Diana Burga

The differences between L1 and L2 learning Differences in age.

Differences in the context of learning.

Differences in ways of learning.

Differences in age Children: higher level of proficiency, especially when

it comes to functions and pronunciation.

Adults: theyre much more proficient as to learning the inner workings of the language such as syntax and morphology.

Factors for age issue Cognitive: differences in language learning strategies.

Biological: a childs brain are not yet fully molded

Affective: this not only deals with feelings towards success or failure (which varies tremendously with age) but also with motivation.

Teaching: Future tenseChildren Adults

What are you doing next vacations?

Differentiating between short and long term future.

Oral practice: is it long term or short term? (with pictures)

Visual aids.

Games.

Differentiating between short and long term future.

Written practice: future plans.

What will your children do when they finish school?

Preparing organizers.

Doing research about future progress in certain fields (science, politics, etc.)

Differences in the context of learning Basically, these reasons will be directly related to our

environment:

Formal: when we learn in a classroom (not necessarily in our country of origin). In this environment, we become expert analyzers of the language.

Informal: when we learn outside a classroom. In this environment, we become expert users of the language An issue related to informal environment is called Culture Shock.

Homework If you were in the U.S., which differences could you

notice with your native country in:

Social interaction (parties, birthdays, salutations)?

Work ethics?

Holidays?

Daily routine?

Food?

Age-related behavior?

Culture shock The term, culture shock, was introduced for the first time in 1958 to

describe the anxiety produced when a person moves to a completely new environment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate. The feeling of culture shock generally sets in after the first few weeks of coming to a new place.

We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin. Often, the way that we lived before is not accepted as or considered as normal in the new place. Everything is different, for example, not speaking the language, not knowing how to use banking machines, not knowing how to use the telephone and so forth.

Carmen Guanipa

Stages of Culture Shock 1st stage: called incubation stage or

honeymoon stage, where language is viewed as something exciting and new.

2nd stage: presence of first communication difficulties, in this stage the subject tries to adapt to a new culture that is very different from the culture of origin.

3rd stage: characterized by gaining some understanding of the new culture. The individual is more familiar with the environment and wants to belong.

4th stage: the person realizes that the new culture has good and bad things to offer.

5th stage: called re-entry shock, this occurs when a return to the country of origin is made.

Solve the mystery During the morning of August 4, 1892, Borden's father, Andrew

Jackson Borden, and her stepmother, Abby Durfee Borden, were murdered in the family home. The only other people present at the residence at the time were Lizzie and the family maid, Bridget Sullivan. Emma Borden, Lizzie's sister, was away from home. The Borden sisters' uncle, John Vinnicum Morse, brother of Andrew Borden's first wife, was visiting at the time, but was also away from the house during the time of the murders.

That day, Andrew Borden had gone into town to do his usual rounds at the bank and post office. He returned home at about 10:45 a.m. About a half-hour later, Lizzie Borden found his body. According to Sullivan's testimony, she was lying down in her room on the third floor of the house shortly after 11:00 a.m. when she heard Lizzie call to her, saying someone had killed her father; his body was found slumped on a couch in the downstairs sitting room. Andrew Borden's face was turned to the right hand side, apparently at ease as if he were asleep.

Shortly thereafter, while Lizzie Borden was being tended by neighbors and the family doctor, Sullivan discovered the body of Mrs. Borden upstairs in the guest bedroom. Mr. and Mrs. Borden had both been killed by blows from a hatchet, which in the case of Andrew Borden, not only crushed his skull but cleanly split his left eyeball.

Over a period of years after the death of the first Mrs. Borden, life at 92 Second Street had grown unpleasant in many ways, and affection between the older and younger family members had waned considerably if any was present at all.

The upstairs floor of the house was divided. The front was the territory of the Borden sisters, while the rear was for Mr. and Mrs. Borden. Meals were not always eaten together. Conflict had increased between the two daughters and their father about his decision to divide valuable property among relatives before his death.

Relatives of their stepmother had been given a house, and John Morse, brother to the deceased Sarah Borden (the mother of the Borden daughters), had come to visit that week. His visit was to facilitate transfer of farm property, which included what had been a summer home for the Borden daughters. Shortly before the murders, a major argument had occurred which resulted in both sisters leaving home on extended "vacations". Lizzie Borden, however, decided to end her trip and returned early.

She was refused the purchase of prussic acid (hydrogen cyanide) by local druggist Eli Bence, which she claimed was for cleaning a seal skin cloak.

Shortly before the murders, the entire household became violently ill. As Mr. Borden was not a popular man in town, Mrs. Borden feared they were being poisoned, but the family doctor diagnosed it as bad food.

Police never found the murder weapon, fingerprints, footprints or blood stains in or around the house.

Answer What should we take into consideration for the

murder?

How did the killer do it? How is it that theres no evidence?

Who did it?

Lizzie Borden took an axe And gave her mother forty

whacks. When she saw what she had

done She gave her father forty-

one.

Did you know?Lizzie Borden could never be

found guilty of the murders but was suspected to have committed the murders naked.

Differences in ways of learning Inductive reasoning: allows for the possibility that

the conclusion is false even where all of the premises are true. Ex.

Premise 1: there was no axe found in the crime scene even though subjects were proved to be killed by one.

Premise 2: there were no blood trails or footprints anywhere.

Conclusion: murderer could have been naked and then showered.

Deductive reasoning: deductive arguments are attempts to show that a conclusion necessarily follows from a set of premises. Ex.

Premise 1: Lizzie hated her parents.

Premise 2: Lizzie was in the house during the murders.

Premise 3: Lizzie had clear motive and opportunity.

Conclusion: Lizzie is the head suspect.

Whole

Part

When we see

the whole to

understand the

parts, were faced with

DEDUCTIVE

reasoning

When we see

the part to

understand the

whole, were faced with

INDUCTIVE

reasoning

Inductive or deductive? Martha played all night with her friends.

We wanted to buy the biggest house in the city.

I just needed a few minutes before the ceremony.

Sentences describing

past actions

The edmorpheme is used to

indicate past actions

-ed = past tense

-ed (regular verbs)

no specific terminations (irregular verbs)

Subject + verb in the past form(+time expression + complement) = PAST TENSE

She played all night with her friends.

Antony caught a bad cold that winter.

Sentences describing

past actions

PlayED = regular formation

CaUGHT = no specific

termination Play = regular verb

Catch = irregular verb

Learner characteristics Common learning strategies.

Maturity.

Past language learning experiences.

How learner characteristics affect learning.

Common learning strategies In 1985, OMalley and Chamot divided them into three

groups:

Metacognitive: these are strategies that come from the learner when analyzing their own progress, mistakes and how the language works.

Cognitive: related to their developmental learning process (i.e. what each learner can achieve according to age, level, etc.).

Social mediation: strategies that deal with interaction with other learners or users of the language.

Metacognitive strategies advance organizers: planning the learning activity in

advance - "You review before you go into class".

directed attention: deciding to concentrate on general aspects of a learning task.

selective attention: deciding to pay attention to specific parts of the language input or the situation that will help learning.

self-management: trying to arrange the appropriate conditions for learning - "I sit in the front of the class so I can see the teacher".

advance preparation: planning the linguistic components for a forthcoming language task.

self-monitoring: checking one's performance as one speaks - "Sometimes I cut short a word because I realize I've said it wrong".

delayed production: deliberately postponing speaking so that one may learn by listening "I talk when I have to, but I keep it short and hope I'll be understood".

self-evaluation: checking how well one is doing against one's own standards.

self-reinforcement: giving oneself rewards for success.

Cognitive strategies repetition: imitating other people's speech overtly or

silently.

resourcing: making use of language materials such as dictionaries.

directed physical response; responding physically 'as with directives'.

translation: 'using the first language as a basis for understanding and/or producing the L2'

grouping: organizing learning on the basis of 'common attributes'.

note-taking: writing down the gist etc of texts.

deduction: conscious application of rules to processing the L2.

recombination: putting together smaller meaningful elements into new wholes.

imagery: visualizing information for memory storage - "Pretend you are doing something indicated in the sentences to make up about the new word".

auditory representation: keeping a sound or sound sequence in the mind - "When you are trying to learn how to say something, speak it in your mind first".

key word: using key word memory techniques, such as identifying an L2 word with an L1 word that it sounds like.

contextualization: 'placing a word or phrase in a meaningful language sequence'.

elaboration: 'relating new information to other concepts in memory'.

transfer: using previous knowledge to help language learning - "If they're talking about something I have already learnt (in Spanish), all I have to do is remember the information and try to put it into English"

inferencing: guessing meanings by using available information - "I think of the whole meaning of the sentence, and then I can get the meaning of the new word".

question for clarification: asking a teacher or native for explanation, help, etc.

Social mediation strategies cooperation: working with fellow-students or other

speakers on language.

MatchStrategies Statements

1. Self monitoring

2. Guessing from context

3. Memorizing

4. Organizing learning aids

5. Repeating

6. Consulting reference resources

7. Using opportunities for practice

a. To learn new words, I always create pictures of them in my mind.

b. I always keep new vocabulary cards with I separate into topics.

c. Whenever I can, I talk with English native speakers in social situations.

d. I work out a meaning of a new word from the language around it.

e. I pay attention to my own language to make sure its accurate.

f. If Im not sure of the meaning of a word or how to use it, I look it up in the dictionary

Answer key1. E

2. D

3. A

4. B

5. ---

6. F

7. C

(Cognitive) Maturity Children for example, are always less inclined to ask

when they dont understand whats being explain, are not as inclined to manage conversations and havent developed certain learning strategies

Adults are able to process L1 input much better in order to develop language awareness, they also have a more staged process when it comes to language production and are also able to enrich language learning with their own experiences

Past language learning experiences

How does past learning experience affect new learning?

Is it related to motivation? How do you motivate a student with a bad experience?

Learner needs The needs of a learner represent the gap between what

the learner wants to get out of the learning experience and his or her current state of knowledge, skill, and enthusiasm (Noessel, 2003).

When facilitators establish a new learning environment, it is important that they assess preparedness of participants in all four domains.

Affective needs Related to emotional (affective) processes. The

learning processes in the affective domain include being open to experience, engaging in life, cultivating values, managing oneself, and developing oneself.

Cognitive needs Related to mental (thinking) processes. Learning

processes in the cognitive domain include a hierarchy of skills involving processing information, constructing understanding, applying knowledge, solving problems, and conducting research.

Social needs Related to communication, teamwork, management,

and leadership. This domain is distinct from the cognitive, affective, and psychomotor domains in that all of its process areas and specific skills involve interpersonal performance in the large range of social contexts in which learning occurs.

Cognitive Social Affective

Recognize good questions Communicate with peers Attain goals

Ask good questions Give and receive support Nurture positive attitudes

Get help from experts Experience external motivation Be open to feedback from others

Practice problem solving Make a difference Have time for reflection and self-assessment

Think independently Interact while problem solving Possess well-founded self-confidence

Create work products Explore and challenge conventionsDefine and respond to locus of

control

Process new information Grow with friends Have a sense of belonging

Use learning resources Manage time and tasks Understand motivations of others

MatchLearner Needs/ preferences

1. Most of the time should be spent on

doing grammar exercises.

2. I prefer working with other students to

speaking to the teacher in front of the

class.

3. I really like knowing how language

works.

4. Rules just confuse me I prefer to work out language from examples.

5. Why should I listen to other students mistakes? The teacher should talk

most of the time.

6. I just want people to understand what I

mean. I dont worry if I make mistakes.

7. Its important to know how well Im doing.

A. Wants explanations of grammar rules.

B. Needs constant feedback.

C. Enjoys practising language in pairs or groups.

D. Enjoys doing language practise that focuses on accuracy.

E. Doesnt want to work with other students.

F. Focuses on communicating.

G. Doesnt want the teacher to explain grammar.

Answer key1. D

2. C

3. A

4. G

5. E

6. F

7. B