ENGLISH LANGUAGE TEACHING METHODOLOGY (FACTORS AFFECTING LANGUAGE LEARNING/ACQUISITION-COGNITIVE)

PREPARED BY : NURHAJAR BT JAYA PISMP PK BM/PJ

The way the students processes language cognitively affects the way of their own language develops.

What is cognitive processes?

How often the students hears their parents, friends and others speak affects their cognitive processes in learning language.

Children who are exposed to an unusually high proportion of examples of a language form learn at a faster rate than those who are not.

What is cognitive factors?

something immaterial (as a circumstance or influence) thatc ontributes to producing a result

Students languages (primary languages) are usually well developed before they enter school. But for all children, the language used in schools is different from the language they know from home. Language is used in expanded ways at school to create meaning from print, to analyze and compare information, etc. All of these activities involve cognitive factors. Students learn in many different ways using a variety of strategies and styles.

Cognitive Factors

Rate of learning is affected by frequency. - Children who are exposed with unusual high proportion of examples from a language form will develop better language skills than those of children who receive common input.

Adjustment among different fields of language. - This may occur when the children has less mental resources toward the total targeted sentence.

Delays in the development of maturity and intellectual functions.

- Willingness to learn and the ability to receive education for children with learning disabilities is not the same as normal children because they have low memory, observation skills and conceptual and creative abilities.
- For example, they can only learn what they are learning what they have learned by normal children aged 6 at the age of 8 years or more.

Early production stage. - The students feels more confident and attempt to say words and phrases. Comprehension stage - also called the silent period or preproduction stage. Extending production or speech emergence. - The student produces longer and more complex utterances, begins to recognize and correct his/her own errors and becomes more comfortable at initiating or sustaining conversation.

- The learner simple needs to absorb the sounds and rhythms of the new language, becomes familiar with words, etc.

Stages of Development (Kreshen and Terrel)

REFERENCES
1) Factors That Influence Language Development eHow.com http://www.ehow.com/list_601823 5_factors-influence-languagedevelopment.html#ixzz1FAexVlKM 2) http://speechtherapy.ygoy.com/factors-thatinfluence-language-development-cognitiveprocesses-conceptual-and-linguistic/ 3)http://www.stanford.edu/~hakuta/www/resear ch/publications/(1999)%20%20CONFOUNDED%20AGE%20LINGUISTI C%20AND%20COGNITIVE%20FACTORS% 20IN%20.pdf

FACTORS AFFECTING LANGUAGE LEARNING / ACQUISITION : ENVIRONMENT

BY NURAZINIE BINTI ABD HALIM PISMP PK BM/PJ SEMESTER 3

Definition of Language Learning / Acquisition

Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. Language acquisition usually refers to first language acquisition, which studies infants' acquisition of their native language, rather than second language acquisition, which deals with acquisition (in both children and adults) of additional languages.

3) Teacher

2) Motivation

4) Attitudes

1) Age

FACTORS AFFECTING LANGUAGE LEARNING / ACQUISITION

5) Family

Older children acquire faster than younger children. Example : It was found that after 9 months of instruction in French, 7-to-9-year-olds performed better than 4-to-6year-olds did in comprehension , imitation, and conversation.

A G E

Example : Fathman (1973), found that in the first year of study, 11-to-15-yearolds were significantly bettter at acquiring English as a second language than 6-to-10-year-olds in pronunciation, morphology, and syntax.

Is a kind of desire for learning.

Strong interpersonal and social interaction can create an effective learning environment. It is a very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language.

MOTIVATION

Depends on the social interaction between the teacher and the learner.

A less able students who is highly motivated can achieve greater success than the more intelligent students who is not well motivated.

TEACHE R
Maintain and maximize motivation of the students. Shulman (1986), expresses that students learning is facilitated most effectively when students are motivated. Encouraging and supporting students at all times but especially when they are struggling or lacking confidences in certain areas. Creating atmosphere in which students are not afraid to make mistakes and are encouraged them to take risks. Providing opportunities for interaction in the target language in and outside the language environment through spontaneous activities.

ATTITUDES

References
http://pdfcast.org/pdf/the-effects-ofage-and-motivation-factors-onsecond-language-acquisition http://ezinearticles.com/?LanguageAcquisition-vs-LanguageLearning&id=137148 http://www.englishraven.com/trmethod ologyGen.html