Reading Final Task
Name:
Course:
Part 1: (20 points)
⚫ Read the text.
⚫ Identify the author’s purpose and justify.
⚫ Highlight statements supporting the purpose of the author. Explain what kind of claim it is.
Language Learning
The term learning and acquisition should be clearly distinguished from one another. Acquisition
refers more on the subconscious way of learning like a child learns his first language. On the other
hand, learning pertains to the conscious mind learning a second language. Further, learning is
deemed to involve both the explicit and implicit psychological processes. Explicit learning deals with
the learner being aware he is modifying his knowledge about language. While in implicit learning,
there is a change in the learner’s knowledge base, but he is not aware of this (Anderson, 2007).
It is of course significant to consider the learners of the language to better understand
language learning. According to Mokhtari (2007), learners of language hold different beliefs in
language learning. It might affect or influence their learning either consciously or unconsciously. It was
claimed by Horwitz (1985, 1987 & 1999) that it is significant to discern the learner beliefs to better
understand learner approaches to language learning and the strategies they use, so better language
instruction could be implemented.
An investigation on how the attributes of the learner such as beliefs, aptitude, personality, or the
concept of identity affect their ideas of themselves and the learning environment (Breen, 2001). It was
asserted in the study that the learners selectively work in the learning environment they are in, also,
depend on the language inputs and communicative data that are present in that environment.
This selectively comes from the learners' idea of the conditions that they believe to be facilitating or
hindering their learning and their conceptualizations of the language to be learned (cited in Bernat &
Gvozdenko, 2005).
Lambert (2001) stated that successful learners develop insights into beliefs about the language
learning processes and the use of affective learning strategies. Learners need to be aware of their
beliefs and change their beliefs to make learning more effective.
Beliefs about language learning, conscious or not, may impact the way learners see language
learning and types of learning tasks that are likely to generate problems or difficulties instead of
helping to achieve goals, as they build up misconceptions about language learning (Oz, 2007).
The pieces of literature stated above provide a broader concept on what language learning is and
the factors that are influencing language learning that could be the foundation in generating an
understanding on what constitutes language learning.
Date of Submission:
Author’s Purpose:
The Main purpose of the author is to enlighten the reader.
The author explained language learning in simpler terms while
also providing information and data related to the topic being
discussed. With the first paragraph, we can already ascertain
the author’s intentions; those intentions being solely
informing us about language learning. He/she stated that
there is a difference in learning and acquisition and that
acquisition refers to the subconscious way of learning while
learning involves both the explicit and implicit psychological
processes.
Claims:
The paragraph “The term learning and acquisition should be
clearly distinguished from one another. Acquisition refers
more on the subconscious way of learning like a child learns
his first language. On the other hand, learning pertains to
the conscious mind learning a second language. Further,
learning is deemed to involve both the explicit and implicit
psychological processes. Explicit learning deals with the
learner being aware he is modifying his knowledge about
language. While in implicit learning, there is a change in the
learner’s knowledge base, but he is not aware of this”
supports the author’s purpose which is to inform the reader.
This can be seen as a claim of fact as these statements make
use of facts to support the author’s purpose since a clear
explanation was given that is factual and reasons to this claim
was provided.
Part 2: (20 points)
⚫ Read the statements below.
⚫ Choose between the two choices that apply to the statement.
⚫ Explain what made the sentence to be that specific deceptive appeal.

1. POST HOC|OVERSIMPLIFICATION. Criminality will be stopped if you put all convicts in the electric chair.

This statement is an example of oversimplification because the conclusion that criminality will be stopped was reached using evidence that is insignificant
which is putting all convicts in the electric chair. The connection of the two is far-fetched in nature.

2. SLIPPERY SLOPE|NON-SEQUITUR. You must have been good in Math since you are an engineer.

This is non-sequitur because we reached the conclusion of being good at math but the premise or claim of being an engineer is not at all connected to the
conclusion of being good at math.

3. AD MISERICORDIAM|AD HOMINEM. He can’t be expected to be a good mayor; he didn’t even finish a college degree.
This is an ad hominem because the statement assails the character of the person instead of logical reasoning. He can be a good mayor without having a
college degree.

4. BIASED SAMPLING|SWEEPING GENERALIZATION. The Democrat party wants to know how American's feel about illegal immigration, so they send a survey out to
everyone listed on their party's mailing list.

