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motivation in second language learning
motivation in second language learning
Advantages of self directed learning
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Lately, the concepts of learner autonomy and independence had become important concepts in the area of teaching. The former has become a ‘vogue word’ within the context of linguistic communication learning. Autonomous learning is a technical jargon in education which means accepting responsibility and demanding charge of one’s own scholarship. There are many different learning schemes and factors that contribute to the achievement of learner independence as well.
According to Sinclair (2001), learning autonomy is “independent learning, lifelong learning, learning to learn, and thinking skills”. Learner autonomy is though the ability to assume charge of one’s own learning, to have the responsibility for all the conclusions concerning all facets of this learning, to independently make decisions and to critically reflect on different issues. This ability is not inborn, but must be derived either by ‘natural’ deftness or by conventional scholarship. It is clear that autonomy is acquired not merely in conventional contexts, but also in mere exposure to informal context, streets, house, and cyber cafes for instance. In order for autonomy in the learning process to be achieved, there are conditions to be conceived. Gaining independence in learning is not arbitrary, hence it necessitates respecting some measures. The conditions mentioned earlier include a set of strategies for independent learning. There are two types of strategies: language use strategies, and language learning strategies. The former has been defined as strategies for using the terminology that has been determined, whereas the latter is taken to be the conscious and semi-conscious thoughts and behaviors used by scholars with the expressed goal of bettering their knowled...
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...ohen, D. A.& Dornyei, Z. (2002), Focus on the Language Learner: Motivation, Styles and Strategies: An Introduction to Applied linguistics, Oxford University Press
Cook, V. (1993) Linguistics and Second Language Acquisition. London: Macmillian
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamo
O’Malley, J. M. & Chamot, A. V. (1990). Learning Strategies in Second Language Acquisition
Scarcella, R. C. & Oxford, L. R. (1992) The Tapestry of Language Learning, Oxford: Oxford University Press
Schumann, J. H. (1978). Social and Psychological Factors in Second Language Acquisition: Understanding Second and Foreign Language Learning, P. 163-178, Newburg House.
Wenden, A. 1998. Learners Strategies for Learnerns’ Autonomy. Great Britain: Prentice Hall
http: // itselj.org/ Articles/thomasoulas- Autonomy. htm
http: //ilearn. 20m/research/zuinde.htm
ERIC Clearinghouse on Languages and Linguistics Washington DC. (1992). Myths and Misconceptions about Second Language Learning. ERIC Digest. <http://www.ericfacility.net/ericdigests/ed350885.html>
Learning is an interaction between the individual and the situation. The role of context is heavily emphasised.
Lightbown, P., & Spada, N. M. (2014). How languages are learned (4th ed.). Oxford [england: Oxford University Press. [Kindle Edition]
After a brief introduction of SLA, this paper is aimed at analyzing my own English language learning experiences from behaviorism and Krashen’s theory. This paper consists of three parts. The first part is an introduction concerned with background knowledge of SLA. In the second part, application of behaviorism and Krashen’s theory will be displayed before the final conclusion part is presented.
8) A concept of 'critical period' for language acquisition, Its implication for adult language learning by Katsumi Nagai.
We must acknowledge that different methods of teaching can result in different levels of empowerment in terms of students’ behaviors and outcomes. Recently, learner autonomy has been a major area of interest in foreign language learning. It must be recognized that autonomy is multidimensional and takes different forms in different learning contexts; however, generally speaking, research has shown that autonomous learning allows learners to make the best use of learning opportunities both inside and outside the classroom. Benson (2001) states that autonomy can be broadly defined as the capacity to take control over one’s own learning. He takes the position that autonomy is a legitimate and desirable goal of language education. He also argue
In his article, “My and Misconceptions about Second Language Learning,” published in 1992, Barry McLaughlin listed five major myths and misconceptions held by the general public, or specifically by some second language teachers, as well as some contradictory viewpoints about second language learning held by different scholars. In his five main arguments, he puts specific emphases on his suggestions for second language teachers about second language teaching and learning to dispel these five myths and misconceptions. Though diverse and comprehensive, McLaughlin’s synthesis of relevant language teaching and learning studies does not provide enough
It is also enhanced with illustrations, reflection and action parts which give an idea to the readers and offers a variety of perspectives on language teaching and learning process. The first section, the “Exploring skills” begins with the concept of language teaching methodology followed by chapters on listening, speaking, reading and writing. The second section “Exploring language” deals with four different features of language the sound system, vocabulary system, grammatical system and the discourse system which enriches the ideas and techniques and helps the learners to master these language items. The third section “Supporting the learning process” looks at the ways in which the learning process can be supported through strategies with the effective use of commercial course books, computer assisted language learning, learner autonomy, content based instruction and classroom based
Freeman, D. E. & Freeman, Y. S. (2004). Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics and grammar. Portsmouth: Heinemann
However, during the last 20 years language learning trends have noticeably changed in favour of the study of English as a foreign language, ...
The aim of this project is to examine the different aspects of English language acquisition on a certain division of
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Almost all research in the field of autonomy is based on the three hypotheses: the nature of autonomy and its components, the possibility of fostering autonomy among learners and the effectiveness of some approaches to fostering autonomy in terms of language learning (Benson, 2001, p. 183). However, the concepts of learner autonomy (now seen as a
Lightbown, P., & Spada, N. M. (2006). How languages are learned (3rd ed.). Oxford [england: Oxford University Press.
As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote