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 risk taking bot
Acculturation hypothesis
“ the degree of acculturation toward the ‘model’ language group seems to be the primary consideration in attempting to account for the varied levels of linguistic achievement reached by secondlanguage learners”
Korean Wes
Literacy Ability (reading, writing) Grammar skill High Low
Communication skills
(listening, speaking) Low High
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.
Defining Motivation
How do you define motivation?
-> The extent to which you make choices about
(a) goals to pursue
(b) the effort you will
devote to that pursuit
The Contrastive Analysis Hypothesis
The first language system interferes with the secondlanguage system.
Structural analysis on the two language would enable teachers to predict the difficulties in acquiring secondlanguage.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen