07:00<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi31PFXnWDtM85-x84KmE7g6sQMjsrBY6rJV2FZHxc4vdksvpZIamPCGsGWn6ZqSUBwWIsAb54-AUYF-nLwwI3FHy-4NuT426ueRKDUg9ESfVddFFFUkmCQTCuBhAK8Ata3yjnFDeC1aU0/s1600/FreedomWriters.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi31PFXnWDtM85-x84KmE7g6sQMjsrBY6rJV2FZHxc4vdksvpZIamPCGsGWn6ZqSUBwWIsAb54-AUYF-nLwwI3FHy-4NuT426ueRKDUg9ESfVddFFFUkmCQTCuBhAK8Ata3yjnFDeC1aU0/s320/FreedomWriters.jpg" width="320" /></a></div>
<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><br /></o:p></span><br />
<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><b> FREEDOM WRITERS</b></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><b><br /></b></o:p></span><br />
<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><b>By: Jessica Bibiana Liberato R.</b></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><br /></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><o:p><br /></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;">After I watched the movie called Freedom Writers, I began
asking myself the extent to which the role of the teachers in the classroom is and
how accountable we are for making our students become and feel someone
important. It was a very inspiring movie and it shows us that the only
boundaries impossible to pass are the ones we establish. Sometimes, our own
conceptions and beliefs make us think we cannot do anything better for our
students and just continue reproducing the same old traditions that are now
old-fashioned.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitSA1Jok1H0-CnyzdAN4jLcjqzn7vCQFBPOMbx2WT-4Qwq7XIj-TfNYOgMT42EqaqfJbFdRmAykzHyS4RMT0j6GCSdXJw1p_3f64mbyBRuO1PV_i-sOaN4dU4Gpl5R9wFVKroOCoEmDL4/s1600/20070102jt_3FreedomWriter0102_450.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitSA1Jok1H0-CnyzdAN4jLcjqzn7vCQFBPOMbx2WT-4Qwq7XIj-TfNYOgMT42EqaqfJbFdRmAykzHyS4RMT0j6GCSdXJw1p_3f64mbyBRuO1PV_i-sOaN4dU4Gpl5R9wFVKroOCoEmDL4/s320/20070102jt_3FreedomWriter0102_450.jpg" width="320" /></a><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;">What I enjoyed the most about the movie was the way in
which the teacher looked for ways to face a difficult situation that the
students had at school. I believe that most of us have to deal with difficult
situations in both our lives and our schools but in the latter, some people just
keep distance and never worry about how students might feel and what they would
do as a consequence of their desperation. In my point of view, the teacher
shown in the movie is an example to follow and although our reality is a little
different to the one displayed in the film, our challenge must always be to
transform our students’ reality and environment and always look for their
welfare. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKvRFTf0VGLPHdlm6GoauHRnl7tA8Hqk3bYcDLt_2PxqVUFv8_7vyS5QzsH5gv3J7sr00WvqZXJuCjYo9LnFH4Bj7ugJvXD7Wn2tqxY4CMb6DKIU39WOjWFIp3Ivg-Gml68254RGYfnw/s1600/free01.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKvRFTf0VGLPHdlm6GoauHRnl7tA8Hqk3bYcDLt_2PxqVUFv8_7vyS5QzsH5gv3J7sr00WvqZXJuCjYo9LnFH4Bj7ugJvXD7Wn2tqxY4CMb6DKIU39WOjWFIp3Ivg-Gml68254RGYfnw/s320/free01.jpg" width="320" /></a><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;">What I think we must learn from this movie is that
should never give up and just let things happen without any intervention from
our part when we know it definitely involves our attention and care. Many
people use a mask to cover all their fears and bad experiences because they do
not want to repeat what they had already lived. However, it does not affect the
person who wears it but also the others around and that is a selfish thing to
do. Teachers must heed the call to be examples to follow and if we actually
search for the best for our students, we should also give them the best when
teaching, sharing time with them and being part of their lives.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;">Being a teacher can be similar to assuming a role of
showing a topic for students to repeat but being a good teacher goes beyond
because not only the cognitive processes are important but also our students’
feeling, emotions, likes, social worlds, experiences; then, the challenge for
us has to do with the way in which we interact with what they know and have lived
as a way of motivating them and help them become good people for our society.</span><br />
<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;"><br /></span><br />
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 150%;"><br /></span></div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-78519272066826176312012-03-25T21:37:00.001-07:002012-03-25T21:37:29.440-07:00<br />
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">MY FUTURE AS A TEACHER<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Before we
were born we knew our mission, but once here on earth it is our duty to find a
way to fulfill our mission.<br />
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<b>LIFE OF THE BUTTERFLY <o:p></o:p></b></span></div>
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<span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Butterfly
has several changes in its body and each one is to improve.<br />
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<b>1. AS AN EGG:</b> is where this animal
began his training to become a butterfly and knows what his mission is and for
this reason only a few emerge.<o:p></o:p></span></div>
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<span class="longtext"><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Many people start to study B.A in English but only few follow this
profession (few emerge). As a normal person I decided to follow the teaching
profession.<o:p></o:p></span></span></div>
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<b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">2. AS A CATERPILLAR:</span></b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> is
where this animal is dislodged by land, living and experiencing their
environment. During this phase they emerge from their skin 5 times and each change
makes them stronger and smarter.<o:p></o:p></span></div>
<span class="longtext"><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">This is where I am moving by
land all the time to see, observe and feel the experience becoming a teacher.</span></span><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><br />
<span class="longtext">At this time I gather all the knowledge such as
pedagogical, linguistic and practical as a teacher, and every time I learn
something new I change and improve (changing my skin).</span></span><br /><br />
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<b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">3. IN THE BUD:</span></b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> is where the metamorphosis takes place,
and create his wings to fly in a future, showing new face to take flight as a
butterfly.<o:p></o:p></span></div>
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<span class="longtext"><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">In this cycle began a process of reflection where I think the things
that I can be or things that may arise in the course of my life as a teacher. And
this is the time where I create my wings (general knowledge) and completing my
new attitude, not as a caterpillar (student), as a butterfly (teacher).<o:p></o:p></span></span></div>
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<b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">4. AS A BUTTERFLY:</span></b><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> takes flight and begins to pollinate where
it goes on the road is facing major winter storms, low temperatures, predation
and depletion of its body, but he could not forget his mission because it is pollinating
everything in their path and finally giving his life for a new one.<o:p></o:p></span></div>
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<span class="longtext"><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">As a butterfly once I open my wings and start to feel my commitment with
society and the world, and that is where I take flight and start to make my
way. but this road is not easy, because I can face major winter storms
(problems), high and low temperatures (different<span style="background: #EBEFF9;">
</span>environments in class), predation (people who do not want to help the
society and the world) and the exhaustion of my body, (will come a time where
my body is exhausted from<span style="background: #EBEFF9;"> </span>work but it
does not matter, because I am willing to give my life only to improve the
world.)<o:p></o:p></span></span></div>
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<span class="longtext"><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Each butterfly is on the road sharing, pollinating everything in its
path trees, plants, flowers (children, adults, old people, etc.) and each time
it passes it gives its knowledge to improve the environment as a demonstration
of life.</span></span><span lang="EN-US" style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"><br />
During this trip I will meet with other butterfly (other teachers) and travel
together to learn from one another so I learn from mistakes and share my
experience with others.<o:p></o:p></span></div>
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<b><span style="font-size: 12.0pt; line-height: 115%;"> BY : OSCAR FELIPE PLAZAS MORENO<o:p></o:p></span></b></div>
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<b><span style="font-size: 12.0pt; line-height: 115%;"> 051350332008</span></b></div>
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<br /></div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-28144391585383651792012-02-22T15:02:00.002-08:002012-03-07T06:37:18.090-08:00UNIVERSAL GRAMMAR HYPOTHESIS<br />
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">This theory
is related to the innate knowledge (the author claims) is inside us for
acquiring the mother tongue. It is important to highlight that this theory was
not thought for giving an explanation to the acquisition of the second
language, but just to the understanding of the first language acquisition.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">There is an
endowment located in the broca area in the brain which is the responsible of permitting
children acquire the language during a critical period. There are divided
opinions when explaining this theory because some authors think this hypothesis
can be used for explaining second language acquisition, while some others think
it cannot.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">“Others argue
that, although it is a good framework for understanding first language
acquisition, UG is no longer available to guide the acquisition of the second
language in learners who have passed the critical period for language
acquisition.”</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">When
reflecting upon the critical period we see it cannot be used for acquiring a
second language because that period has been overcome by the acquisition of the
first language.</span><br />
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span><br />
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;"><br /></span><br />
<div style="text-align: right;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Posted by: Jessica B. Liberato</span></div>
</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-76161190277004492282012-02-22T14:37:00.001-08:002012-03-07T06:38:13.237-08:00SOCIOCULTURAL THEORY<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">We were
interested in talking about this theory because its insights have a pedagogical
and psychological relationship with some of the other hypotheses (Output and
Interaction hypotheses). We can conclude this, due to the importance offered to
Vygotskian thoughts. From this author’s point of view, language is a socially
mediated process. Language mediates social and psychological activities.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">When applying
this theory, it is necessary to group all the actors involved in the process of
acquisition of language because Vygostki confers a high importance to the role
of social interaction to the social being.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Leraners,
observe and imitate others target language speakers models for having an
example to follow. Collaboration is
really important in this theory, which promotes interaction among apprentices
that can facilitate the movement from one stage to a more advanced one.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Scaffolding
is a key word when discussing important concepts in the sociocultural theory.
Scaffolding is related to the support offered from another person in order to
solve a task.</span><br />
<br />
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<sup><span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;">4.</span></sup><span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;"> Page 18 and 19.<sup> </sup>Intercultural Communicative Competence.
Mychael Byram.</span><br />
<span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;"><br /></span><br />
<span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;"><br /></span><br />
<div style="text-align: right;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Posted by: Jessica B. Liberato</span></div>
</div>
</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-88139657148545204352012-02-22T14:31:00.002-08:002012-03-07T06:38:59.286-08:00ACCULTURATION HYPOTHESIS<br />
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<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Schumman holds
there is a relationship between the social and psychological distances from the
target language and the amount of acquisition from the learner; this is to say,
the more degree of interaction and comfortable relationship with the language
that the learner experience, the more the student acquire the target language.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Acculturation
is the action generated from the learner when it is integrated with the target
language. At this point when talking about acculturation, we could think about
the worth study of the meaning of Intercultural Communicative Competence. </span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">For us as
future teachers, culture must be an important issue when teaching a foreign
language, but we have to be careful when administrating these kinds of
information or competence to our students. Related to this topic about the
necessary skills for an effective intercultural and cross-cultural management, “Gudykunst, proposes “the need for a sense of
a common shared world” The qualities of the “competent communicator“, which he
identifies , are the psychological preconditions for satisfying this need, but a common shared
world has to be created in interaction with other people. It is not simply
there, wanting to be discovered and accessed”<sup>3</sup></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">It is
essential for the teacher to have a clear concept about these terms because
they will help her/him to distinguish which kind of competence is necessary for
the students. As Gudykunst proposed, we need to be conscious that all of us are
part of the same world; for that reason, we are a social group where all the
people need to accept others and at the same time, be accepted by them.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Socialization
is a process in which we accept and respect differences in behaviors, beliefs
and meanings from different groups. Those differences are presented when
negotiating meaning; by the time that the learner has a contact with one
integrant from a different culture, he has to respect the other beliefs without
forgetting his/her own costumes.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">“FLT should
not attempt to provide representations of other cultures, but should
concentrate on equipping learners with the means of accessing and analyzing any
cultural practices and meanings they encounter” <sup>4</sup>. The Role of
students must not be one of imitators of foreigners, but social actors in
interaction.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<sup><span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;">3. </span></sup><span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;">Page 17.<sup> </sup>Intercultural Communicative Competence. Mychael
Byram.</span><br />
<span lang="EN-US" style="color: red; font-size: 12pt; line-height: 115%;"><br /></span><br />
<div style="text-align: right;">
<span lang="EN-US" style="font-size: 12pt; line-height: 115%;">Posted by: Jessica B. Liberato</span></div>
</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-78026949871068128522012-02-22T14:25:00.000-08:002012-03-07T06:39:47.717-08:00OUTPUT HYPOTHESIS<br />
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<span lang="EN-US">Previously, we were examining and looking at
the most important issues in the INPUT HYPOTHESIS; now, we want to link these
two hypotheses because it is important to think of the role of production in
English. From our point of view, output is closely related to the process of
production.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">For Swain, constant practice facilitates the
learner to be conscious of her/his production. Output makes to move the learner
from the semantic processing to the complete grammatical processing for
accurate production.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">According to Merrill Swain, “The output
hypothesis claims that the act of producing language (speaking or writing)
constitutes under certain circumstances, part of the process of second language
learning”<sup>1</sup>. As it can be noticed, there is a need for implementing
and improving the use of these two skills
which are different from the Input Hypothesis and that could be grouped
together, forming a whole construct
necessary for students to be able to convey meaning and communicate their
ideas.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">According to this author there are three
specific functions of output; they are as follows:</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">1. The noticing/triggering function: It refers
to the awareness or “noticing” students find when they cannot say or write
exactly what they need for conveying meaning. With the use of this function,
learners realize there are some linguistics problems they need to manage, so
that, it pushes the student to look for the adequate knowledge they require for
completing the new discovered gap.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">“Learners may notice that they cannot say what
they want to say in the target language” (Swain 1995) Noticing this “hole”
(Doughty and Williams 1998) may be an important step to noticing the gap. <sup>2</sup></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">2. The hypothesis-testing function: This function suggests learners may
use the method of “trial and error” for testing her /his production expecting
to receive a feedback. This feedback can be applied in two ways: recasts and
elicitations or clarifications requests. Example:</span><span lang="EN-US"><sup> </sup></span></div>
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<span lang="EN-US"><sup> </sup>
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<span lang="EN-US">3. The metalinguistic (reflective function):
Language is seen as a tool conducive to reflection on the language used by the
teacher, their partners and the student himself/herself. (Vigotsky´s
sociocultural theory)</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">Stetsenko and Arievitch (1997:161) state:
“Psychological processes emerge first in collective behavior in co-operation
with other people, and only subsequently become internalized as the individual’s
own possessions.”</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">When explaining this theory, it is necessary to
highlight the importance of the negotiation of meaning, which is not simply
related to understand the meaning of the message the transmitter sends to the
receiver despite the problems in its structure, but a clear, precisely,
coherently and appropriately message=Pushed output. Pushed output example:</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia84GgC3JRZyJxG4uYMkd-SAJwft2q7ogintUg_UswSyQhu7C5ar7t1380viemPgEmg4ZK28ywPdfmQ9i0xb2B4x5ifIyrujUyFp5W3kFQAKM9vWFnVT6ZIB71eloDLwSetkqCDGCYBdQ/s1600/Dibujo2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia84GgC3JRZyJxG4uYMkd-SAJwft2q7ogintUg_UswSyQhu7C5ar7t1380viemPgEmg4ZK28ywPdfmQ9i0xb2B4x5ifIyrujUyFp5W3kFQAKM9vWFnVT6ZIB71eloDLwSetkqCDGCYBdQ/s1600/Dibujo2.JPG" /></a></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This theory
has a great importance since thanks to it, we can move from the input data
provided to the student from the environment to the capacity of the learner to
produce a clear and coherent language.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">We
considered it is important to make our students to produce language through
writing exercises or activities and speaking interaction among students. If we
are able to store information in our student’s brain, they will have the
necessary background for conveying meaning and make their communication
activities an efficient practice.</span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-US" style="font-size: 20pt; line-height: 115%;">Comprehensible
input + Comprehensible output = Effective Second language Acquisition.</span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">Some important advantages applicable to the
classrooms when reflecting upon this hypothesis are the collaboration and
interaction necessary for students to feel comfortable and work together.
Language in this case will serve as a mediating tool, which allows students to
lead with the solving-problem process they encounter in the path of acquiring
the second language. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">It is something of great importance to be
conscious of our role of individuals who have a more advanced conscious process
in contrast to our students and consequently the ones able to provide
correction for students applying new accurate and proper constructions when
providing feedback. This feedback is important in our context, especially,
because it is one of the few settings in which students have a contact to the
target language and they need advices and corrections for improving their
production. </span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<sup><span lang="EN-US" style="color: red;">1,2 </span></sup><span lang="EN-US" style="color: red;">Power Point Presentation: The output
hypothesis: Its history and its future. Merril Swain. Ontario Institute for
Studies in Education of the University of Toronto. </span><br />
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<span lang="EN-US">Posted by: Jessica B. Liberato</span></div>
</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-7760995024872672492012-02-22T14:05:00.000-08:002012-03-07T06:40:33.261-08:00Focusing on InputThe main feature which highlights this theory in that the language acquisition occurs when the acquirer understands (via hearing or reading) input language that contains structures which go a little bit beyond his/her current level of competence.<br />
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Krashen explains it like this:<br />
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<span style="font-size: large;"><i>i</i> +1 </span>this means that the language exposure should go from the current stage the students is in, to other which is a bit challenging (the student understands most of the things, but not everything), without going too far (<i>i</i> + 2)<br />
and neither should go so close to their current level (<i>i</i> +0).<br />
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Other important feature in this theory is the affective filter. Krashen claims that the best acquisition will occur when the student is relax and without any kind of anxiety or stress, and when the defensiveness is absent, in other words, the affective filter is low, and the person is relax and ready to get the language easier.<br />
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Another aspect when talking about Input is the<b> intake </b>which are the actual things learner save in their long term memories, and a prove of the intake in when the learner becomes a High Input Generator in i.e people who are good initiating interaction and making the teacher to generate input, such interaction is close related with the Output Hypothesis that gives credit to the production.<br />
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Posted by: Jessica B. Liberato</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-77998940607279260142012-02-22T13:57:00.000-08:002012-03-07T06:41:37.697-08:00INPUT HYPOTHESIS<span lang="EN-US"> </span>
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<span lang="EN-US">One of the theories who called our attention
was the COMPRENHENSION HYPOTHESIS firstly proposed by Krashen. It has had certain changes through time; at
the very beginning, it was known as the “monitor model”, then “input
hypothesis”. The basis of this theory relies
on the subconscious acquisition of the language with a non-stressful or at least
a low stressful situation (low affective filter); in addition to that, it is
required a lot of exposure to comprehensible Input in the target language for
the learner to be able to acquire a second language.</span></div>
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<span lang="EN-US">When thinking about that assertion and comparing
such hypothesis with the one concerning OUTPUT, we have realized that
theoretically speaking, a learner could be exposed to “tons of comprehensible
input” but never be able to “achieve” the production process. (in this way,
hearing and reading are two important necessary skills for the acquisition of a
second language)</span></div>
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<span lang="EN-US">For this theorist, grammar skills are learnt in
a predictable order. He also declares there are five constituent domains in
this hypothesis:</span></div>
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<span lang="EN-US">THE ACQUISITION-LEARNING HYPOTHESIS</span></div>
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<span lang="EN-US">THE MONITOR HYPOTHESIS</span></div>
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<span lang="EN-US">THE NATURAL ORDER HYPOTHESIS</span></div>
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<span lang="EN-US">THE INPUT HYPOTHESIS</span></div>
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<span lang="EN-US">THE AFFECTIVE FILTER HYPOTHESIS</span></div>
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<span lang="EN-US">At the moment of analyzing and thinking about
the practice application of this theory we have found some difficulties for getting
excellent results by using these postulates. First of all, it is difficult to be
exposed to the “comprehensible input” since we are in an artificial environment;
it is not possible to have long hours of exposure to the target language
because it is only implemented in some schools and in formal institutions.</span></div>
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<span lang="EN-US">On the other hand, most of the public schools
are not really concerned about English Teaching for the students. Sometimes,
teachers feel disappointed because of the large number of students they are
assigned and the lack of educational aids. (We state this, based on the contact
we have already held with some of the teachers when applying our observations
for developing our research project). Sometimes, it is difficult to face the
reality, but we have to do it for recognizing the shortcomings presented when
teaching this foreign language; if we want to make a change in these aspects,
we have to change first our minds. Input hypothesis is not applied in the
public context because teachers had the conception that students will never speak
in English for many reasons; above all, (now that we are leading with this
topic) because there is not an enough comprehensible exposure to the language.</span></div>
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<span lang="EN-US">Another problem is that students in public
schools are studying just three hours; some others schools have reduced this
number to one hour per week, (E.g. Colegio San Pedro Alejandrino) making the
English Leaning for our students a difficult task to achieve.</span></div>
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<span lang="EN-US">We as future teachers must notice those
problems and look at the importance of acquiring this foreign language. We have
an important role as individuals in search of a constant improvement in society;
therefore, we must try to change these beliefs and make others realize that the
process of acquiring English is necessary and can be implemented in the best
way possible. </span></div>
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<span lang="EN-US">This can be done if the institutions in which
we are working show an impact with the different uses we can make from this
language; if they do not notice the importance of this, they will continue being
blinded. Teachers must put away that bandage and start applying the language in
several activities organized from the school. Through working on projects,
interacting with other teachers and students themselves on special dates,
organizing activities in other schedules (term period) different from the
habitual ones, this so-called impact could be displayed. As much students as teachers could have some fun
by using English in several ways to show the rest as “ izadas de bandera” and
the like.</span></div>
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<span lang="EN-US">If activities related to English are promoted
and their efficacy is proved in activities like those proposed in the <span style="font-family: Times, 'Times New Roman', serif;">previous
paragraph, probably administrators will
want to contribute for making an environment like this a good tool for the
students to have a closer contact with the target language. Both (students and
administrators) will give their best for making this a meaningful project.</span></span></div>
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<span lang="EN-US" style="font-family: Times, 'Times New Roman', serif; font-size: 11pt; line-height: 115%;">We
are the only ones responsible for looking at the ways in which students and
society can be interested and exposed to meaningful input for them to learn.
