Gardner's Socio-Educational Model Of The Second Language Dequisition

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.

Learning a second language is something that numerous people have attempted to do throughout the years. The motivation for doing this, be it intrinsic or extrinsic, varies from student to student. Learning a second language becomes effective when teachers are able to identify students’ individual learning problems, apply diverse methods and approaches to solve them, and nourish students’ learning motivation.

In order for assimilation to occur a minority group becomes an integrated part of the majority group; this assimilation results in non-distinguishing of one group from another by cultural characteristics. In order for this process to be complete, it must entail, not only an active effort by the minority group to shed all distinguishing actions and beliefs, and also complete unqualified acceptance of that individual by the dominant society.

Michael Gottfried, from the University of California Santa Barbara, wrote this article in 2014, in which he examined the effects of having a greater number of English Language Learner (ELL) students in general education classrooms on the other students in kindergarten and first grade. He based his research off the “research gaps” (Gottfried, 22), that other studies have done to examine this same issue, examining students’ achievement and socioemotional skills. Gottfried states that there are four primary ideas that other studies within the same topic failed to consider: studies focused on only the ELL students in a mainstream classroom, the studies only focus on student achievement, the studies have left out many factors within a classroom,

Navarrete, Lori, Nevada State College,Watson, M.R Silvana,, Old Dominion University, Council for Learning Disabilities, English Language Learners:The Impact of Language and SocioCultural Factors on Learning, (August

This theory helps us understand learning because it explains how children development their language at such a high rate. It is also helpful because it lets educators know that challenging students above their level of knowledge is the best way to support students’ growth.

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

Krashen and Terrell (1983) authored the book “The Natural Approach” in which they identified the following five stages through which ELLs progress when learning English as a second language: preproduction, early production, speech emergence, intermediate fluency, and advance fluency. Mora-Flores (2011) indicates that the way in which ELLs’ language development is monitored and labeled varies across the country. The most important aspect is the teachers’ understanding of what students bring to the classroom in terms of language since this allows teachers to build toward the following level in the student

The authors undertook this research in order to better understand the factors that affect language learning. The findings obtained through this research may help predict

According to the text,Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (2017), “behaviorist, innatist, and interactionist views of second language development have influenced teaching methods” for many years and continue to do so (p. 69). This paper will describe the different types of classrooms suggested by the following three views of language acquisition: behaviorist, innatist, and interactionist. This paper will also discuss the teacher’s role, treatment of errors, and grouping patterns in the classroom.

It is the duty of the teacher to identify those factors and comprehend it completely in order to teach the students effectively. Among all these factors, motivation is one of the most significant one. Dorneyi (2001 a) addresses the relevance of motivation by asserting, “ ‘motivation' is related to one of the most basic aspects of the human mind, and most teachers and researchers would agree that it has a very important role in determining success or failure in any learning situation. My personal experience is that 99 per cent of language learners who really want to learn a foreign language (i.e. who are really motivated) will be able to master a reasonable working knowledge of it as a minimum, regardless of their language aptitude.”

Motivation was firstly studied by Gardner & Lambert in 1959. During the past decades, L2 motivation has been a focus in the empirical studies under the context of second language learning. In terms of L2 motivation, Researches on the time dimension of L2 motivation are essential to our developing investigations of L2 motivation throughout the lengthy process of learning and teaching (Ghenghesh, 2010). This essay is a review about Judit Kormos and Kara Crizer work named Age-related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Leaning Behavior in 2008 on the motivation of learning English as a foreign language (EFL) among three different age group population in Hungary. They also verify the validity of Dornyei’s L2 motivational self system. The system

Textbooks are based on the communicative approach. “The curriculum recommends that English to be used as much as possible by the teachers and students in the classroom.” (Orafi & Borg, 2009). Yet, the new curriculum is not applied as planned mainly because of the obvious differences between the main standards of these books and teachers’ beliefs. Meanwhile, the controversial concern is why some EFL students attain higher grades in English language exams than others who are under the same conditions and situations. The concern on the learners’ attitudes towards the target language was emphasized by Gardner (1985). He stated that the learners’ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. This, in turn, affects on their performance, too. 1.2 Research Questions and Hypotheses The research seeks to answer the following questions: 1- What are the attitudes of Libyan secondary school students towards learning English language in terms of their behavioral, cognitive and emotional aspects? 2- Is there any statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender? 3 Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study? 4- Is there any a statistically significant

Comparing between National and International Primary schools in their usage of motivation relation with the second language acquisition