Social Instructivism And Second Language Acquisition

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are learned. The avenue of socialization is crucial in learning a second language. When natural conversations occur with native and non-native speakers, a natural

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.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

Constructivism is the theory that sindividuals construct their own understanding and knowledge of the world, through undergoing things and reflecting on those involvements and understanding. When pupils encounter something fresh, they bring it together with previous knowledge, experience and familiarity. They may modify what they believe, or they may get rid of the new information as irrelevant or unrelated. To be vigorous creators of their knowledge nevertheless, they must be able to ask questions, discover and assess what they know. In the classroom or any other situation they are in, the constructivist interpretation of learning means inspiring and reassuring pupils to use dynamic methods such as experiments, trials

This essay will outline the basic tenents of constructivism and then attempt to explain why based on these core tements that constructivism is a good famework to use within the South African context. Some critisims of Constructivism will be presented as well as ways to overcome these.

“learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring , enhancing, or making changes in one’s knowledge, skills, values and world views” ( llleris,2000; Ormord,1995). This process could be explained through several theories, some of which include ; behavioral, cognitive, constructivist, and social cognitive learning theories. Presently teachers make use of these theories in their classrooms in order to maximize the learning potential of students and also to create a better learning environment inside the classrooms. This report includes a summary of these different learning theories used in

The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create the construction of an individual's new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were

Social cognitive theory analyzes on how people gain knowledge, expertise and their interactions during the process. It also, looks at the external influences imposed by personal factors, and environmental interactions. According to social cognitive theorists (Schunk, Meece & Pintrich, 2014) effective modeling happens when the observer is motivated to learn (p. 132). What triggers his/her motivation? How do we know the effectiveness of our teaching? That brings a reflective answer. Based on Bandura’s social cognitive theory (1994) learning takes place when the learner is

With this new understanding, Constructivism provides educators with a more informed approach to teaching, and how their students will learn. And while it does not include a “How to teach manual”, there are several general principles educators may draw from a Constructivist attitude to shape teaching structures.

Motivation, interest, practicality, connection, and personal value are the major fundamentals of education. The realization of knowledge, sound logic, and the capability to reason, whether it is better to the teacher or not, come second to a student 's affective well-being. My philosophy of education follows somewhat of a social constructivist approach. Social constructivism can be described as socialization, a process of acquisition of skills, knowledge, and dispositions that enables the individual to participate in his or her group or society (Sivan, 1986). I feel that my teaching methods and beliefs are in line to what the premise of social constructivism is based on. According to Swap & Walter (2015), social constructivism implies that learning occurs via groups interacting through shared experience to co-develop knowledge and interpret the meaning and implications of the knowledge gained. Engaging constructivist methods of teaching in one 's classroom powers students to take a dynamic role in their education by making decisions and assuming responsibility for intellectual inquiry and innovation. For instance, discussions, experiments and projects ensure student accomplishment and allow scholars and the teacher to determine individual student 's preferences and fortes. This method facilitates differentiated activities for each student 's unique ambitions, making the subject more relevant to every student 's life. As professionals delegated with the

This article review is about the Digest, published in 1992, by Barry McLaughlin, which is based on Santa Cruz’s “Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn.” The digest discusses the myths and misconceptions about children and second language acquisition in five main points, trying to make teachers of second language learners avoid having unrealistic expectations of the process of children learning second language. There are five myths that are pointed out by the author.

Krashen placed the variables affecting second language acquisition into three categories: motivation, self-confidence, and anxiety (Schutz, 1997). According to Kocher, motivation of an ESL student is “primarily connected with the desire to become part to the L2 speaking community (2013, pg. 14). This is primarily known as integrative motivation, an orientation that is socially and culturally oriented (Brown, 2014). Kocher outlines that motivation is often negatively impacted in a classroom setting due to embarrassment in messing up the second language (Kocher, 2013).

Summary of article: The authors provided reflections on 17 popular ideas about language learning. The first one is that languages are learned “mainly” through imitation. Lightbown and Spada (2006) argued that children imitate selectively and individuals have their own learning strategies. The second popular idea is that parents usually correct young children when they make grammatical errors. However, parents rarely comment on grammatical errors. Instead, parents tend to focus on meaning. Third, highly intelligent people are good language learners. The high IQ usually preform good in class and research has shown that learners have a wide variety of intellectual abilities will be higher chances to successfully learning language. The next idea is that the best predictor of success in second language acquisition is motivation. In most cases, learners with higher motivation can do better. However, perhaps, the instruction interacts with different leaning styles and learner’s aptitude will influence learning outcome. The fifth idea is that the earlier a second language is introduced in school programs, the greater the likelihood of success in learning. Research has shown that learning a second language at an early age are more likely to be indistinguishable from native speakers. Next idea is that most of the mistakes that second language

Critically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition

Language is the means that we use to deliver messages or convey the idea to the other people. There are many languages spoken in the world. People learn their first language generally considered it as their native language or in other words their mother tongue. The first language always the language that most of the people in this world acquired first. Acquisition of a language is the most important aspects of human development. First language acquisition normally occurred unconsciously in people’s daily communication since baby. Meanwhile, second language acquisition (SLA) could be a complex process which it involves many interrelates with all factors. It is not a uniform and predictable phenomenon. It is considered as a study on how the learners can learn an additional language after acquired their mother tongue. According to Ellis (1985), he stated that there is no way for people to acquire a knowledge of their second language. It means that majority of people who learn the second language basically do not acquire them but still in the learning process.