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PREPARED BY :
NURHAJAR BT JAYA
PISMP PK BM/PJ
ENGLISH LANGUAGE TEACHING
METHODOLOGY
(FACTORS AFFECTING LANGUAGELEARNING/ACQUISITION-COGNITIVE)
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What is cognitive processes?
The way the students processes
language cognitively affects theway of their own languagedevelops.
How often the students hearstheir parents, friends and othersspeak affects their cognitive
processes in learning language.
Children who are exposed to anunusually high proportion ofexamples of a language form
learn at a faster rate than thosewho are not.
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What is cognitive factors?
something immaterial (as a circumstance or influence) thatcontributes to producing a result
Studentslanguages(primarylanguages) areusually welldevelopedbeforethey enterschool. Butforallchildren,
thelanguageusedinschoolsisdifferentfromthelanguagethey know fromhome. Languageisusedinexpanded waysat
schooltocreatemeaningfrom print,toanalyzeandcompareinformation,etc. Alloftheseactivitiesinvolve
cognitivefactors. Studentslearninmanydifferent waysusingavarietyofstrategiesandstyles.
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Cognitive Factors
Rate of learning is affected by frequency.
- Children whoareexposed withunusualhighproportionofexamplesfromalanguage form will develop betterlanguageskillsthanthoseof children
whoreceivecommoninput.
Adjustment among different fields of language.
- Thismayoccur whenthe childrenhaslessmentalresourcestowardthetotaltargetedsentence.
Delays in the development of maturity and intellectual functions.
- Willingnesstolearnandtheabilitytoreceiveeducationforchildren withlearningdisabilitiesisnotthesameasnormalchildrenbecausetheyhavelow
memory,observationskillsandconceptualandcreativeabilities.
- Forexample,theycanonlylearn whattheyarelearning whattheyhavelearnedbynormalchildrenaged 6 attheageof 8 yearsormore.
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StagesofDevelopment
(Kreshen andTerrel)
Comprehensionstage
- alsocalledthesilentperiodorpreproductionstage.
- Thelearnersimpleneedstoabsorbthesoundsandrhythmsofthenew language,becomes
familiar with words,etc.
Earlyproductionstage.
- The studentsfeelsmoreconfidentandattemptto
say wordsandphrases.
Extendingproductionorspeechemergence.
- Thestudentproduceslonger
andmore
complex
utterances,
beginstorecognizeandcorrecthis/herownerrorsandbecomes
morecomfortableatinitiatingorsustainingconversation.
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REFERENCESREFERENCES
1)Factors That Influence Language DevelopmenteHow.com http://www.ehow.com/list_6018235_factors-influence-language-development.html#ixzz1FAexVlKM
2)http://speechtherapy.ygoy.com/factors-that-influence-language-development-cognitive-processes-conceptual-and-linguistic/
3)http://www.stanford.edu/~hakuta/www/research/
publications/(1999)%20-%20CONFOUNDED%20AGE%20LINGUISTIC%20AND%20COGNITIVE%20FACTORS%20IN%20.pdf
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FACTORSAFFECTING LANGUAGEFACTORSAFFECTING LANGUAGE
LEARNING /ACQUISITION :LEARNING /ACQUISITION :ENVIRONMENTENVIRONMENT
BY NURAZINIE BINTIABD HALIM
PISMP PK BM/PJ
SEMESTER3
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Definition of LanguageDefinition of Language
LLearning /Acquisitionearning /Acquisition
y Language acquisition is the process by which
humans acquire the capacity to perceive,produce and use words to understand andcommunicate.
y Language acquisition usually refers to first
language acquisition, which studies infants'acquisition of their native language, ratherthan second language acquisition, whichdeals with acquisition (in both children andadults) of additional languages.
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FACTORSAFFECTINGLANGUAGELEARNING /ACQUISITION
1)Age
2) Motivation
3)Teacher
4)
Attitudes
5)Family
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Example : Fathman (1973), found that inthe first year of study, 11-to-15-year-olds
were significantly bettter at acquiringEnglish as a second language than 6-to-10-year-olds in pronunciation, morphology,
and syntax.
Older childrenacquire faster
than youngerchildren.
Example : It was found thatafter 9 months of instruction in
French, 7-to-9-year-oldsperformed better than 4-to-6-
year-olds did in comprehension, imitation, and conversation.A
GE
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MOTIVATION
Is a kind ofdesire forlearning.
It is a very difficultto teach a second
language in alearning
environment if thelearner does not
have a desire tolearn a language.
A less able students who ishighly motivated can achieve
greater success than themore intelligent students
who is not well motivated.
Depends on thesocial interaction
between theteacher and the
learner.
Stronginterpersonal andsocial interaction
can create aneffective learning
environment.
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Maintain and maximize motivation of the students.
Shulman (1986), expresses that students learning isfacilitated most effectively when students aremotivated.
Encouraging and supporting students at all times butespecially when they are struggling or lackingconfidences in certain areas.
Creating atmosphere in which students are not afraidto make mistakes and are encouraged them to take
risks.
Providing opportunities for interaction in the targetlanguage in and outside the language environmentthrough spontaneous activities.
TEACHER
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ATTITUDES
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ReferencesReferences
y http://pdfcast.org/pdf/the-effects-of-age-
and-motivation-factors-on-second-
language-acquisition
y http://ezinearticles.com/?Language-
Acquisition-vs-Language-
Learning&id=137148
y http://www.englishraven.com/trmethodologyGen.html