Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Foreign Language Acquisition and Learning
Code: 518015

Activity Guide and Evaluation Rubric – Phase 1 Initial Evaluation

1. Activity Description

Type of activity: Individual

Evaluation moment: Initial
Highest score of the activity: 25 points
The activity starts on: Wednesday, The activity ends on: Tuesday,
August 26, 2020 September 8, 2020
With this activity, you are expected to achieve the following learning
outcomes:

Identify Krashen's language acquisition hypotheses and their applicability in the

process of foreign language learning.
The activity consists of:

Step 1
Read the contents for Unit 1 – The Foreign Language Learner and the Acquisition
Process.

Step 2

Make your first participation in the forum and introduce yourself.

Include the following information full name, place of birth, age, workplace.

Fill the form of ARL membership.

Step 3

Based on Krashen's theories exposed in the 2nd. chapter of the book Principles and
Practice in Second Language Acquisition which is the contents of Unit I (pages 9-30).

Check the five Hypotheses about the second language acquisition and choose the one
which most perfectly describes how has been your foreign language learning process

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1. The acquisition-learning distinction
2. The natural order hypothesis
(a) Transitional forms
3. The Monitor hypothesis
(a) Individual variation in Monitor use
4. The input hypothesis
(a) Statement of the hypothesis
(b) Evidence supporting the hypothesis
5. The Affective Filter hypothesis
Once you have chosen the hypothesis that better describes your own learning
process write a 200 word-reflection about it.

Step 4

Make at least 4 meaningful comments about your classmates’ reflections and make
them know what you think about their learning process and the similarities their
processes have with yours.

Step 5

In this phase, you must answer the following questions, please use strong
arguments, do not use theoretical quotes, and try to use examples to support your
own ideas.

1. How do humans learn additional languages after they have learned their first?
2. What factors contribute to the variability observed in rates and outcomes of
second language learning?
3. What does it take to attain advanced language and literacy competencies in a
language other than the mother tongue?
For the development of the activity consider that:

In the Initial Information Environment, you must:

- Check the Course Agenda to organize your time.

- Check all available forums, introduce yourself in the General Forum.
- Verify the dates of the Web Conferences so that you can plan your participation
accordingly.
- Verify your tutors’ synchronous attention by Skype.

In the Learning Environment, you must:

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- Download the Syllabus of the course to read.
- Go to the discussion forum for the task and get familiar with your collaborative
group.
- Participate in the forum to get feedback from e-mates and tutor.

In the Evaluation Environment, you must:

- Upload a PDF file with the task’s individual evidence. Identify your file as
follows: 518015 - Phase 1 – Your Full Name.pdf

Evidences of individual work:

The individual evidence to be submitted is:

Start your participation in the forum introducing yourself

Choose one of Krashen’s Hypotheses considering your own learning process. Create
a reflection about it.

Make at least 4 meaningful comments about your classmates’ reflections.

Answer the three questions posed by the teacher.

Evidences of collaborative work:

No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidences to Submit

For Individual evidences, consider the following:

a. Cover page (name and last name of the student, course info, tutor name,
date).
b. Personal introduction (Screenshots are not allowed).
c. Reflection on Krashen’s Hypotheses.
d. Comments about your classmates’ reflections. (Screenshots are not allowed).
e. Answers to the three questions.
f. References (APA style).

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Upload a PDF file with the task’s individual evidence. Identify your file as
follows: 518015 - Phase 1 – Your Full Name.pdf

Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found in the virtual
campus.

Under the Academic Code of Conduct, the actions that infringe the academic order,
among others, are the following: paragraph e) Plagiarism is to present as your own
work all or part of a written report, task or document of invention carried out by
another person. It also implies the use of citations or lack of references, or it
includes citations where there is no match between these and the reference and
paragraph f) To reproduce, or copy for profit, educational resources or results of
research products, which have rights reserved for the University. (Acuerdo 029 - 13
de diciembre de 2013, artículo 99)

The academic penalties students will face are:

a) In case of academic fraud demonstrated in the academic work or evaluation, the
score obtained will be zero (0.0) without any disciplinary measures being derived.
b) In case of proven plagiarism in academic work of any nature, the score obtained
will be zero (0.0), without any disciplinary measures being derived.

3. Evaluation Rubric Template

Type of activity: Individual

Evaluation moment: Initial
The highest score in this activity is 25 points
First evaluation High level: The student participated on-time in the forum and
criterion: correctly introduced his/her-self without any grammar mistake.
The student has the ARL membership certification.
Forum participation If your work is at this level, you can get between 4 points
and personal and 5 points

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introduction and
ARL membership. Average level: The student participated 5 days after the
activity opening and his/her introduction has some grammar
This criterion mistakes. The student did not have the ARL certification but
represents 5 he/she has evidence of the process.
points of the total If your work is at this level, you can get between 3 points
of 25 points of and 3.9 points
the activity.
Low level: The student made his/her participation 3 days before
the deadline or did not make it. The student did not have ARL
certification or evidence of the procedure to get it.
If your work is at this level, you can get between 0
points and 2.9 points
Second evaluation High level: The student chose one hypothesis and created an
criterion: excellent reflection about it. The reflection follows the
requirements and does not have grammar mistakes
Krashen’s If your work is at this level, you can get between 4 points
Hypotheses and 5 points
Reflection.
Average level: The reflection created by the student has weak
This criterion arguments, the ideas are not so clear, and it has some grammar
represents 5 mistakes.
points of the total If your work is at this level, you can get between 3 points
of 25 points of and 3.9 points
the activity.
Low level: The student did not make the reflection, or it did not
fulfill the requirements.
If your work is at this level, you can get between 0
points and 2.9 points
Third evaluation High level: The student made at least 4 meaningful comments
criterion: about the classmates’ reflections and included all the required
information, without making any grammar mistake.
Meaningful If your work is at this level, you can get between 4 points
comments and and 5 points
participation.
Average level: The student made the comments, but they were
This criterion not meaningful and did not include the required information.
represents 5 Additionally, the comments had some grammar mistakes.
points of the total If your work is at this level, you can get between 3 points
and 3.9 points

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of 25 points of
the activity. Low level: The student made some comments three days
before the activity deadline and they were not meaningful, or
the student did not make any comments. The student made
some comments three days before the activity deadline and they
were not meaningful, or the student did not make any
comments.
If your work is at this level, you can get between 0
points and 2.9 points
Fourth evaluation High level: The student answered the three questions
criterion: correctly, his/her ideas were clear and well supported with
strong arguments and without grammar, cohesion, and
Responding to coherence problems.
Questions If your work is at this level, you can get between 4 points
Effectively. and 5 points

This criterion Average level: The student answered the three questions but
represents 5 not perfectly, his/her ideas were not clear and well supported
points of the total with strong arguments and the answers had grammar, cohesion,
of 25 points of and coherence problems.
the activity. If your work is at this level, you can get between 3 points
and 3.9 points

Low level: The student did not answer the three questions.
If your work is at this level, you can get between 2
points and 2.9 points
Fifth evaluation High level: The student sent the document to the collaborative
criterion: environment and It fulfilled all the activity requirements
If your work is at this level, you can get between 4 points
Task Delivery. and 5 points

This criterion Average level: The student sent the document to the
represents 5 evaluation environment, but it did not fulfill the activity
points of the total requirements
of 25 points of If your work is at this level, you can get between 3 points
the activity. and 3.9 points

Low level: The student did not send any document to be

evaluated or just sent some drafts to the forum.

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If your work is at this level, you can get between 0
points and 2.9 points