This is an example of biases sampling because they only sent the survey to the people listed on their party’s mailing list which will make the survey invalid
and so, the data cannot be used as a basis in defending the claim.
Part 3: (20 points)
⚫ Read the sample rationale.
For the past few years, language learning and teaching has drastically changed. The learner’s attitude has played a pivotal role in maximizing the linguistic input and output. It is deemed
pertinent that attitude greatly impacts one’s learning. It could either foster or hamper the learning process. Relatively, identifying the possible elements that influence the language learning
attitude of a learner may alleviate the recurring problems mostly experienced by second language learners.
Teachers are believed to be influential elements in the learning of students, and students may either be positively or negatively affected. Taking into account the beliefs and/or behavior of
language teachers in English language learning and teaching would be a significant component in determining its bearing to the attitude of English language learners. Moreover, the impact
of teacher’s beliefs/behavior on the language learning attitude of students while learning English is of great importance in the process of teaching and learning. Relatively, Nguyen (2011)
conducted a study on how to motivate non-English major Vietnamese students. The study revealed that most students learn English for career opportunity and international
communication. It was found out that the two most influential factors that make students motivated in learning were the teacher’s behavior and the teacher’s encouragement. On the other
hand, lack of goal setting and self-actualization were the reasons of demotivation. Also, the study revealed that there were similarities and differences on how a Vietnamese and English
teacher motivates students to learn English. Both use games, rewards, and regular activities. Nonetheless, the teachers from England gave importance to psychological activities.
In the Philippine set up, a study was conducted by Bernardo and Gaerlan (2004) entitled Non-native English students learning English. The paper focused on understanding the experiences
of the learners in learning English. The study revealed that students have a range of personal and social processes and factors that are influencing their way of learning.The teacher’s
openness and empathy are viewed to be important to facilitate the learning and development of students (Rogers & Freiberg ,1994). Teachers are the facilitators wherein the students will
be the center of learning as they develop their actualization and determination in activities. Self-actualization serves as the principal motivation for humans and when this is hampered it
creates imbalance both to the physical and mental aspect of the individual.
Dornyei and Cheng (2007) and Dornyei (2013) stressed on proper teachers’ behaviour to students. Good teaching methods and knowledge are not the only factors a teachers must have;
they also need to treat learners in the most amicable and vivacious manner. In the context of Vietnam, Le et al. (2005) and Phan (2010), they found out that students conformed to the
Vietnamese traditional values of the care orientation. Thus, the kind and helpful support from the teacher of English in the classroom is a good way to motivate students even when they are
grown up. Especially, teacher plays as a facilitator to bring students passion by using music, movies, fads or current topics to trigger learners’ real interests. Teachers also help learners to
find their passion by organizing class activities regularly around the theme of self-expression such as: personalized tasks, idea journals, speaking circles, interactive questionnaires. The
method would be effective when students realize that the content of the class is their personal lives, and that the teacher responds to them as people, not just as language learners (Roger
& Freiberg, 1994).
English has been a part of most of the subject courses in every year level in the Philippine educational system. So, it could be expected that Filipinos are good. Yet, certain issues were raised
on why Filipinos are still incapable of using the language. This is supported by the study conducted by Aquino, et al. (2016). They identified demotivating factors in learning English language.
It revealed that some of the factors are confidence, fear of committing mistakes, demotivated teachers, and lack of resources.

In one paragraph, synthesize the text.

The teaching and study of languages have undergone significant transformation nowadays. The attitude of the learner has been crucial in maximizing linguistic input and output. It is
well accepted that attitude has a significant impact on learning. It might aid or hinder the learning process. In relation to this, figuring out the factors that could affect a learner's attitude
toward language learning could help to solve the issues that second language learners suffer the most frequently. Teachers are believed to be influential elements in the learning of students,
and students may either be positively or negatively affected. Moreover, the impact of teacher’s beliefs/behavior on the language learning attitude of students while learning English is of
great importance in the process of teaching and learning. Studies revealed that there were similarities and differences on how a Vietnamese and English teacher motivates students to learn
English. Both use games, rewards, and regular activities while the teachers from England gave importance to psychological activities. A teacher must also treat students with the utmost
kindness and liveliness in addition to having effective teaching strategies and knowledge. By routinely planning class activities around the theme of self-expression, such as: customized tasks,
idea journals, speaking circles, and interactive surveys, teachers can also assist students in discovering their passion. When students understand that the subject matter of the class is their
personal life and that the teacher reacts to them as people, not just as language learners, the method will be effective.