Name: Truong Phuong Anh

Class: PG42

The materials and discussions from this week's classes have left me feeling inspired.
There's so much to unpack.

I have to say, the Acquisition-Learning Hypothesis really got my gears turning. It's
fascinating how it draws parallels between second language acquisition and child first
language acquisition. It makes me reflect on my own language learning journey and
how formal teaching has its place but can't replace the natural, immersive experience
of acquiring a language.

The Natural Order Hypothesis, on the other hand, got me thinking about my teaching
methods. Recognizing that there's a predictable order to how learners acquire
grammatical structures makes me want to tailor my lessons to match this progression.
It feels like an opportunity to enhance the effectiveness of my teaching.

In terms of my own teaching practices, I'm particularly intrigued by the Input

Hypothesis. The idea of pushing learners just a little beyond their comfort zone in
terms of comprehension level is a gem. It's a reminder to challenge my students while
ensuring they don't feel overwhelmed. I can already see how this could lead to more
engaged and confident learners.

The Affective Filter Hypothesis is something I've always intuitively believed in, but
it's reassuring to see it backed by research. Fostering a positive and motivating
classroom environment has always been a priority for me, and now I have even more
reason to make it a cornerstone of my teaching philosophy.

All these insights have given me a fresh perspective on the challenges I face in the
classroom. I believe they've come at just the right time to help me refine my teaching
approach.

As I wrap up this week's journal entry, I'm excited about the practical applications of
these hypotheses in my teaching. It feels like I've stumbled upon a treasure trove of
ideas and principles that will undoubtedly shape my future lessons and interactions
with my students.