PERSPECTIVE ON FIRST

AND SECOND LANGUAGE

ACQUISITION
&

Various Factors that

Influence Learning
GROUP 1 - BEED-3A
Opening Prayer
Dear Lord, as we gather in this virtual
classroom, we thank you for the opportunity to
learn and grow together despite the distances
that separate us. Bless our teachers with wisdom
as they guide us through the realms of knowledge,
and grant us the diligence to absorb and apply
what we discover. May the digital connections we
share be a reminder of the unity that transcends
screens and wires. In this online space, let
understanding flourish, curiosity thrive, and
camaraderie strengthen. Amen.
 Thought for the Day

"The only way to do

great work is to love
what you do."
- Steve Jobs
 Word for the Day
DYSLEXIA
The word 'dyslexia' is Greek and means 'difficulty with words'.

Dyslexia is a specific learning difficulty which mainly affects the

development of literacy and language related skills.

It is characterized by difficulties with phonological processing, rapid

naming, working memory, processing speed, and the automatic development
of skills that may not match up to an individual's other cognitive abilities.

It tends to be resistant to conventional teaching methods, but its effects

can be mitigated by appropriately specific intervention, including the
application of information technology and supportive counselling.
What is First Language
Acquisition?
First language acquisition actually refers
to infants’ acquisition of their native
language. They acquire language through
a subconscious process and are unaware
of grammar rules. Children do usually not
require explicit instruction to learn their
first language. They just pick up the
language, the same way they learn how to
roll over, crawl and walk.
Three prominent approaches to first
language acquisition:

1.BEHAVIORIST APPROACH
-The behaviorist approach, often associated with B.F.
Skinner's theories, suggests that language acquisition
is a result of imitation, reinforcement, and
conditioning. According to this view, children learn
language by imitating the speech of adults around
them and receiving positive reinforcement when they
produce correct linguistic forms.
2. NATIVIST APPROACH
- The nativist approach, championed by Noam Chomsky, posits that
humans are born with an innate capacity for language. Chomsky's
theory of Universal Grammar suggests that there is a biological
predisposition for language acquisition. Children are born with a set of
linguistic principles and structures that guide their language learning
process.

3. INTERACTIONIST APPROACH
-The interactionist approach, also known as the social-interactionist
approach, emphasizes the importance of both innate predispositions
and social interaction in language development. This perspective,
influenced by the work of theorists like Lev Vygotsky, suggests that
children acquire language through interactions with caregivers and
other members of their social environment.
What is Second
Language
Acquisition?
Second language acquisition (SLA) is
learning a second language after the
first language is already learned.
Anyone can learn a second language,
but children usually find it easier. In
fact, this is a process of learning;
learning occurs actively and
consciously through explicit
instruction and education.
According to the linguist Stephen Krashen, second
language acquisition occurs in five stages: preproduction
(silent phase), early production, speech emergence,
intermediate fluency, and advanced fluency.

Preproduction – At this stage, learners learn terms

of the new language and practice them.

Early Production – Learners can speak in short

phrases of one or two phrases. They also collect new
words.
Speech Emergence – At this stage, learners know
thousands of words and can communicate using simple
questions and phrases.

Immediate Fluency – Learners have an advanced

vocabular y and can use more complicated sentence
structures. They can also share their opinions and
thoughts.

Advanced Fluency – By this stage, learners will finally

have several years of experience, and can function at a
level close of native speakers.
Various Factors that Influence
Learning
INTELLECTUAL FACTOR
The term
"intellectual" refers
to the individual
mental level. Success
in school is generally
closely related to
level of the intellect
of the learner.
Learners with low intelligence often
encounter serious difficulty in
mastering school work. Sometimes
pupils do not learn because of special
intellectual disabilities.
Individuals possess different kinds of
intelligence. Knowledge of the nature
of the pupil's intellect is of
considerable value in diagnosing and
guiding the learner in his learning.
LEARNING FACTOR
Factors owing to a lack of mastery of
what has been taught, faulty methods
of work or study, and narrowness of
experimental background may
affectthe learning process of any
pupil.
If the school proceeds too rapidly and
does not constantly check up on the
extent to which the pupil is mastering
what is being taught, the pupil
accumulates a number of deficiencies
that interfere with successful
progress.
In arithmetic, for instance, knowledge of
basic addition is essential to successful
work in multiplication. Weakness in addition
will contribute directly to the deficiency in
multiplication. Likewise, failure in history
may be due to low reading ability or
weakness in English.
PHYSICAL FACTOR
Physical factor such as health, physical
development, nutrition, visual and physical defects,
and glandular abnormality affects pupil's learning .

It is generally accepted that ill health retards

physical and motor development, and malnutrition
interferes with learning and physical growth.
Children suffering from visual, auditory,
and other physical defects are seriously
handicapped in developing skills such as
reading and spelling. It has been
demonstrated that various glands of
internal secretion, such as the thyroid
and pituitary glands, affect behavior.
The health of the learner will likely
affect his ability to learn and his power
to concentrate.
MENTAL FACTOR
Attitude falls under mental factors. Attitudes
are made up of organic and kinesthetic
elements. Attitude play a large part in the
mental organization and general behavior of
the individual.
Attitudes are also important in the
development of personality. Among these
attitudes aw interest, cheerfulness, affection,
prejudice, -open mindedness, and loyalty.
Attitudes exercise a stimulating effect upon
the rate of learning and teaching and upon the
progress in school.
The efficiency of the work from day to day
and the rapidity with which it is achieved are
influenced by the attitude of the learner. A
favorable mental attitude facilitates learning.
The factor of interest is very closely related
in nature to that of symbolic drive and reward.
EMOTIONAL AND SOCIAL FACTORS
Emotional factors, such as instinct and
emotions, and social factors such as
cooperation and rivalry are directly related to
a complex psychology of motivation.

The various responses of the individual to

various kinds of stimuli are determined by a
wide variety of emotional tendencies of an
individual.
TEACHER'S PERSONALITY
Teacher as an individual personality is an
important element in terms of failures and
success of the learner.

Teachers interaction with the personalities of

the pupils being taught helps to determine the
kind of behavior which emerges from the
learning situation.
Pupils love a happy, sympathetic,
enthusiastic, and cheerful teacher.

Effective teaching and learning are the

results of love for the pupils, sympathy for
their interests, tolerance, and definite
capacity for understanding.
ENVIRONMENTAL FACTOR
One of the factors that affect the efficiency
of learning is the condition in which learning
takes place. This includes the classroom,
textbooks, equipment, school supplies, and
other instructional materials.
Group 1
Members:
Leader: Alejah Jeanne I. Betervo
Checker of Attendance: maybel V.
Santos
marie Bernadette S. Bermido
Checker of Assessment: mary Joy T. Inocentes
Hazel Anne m.
Saliente Documenters: Hannabel Y. Rosela
madelyn F. Leonor