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FACTOR F A C T Text
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 LANGUAGE “For last year's words belong
QUOTES to last year's language
And next year's words await
“The limits of my another voice.”
language means the ― T.S. Eliot,
limits of my world.” Four Quartets

“The past is always

― Ludwig tense, the future
Wittgenstein perfect.”
― Zadie Smith
 HISTORY OF HISTORY OF
LANGUAGE ENGLISHLANGUAG
E
Genesis 11: 8-9
So the LORD scattered them abroad
from thence upon the face of all
the earth: and they left off to build
the city.
9 Therefore is the name of it called

Babel; because the LORD did there

confound the language of all the
earth: and from thence did
the LORD scatter them abroad upon
the face of all the earth.
 SECOND 2. Rod Ellis (1986)
LANGUAGE
“a COMPLEX PROCESS, involving
ACQUISITION many interrelated factors. It is the
What is it? product of many factors
pertaining to the learner on the
1. Jack Richards, et al. (1985) one hand and the learning
In Longman Dictionary of Applied Linguistics
situation on the other.
Is the PROCESS by which
people develop proficiency in
a second or foreign language.”
QUOTES 2. Rod Ellis (1986)
“a COMPLEX PROCESS, involving
many interrelated factors. It is the
product of many factors
pertaining to the learner on the
one hand and the learning
situation on the other.
 REVIEW REVIEW
1. MORPHOLOGY 3. SYNTAX(Gk. Syntaxis)
is the study of words, how they (arrangement/order of words)
are formed, and their relationship
to other words in the is the set of rules, principles,
same language. and processes that govern the
structure of sentences (sentence
structure) in a given language

2. PHONOLOGY
is the study of the
patterns of sounds
in a language and
across languages
 SECOND FACTORS
LANGUAGE INFLUENCING
ACQUISITION SLA
What is it?
1. Motivation
3.Victoria Fromkin et. al (2002)
2. Intelligence
SLA is the acquisition of
another language or language 3. Cognitive style
after first language acquisition 4. Age
that is under way or 5. Aptitude
completed. 6. Attitude
. 7. Personality
Ellis (1985)
 FACTORS Types of
Types M o t i v Characteristics
ation
INFLUENCING
Integrative interest Additive
SLA (no harm to
1. MOTIVATION mother tongue)
Instrumental functional & Subtractive
 is one of the most useful, (tends to replace
important factors in second the mother
tongue)
language acquisition.
Intrinsic Does not Feelings of
 the learner's overall goal or expect rewards competence &
Self-
orientation determination
(Gardner and Lambert)
 It is obvious that learners who want to learn are Extrinsic Expects reward Like money,
likely to achieve more than those who do not. praise or positive
feedback
 FACTORS
INFLUENCING
SLA
Maslow and other researchers
claim that intrinsic
motivation leads to greater
success in learning a foreign
language,
especially in a long run.
 FACTORS LANGUAGE
INFLUENCING ATTITUDES
SLA
are the attitude
2. ATTITUDE which speakers
 the persistence shown by the
learner in striving for a goal of different
(Ellis & Lightbown) languages
have toward
 sets of beliefs about factors as the
target language culture, other’s
their own culture and, in case of languages or
classroom learning, of their teachers,
and the learning task they are given to their own
(Ellis) language
 FACTORS Critical period
INFLUENCING
SLA hypothesis
by Lenneberg
3. AGE critical period lasts until
It is generally believed puberty and is due to
that children are better biological development
at language acquisition
than adults
He adds that language learning may
 and they are also be more DIFFICULT after puberty
because the brain lacks the ability
better in the acquisition
and adaptation (Richards)
of grammar
 FACTORS FACTORS
INFLUENCING INFLUENCING
SLA SLA
3. AGE 4. INTELLIGENCE
Other researchers have  intelligence is
also proved that learners GENERAL ability to
who start learning a master academic skills
foreign language as
children achieve a more  defined and measured
native-like accent than in terms of linguistic
those who start and logical-
as adolescents or adults mathematical
abilities.
 MULTIPLE 1. the capacity to use the language

Howard Gardner
INTELLIGENCES 2. detect patterns, reason deductively & think logically

1. Linguistic 3. recognize and use the patterns of wide space

2. logical-mathematical 4. capacity to recognize and create musical

pitches and rhythmic patterns
3. spatial
5. ability to use mental abilities to coordinate
4. musical
bodily movements
5. bodily-kinesthetic
6. capacity to understand intentions, motivations
6. interpersonal
and desires of other people);
7. Intrapersonal
7. ability to understand oneself, sense of self
8. naturalistic
8. ability to understand the natural world)
 FACTORS
INFLUENCING
SLA
Howard Gardner states that
every person possesses the eight
intelligences, which evolve
independently at different times
and to different degrees.
Learners should be encouraged
to develop all types of intelligences
because they are closely bound and
the growth of one area increases the
capacity of the whole.
5. APTITUDE
 SPECIFIC ability a learner has
for learning a second language
(Ellis)
 natural ability to learn a
language (Richards)
6. COGNITIVE STYLE
 Is also called LEARNING STYLE (Ellis)
FOUR LEARNING MODALITIES
1. VISUAL – visuals, displays, videos
2. AUDITORY- verbal instructions, discussion, plays
3. KINESTHETIC – moving & doing
4. TACTILE- writing & drawing, projects,
demonstrations
 FACTORS
INFLUENCING
SLA
 It is said that if teachers match
their teaching methods to the
students’ learning styles, the
students will be more successful
and more interested in the
language.
 If students are aware of
their learning style, are highly
motivated and have positive
attitudes, they are likely to succeed
in SLA.
FACTORS INFLUENCING SLA
7. PERSONALITY
 a set of features that characterize an
individual.
 can be an obstacle/benefit in SLA
 this concept is difficult to define
and measure because of its
complicated nature. (Studies believe
that learner’s bring NOT just cognitive
abilities but also affective states which
influence the way they acquire a language.)
The most important personality factors
are:
1. introversion/extroversion
2. self-esteem
3. inhibition
4. risk-taking
5. Anxiety and empathy
CONCLUSION MOTHER TONGUE
BASED-MUTILINGUAL
EDUCATION
 WHAT
Please see the MTB-MLE video
FACTOR/S
GREATLY
AFFECT
YOUR
LEARNERS?
WHY?
QUOTE FOR
DAY
THE
LANGUAGE
“DON’T ACQUISITI
LEARN TO ON
REMEMBE VS.
R LANGUAGE
LEARN TO LEARNING
FIRST LANGUAGE SECOND LANGUAGE
Language 1) Behaviorism
2) Cognitivism
Acquisition 3) Acculturation
Theories 4) Monitor
An idea that is suggested or
presented as possibly true 5) Interlanguage
but is not known or proven
to be true.
6) Error Analysis
POSITIVE REINFORCEMENT
NEGATIVE REINFORCEMENT
 1. BEHAVIORIST 2. COGNITIVIST
B. F. Skinner Jean Piaget
1. Positive
Reinforcement Behaviorist sees A cognitive theory of
2. Negative
Reinforcement
language learning as learning sees second
an unconscious, language acquisition as
automatic process. a conscious and
According to Skinner reasoned thinking
a child imitates the process,
language of its involving the deliberate
parents or carers. use of learning
strategies.
.
 Careful plan or
method

Learning strategies Example

This view leads to a classroom focus on
are special ways of using learning strategies that have been
observed in successful language learners
processing and to a view of the learner as an
'information-processor', with limitations as
information that to how much new information can be
retained, and who needs strategies to be
enhance able to transfer information into memory.

comprehension, In the classroom

Relevant activities include review and
learning or retention revision, class vocabulary bags, using a
scaffolding approach with young learners,
of information. analysis and discussion of language and
topics, inductive approaches and learner
training.
3.ACCULTURATION
A process that entails
CONTACT, between
two cultural groups
which results in
numerous cultural
changes in both
parties
 4. MONITOR
The monitor hypothesis states that
consciously learned language can only
be used to monitor language output; it
can never be the source of spontaneous
speech.

