as cognitive style. When cognitive styles are specifically related an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Studies of learning style bring important variables to the forefront. Such styles can contribute significantly to the construction of a unified theory of secondlanguage acquisition.
learning of a secondlanguage. Therefore, learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of risk taking both in the classroom and in natural settings. Individuals learning a secondlanguage can face other negative consequences if they make mistakes. Beebe(1983, p.40) described some of the negative ramifications that foster fear of r
language is taught actively through movement, the right brain “believes” the information and retains it, in the same way that skills such as swimming or riding a bicycle are remembered long term.
Asher sees TPR as directed to right-brain learning, whereas most secondlanguage teaching methods are directed to left-brain learning. Asher holds that the child language learner acquires language t
(1973) 4 Stages of SecondLanguage Development
1. Random Error(Presystematic): Vaguely aware that there is systematic order. Stage of experimentation and inaccurate guessing
2. Emergent: In consistency in linguistic production. Begin to internalize certain rules. ‘U-shaped learning’. Unable to correct errors when they are pointed out. Avoidance of structures and topics.
A. Listening in Another Language
A1. The nature of listening in another language
▣ Listening is vital in the language classroom because it provides input for the learner.(Rost 1994:141-142)
▣ The reasons why listening is important to the development of speaking skill
- Spoken language gives a means of interaction for the learner.
- Authentic spoken languag