classification+article

IN THE NAME OF DOG

MEHNOOSH NOROOZI

Learner internal factors vs. Learner external factors acculturation

Learner internal factors: Learner internal factors are include, cognitive approaches , language transfer and linguistic universals. 1) Cognitive approaches: A great research in SLA take place on the cognitive process. Schumann(1978), modeled the process of acquisition in term of gaining increasing attentional control over language use. (Brown 2000). It’s mean that through the word selection and constructing utterance increasingly becomes automatic and learners language ability improves. 2) Language Transfer : It’s mean that the learners try to apply rules and forms of the first language into the second language and transfer of features that take place from one language to another language. The constructive analysis predict all learner errors based on language transfer. Transfer is an important factor in language learning and transferring begin by sounds and meaning and different rules such as word order and pragmatics. when learner gain experience in the target language the transfer is finished. 3) Linguistic universal : research in universal grammar (UG) has important effect on SLA theory, and research in the interlanguage tradition show that learner language follow of UG at all stages of development and older learner have great difficulty with out UG and they can not access to the target language’s rules from input alone. Learner External factors: Study in this area focused on the effects of different kind of input and focused on the impact of the social context. 1) Social effects: one aspect that should be attention is the relationship of gender rules to language achievement. Study across cultures show that, women more enjoy an advantage over men, and it is linked to gender rules. community attitude also important on SLA. When community has a negative view of the target language and it’s speaker, or has negative view of relation to them ,learning is much more difficult. Many difficulty is the children learning a second language. Other social factors is the attitude of parents, about language study and the group dynamics in the language classroom. 2) Input and intake : the target language is the main source of information for the learner’s. when learners direct contact with the target language it is referred to input. When learners can contribute to learning it is intake. Speaking is the amount of input that learner intake at the level of comprehensible. In the monitor model of krashen it referred to the L+1. Research in this field is related to research on pedagogical effects. 3) Interaction: interaction hypothesis is the language acquisition that facilitated by use of the target language in interaction. Nation (2000)said that the use of words in new context which stimulate a deeper understanding of their meaning. Merrill swain (1980) said that meaningful output is necessary for the language learning. 4) Pedagogical effects: the study of effects of teaching on second language acquisition measure the effective factors of language teaching practices. Every level of language from phonetics to pragmatics and every current teaching methodology are consider. Research show that many traditional language-teaching are inefficient and formal instruction can play important rule in language learning. The important of explicit teaching is considerable. Explicit instruction take place in the learner’s first language and it is simply for learners to practice. Pronunciation does not important effect in explicit teaching. Other traditional explicit teaching, such as grammar and vocabulary are important.

Reference: 1) PDF : Berdan. R (1996) second language acquisition and linguistic variation. <span style="font-family: 'times new roman','serif'; font-size: 16px;">2) PDF: Cazden. C (1972) child language and education. <span style="font-family: 'times new roman','serif'; font-size: 16px;">3) PDF : Cazden .C ,E.Cancio, E.Rosunsky and J. Schumann (1975) . Second language acquisition in children , Adolescents and Adults. <span style="font-family: 'times new roman','serif'; font-size: 16px;">4) Ellis .R (2005): the study of second language acquisition. <span style="font-family: 'times new roman','serif'; font-size: 16px;">5) PDF : Schumann. J (1978) social and psychological factors in second language acquisition. <span style="font-family: 'times new roman','serif'; font-size: 16px;">6) PDF : Schumann .J (1978) The acculturation model for second language acquisition. <span style="font-family: 'times new roman','serif'; font-size: 16px;">7) PDF : Schumann .J (1980) The acquisition of English by second language learner’s. <span style="font-family: 'times new roman','serif'; font-size: 16px;">8) PDF : Schumann .J (1986) Research on the acculturation model for second language acquisition.