Before the learner produces an A MONITOR is anything that corrects

utterance, he or she internally scans it Your language performance and
for errors, and uses the learned pressures one to “communicate
system to make corrections. correctly and not just convey meaning”
Self-correction occurs when the
learner uses the Monitor to correct a
sentence after it is uttered.
 According to the The Monitor model then predicts
faster initial progress by adults
hypothesis, such
than children, as adults use this
self-monitoring and self- ‘monitor’ when producing L2
correction are the only (target language) utterances
functions of conscious before having acquired the ability
language learning. for natural performance, and
adult learners will input more into
conversations earlier than
children.
 EXAMPLE:

A language teacher
who corrects you when
you make a
grammatical mistake.
 5.
INTERLANGUAGE
is the learner's current It’s the learner’s own
version of the language language.
they are learning.
Interlanguage changes all It is unique.
the time but can become
fossilized language when It’s not the learner’s first
the learners do not have language.
the opportunity to
improve. Please see the video.
 EXAMPLES
I not go.
---> I will not go.
My mother did not
wanted to study.
---> My mother
did not want to
study.
 Tongue Twisters
2. How can a
1. Peter Piper
clam cram in a
picked a peck of
clean cream can?
pickled peppers.
How many 3. Tom threw
pickled peppers Tim three
did Peter Piper thumbtacks.
pick?
Language Structure
Grammar-translation Communicative
Language Structure
Phonetics Study and
classification of
- speech sounds

Phonolog Study of language

y sounds

Morpholog the study of the

forms of words.
y
Language Structure
Syntax the arrangement of
words and phrases
to create well -
formed sentences
in a language

Semantics study of meaning

in language

Pragmatics the study of the

forms of words.
Language Structure
Language Structure
Language Structure
Language Structure
Language Structure
Language Structure
 Dominant Approaches to 3. Humanistic
SLA language Teaching

1. Grammatical “The mediocre teacher tells.

Approach The good teacher explains.
The superior teacher
2. Communicative demonstrates.
The great teacher inspires”
Approach -William Arthur Ward
 3. Humanistic Humanistic Approaches
Language Teaching
-is an approach based on a. Silent Way
the principle that the
whole being, emotional
and social, needs to be
engaged in learning, not
just the mind.

A teacher always responds to the

content of learners' written work,
not just the quality of
the language.
 Humanistic Approaches  Learning is facilitated if the
a. Silent Way learner discovers or creates
rather than remembers and
repeats what is to be learned.

 Learning is facilitated by
accompanying (mediating)
physical objects.

 Learning is facilitated by
problem solving involving the
material to be learned.
Caleb Gategno
 Humanistic Approaches > It utilizes colour/fidel
a. The Silent Way charts
(“discovery learning”)
belongs to a tradition that
views learning as a
problem-solving, creative,
discovering activity, in
which the learner is a
principal actor rather than
a bench-bound listener

(Bruner 1966)
 Humanistic Approaches Silent Way Classroom
And coloured Cuisenaire
rods

Learners use their L1

to develop their L2
skill.
 Humanistic Approaches
Humanistic Approaches
The teacher most of the
times remain “silent” b. Community Language
“giving non-verbal clues” Learning (CLL)-
“counselling learning”
Charles Curran
The teacher works on with
the student, the student
works on the language
 Humanistic Approaches Conditions needed in a CLL:

1. Members should interact in an

interpersonal relationship
2. Students and teachers work
together to facilitate learning
by:
a. Valuing each other
Approach modeled on
b. Lowering the defense that
counselling techniques that
prevent interpersonal
alleviate anxiety, threat and
interaction
the personal and language
c. Reducing anxiety
problems a person encounters
d. Constituting a supportive
in the learning of foreign
community
language.
 Humanistic Approaches Advantages of CLL
Conditions needed in a CLL: • CLL is an attempt to overcome
the threatening affective
Teachers role is that of a true factors in EFL and ESL.
counselor
a. They are not perceived • The counselor allow the
as a threat learners to determine the type
of conversation and to analyze
b. They don’t impose the language inductively.
boundaries & limits
• The student centered nature of
c. They concentrate on the the method can provide
learners needs extrinsic motivation and
capitalize on intrinsic
motivation
 Disadvantages of CLL c. Total Physical Response (TPR)
The counselor/teacher can
It involves speech and
become too non-directive.
physical action
Students often need
directions