We, who have the knowledge about teaching, must create the necessary means for
making English a tool opened to everybody. </span><br />
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<span lang="EN-US" style="font-family: Times, 'Times New Roman', serif; font-size: 11pt; line-height: 115%;">Posted by: Jessica B. Liberato</span></div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-82985198274546984932012-02-21T16:27:00.000-08:002012-03-07T06:42:42.192-08:00<iframe allowfullscreen="" frameborder="0" height="515" src="http://www.youtube.com/embed/-2gDVZBMJLs" width="620"></iframe><br />
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Posted by: Oscar and MauricioSecond Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-16095924236904821052012-02-21T16:15:00.001-08:002012-03-07T06:43:17.887-08:00<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpq01k51qlnACOOlnsuqvMtp-3byCKe31Y_FPwoKUvaeNFVS0TOY1jJPN2YbP4Yugz62yqUeC4x74i5LcSnAnOvnKAZGZb4tl_PGAA_cNayzhFo0zqSdtgb_RZc87yfi2cw6KRV2N5G-4/s1600/input.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpq01k51qlnACOOlnsuqvMtp-3byCKe31Y_FPwoKUvaeNFVS0TOY1jJPN2YbP4Yugz62yqUeC4x74i5LcSnAnOvnKAZGZb4tl_PGAA_cNayzhFo0zqSdtgb_RZc87yfi2cw6KRV2N5G-4/s1600/input.bmp" /></a></div>
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Posted by: Oscar and MauricioSecond Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0tag:blogger.com,1999:blog-106995287430965314.post-83330103618879726212012-02-14T15:34:00.002-08:002012-03-07T06:44:00.403-08:00WELCOME EVERYBODY<div style="text-align: justify;">
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<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large;"><span style="line-height: 115%;">This
blog is created to show the most relevant information about second language
acquisition by contrasting some theories, analysing and linking the theories with some common cases in
real life. It shows reasons why we </span><span style="line-height: 20px;">consider</span><span style="line-height: 115%;"> some features appropriate and unapropriate in teaching.</span></span></span></div>
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<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><br /></span></span></div>
<div style="text-align: justify;">
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;">To
do so, we are also going to add our own conclusions explaining why to apply
them in classes, based on our experiences. </span></span><span lang="EN-US"><o:p></o:p></span><br />
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><br /></span></span><br />
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"></span></span><br />
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<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><span lang="EN-US">At the moment of studying Second Language
Acquisition Theories, our working group has concluded that it is necessary not
to focus on just one of the theories, but to highlight the principal issues of
each one of them, because these theories have been thought as a way of
complementing a gap which was not covered by previous hypothesis in second
language acquisition and consequently there was a need for starting to build a
better explanation for this process in the human being.<o:p></o:p></span></span></span></div>
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;">
</span></span><br />
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<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><span lang="EN-US">We define
all of these theories as a continuous evolution process, raised by the need of
offering a better understanding to this process of learning a second language.<o:p></o:p></span></span></span><br />
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><span lang="EN-US"><br /></span></span></span><br />
<span class="apple-style-span"><span lang="EN-US" style="color: black; font-size: large; line-height: 115%;"><span lang="EN-US">Posted by: the team</span></span></span></div>
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</div>Second Languege Adquisition Theorieshttp://www.blogger.com/profile/16301707605686466004noreply@blogger.com0