Translation is an intricate and

difficult task.
The success of the method
relies largely on the
translation expertise of the
counselor.
 HUMANISTIC
APPROACHES
a. Silent Way
b. Community Language
Learning
c. . Total Physical
Response (TPR)
 AMTS
Philosophical foundation
A-pproaches
M-ethods
T-echniques
S-trategy
 Methods a. Teacher- Centered

a. Teacher-centered
b. Learner-centered
c. Content-focused
d. Interactive/
participative
Teacher- Centered
A lecture is an oral presentation
of information by the instructor.
It is therefore teacher-centered.
It is the method of relaying factual
information which includes
principles, concepts, ideas and
all s about a given topic
.The instructor is very active, doing
all the talking. Trainees on the
other hand are very inactive, doing
all the listening. Despite the
popularity of lectures, the lack of
active involvement of trainees
limits its usefulness as a method of
instruction.
Learner- Centered
In learner-centered methods,
the teacher/instructor is both a
teacher and a learner at the
same time.
In the words of Lawrence
Stenhouse, the teacher plays a
dual role as a learner as well
“so that in his classroom extends
rather than constricts his
intellectual horizons”.
The teacher also learns new
things everyday which he/she
didn’t know in the process of
teaching. The teacher, “becomes
a resource rather than an
authority”.
Learner- Centered Content-focused

Examples: In this category of methods,

both the teacher and the
1. discussion method learners have to fit into the
2. discovery or content that is taught. Generally,
this means the information and
inquiry based skills to be taught are regarded
approach as sacrosanct or very important.
 A lot of emphasis is laid on
Content-focused the clarity and careful
analyses of content.
Both the teacher and the
learners cannot alter or
become critical of anything
to do with the content.
An example of a method
which subordinates the
interests of the teacher and
learners to the content is
the programmed learning
approach.
Interactive/Participative
This fourth category borrows a bit
from the three other methods
without necessarily laying
emphasis unduly on either the
learner, content or teacher.
These methods are driven
by the situational analysis
of what is the most
appropriate thing for us
to learn/do now given the
situation of learners and
the teacher. They require
a sparticipatory
understanding of varied
domains and factors.
Quote of the day

“If a man empties his

purse into his head no
man can take it away
from him.
An investment in
knowledge always pays
the best interest.”

Benjamin Franklin
 Grammar Rule 2: Past Perfect Tense
Rule 1 : Present Perfect tense Denotes action that was
completed before some definite
Denotes action that is completed
time in the past.
At the time of speaking or writing.
It may also indicate action
Verb used: had + past participle
That is continuing in the present.
of the principal verb
Verb used: has or have + the past
Ex:
participle of the verb.
Nena had called me before you
arrived.
Ex:
I had cleaned the door when my
He has given me his work.
wife came.
They have been called in the office.
 Grammar
Rule 3: Future Perfect tense
Denotes action that will be
completed at some definite time in
the future. It is seldom used in
informal speaking or writing.
Verb Used: shall have, will have +
past participle of the verb
Ex:
By tomorrow, I shall have completed
writing the book.
They will have completed their
report by next month.
Rule 4: Tenses must be consistent.
If you start out with a verb in a
particular sense, you should not
change to a verb in another tense.
Ex:
We went into the hall and there
we our lunch.
X
eat
The teacher stopped the car and
inspects the contents.s
X
 Grammar Rule 4: Tenses must be consistent.
Rule 5:
When the pronouns all, any, some
and none refer to a number, they
are generally regarded as plural.

When they refer to quantity or to a

Mass , they are regarded as singular.

Example:
All were waiting their turn. (plural)
There is no candy in the box. All of
it has been eaten.(All is singular)