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Name:- Jagruti R Vasani
Sem :- 3
Roll No :- 15
Enrolment No :- 2069108420180054
Paper 12 :- ELT (English Language Teaching)
Topic :- Internal and External factors
Email Id :- jagrutivasani17@gmail.com
Submitted To :- Smt S.B. Gardi Department of English
Maharaja Krishnkumarsinhji Bhavnagar University
Introduction :-
Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.
Internal factors
Internal factors are those that the individual language learner brings with him or her to the particular learning situation.
• Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.
• Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.
• Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.
• Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences.
• Cognition: In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.
• Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.
External factors
External factors are those that characterize the particular language learning situation.
• Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.
• Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development.
• Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.
• Motivation (extrinsic): Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly.
• Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.
• In L2 learning , some learners never become native like , make slow progress but some learners progress rapidly through certain stages of learning. Characteristics contributing to successful language learning can be classified into five main categories : motivation , aptitude , personality , intelligence , and learner preferences.
• To find out the effect of any personality factors on L2 learning :
• Selecting a group of learners , giving a questionnaire to them to measure the degree of the personality factor , giving a test to them to measure their L2 proficiency, steps followed by researchers when trying to find out the effect of any personality factor on L2 learning , scoring the test questionnaire , finding a correlation on two measures
• The impact of Psycholinguistic Factors on second language acquisition. psychological factors play a significant role in learner’s success in acquiring and using a success in second language. Every individual has unique character traits that enable him to function in different ways.
• Language learning is part of mental , emotional and physical development of learners and it takes place in a multidimensional context of the society . psychological factors play a significant role in learner’s success in acquiring and using a second language . every individual has unique character traits that enable him to function in different ways. Psycholinguists believe that the individual differences that are inherent in language learner can predict success or failure in language learning. The psycholinguistic factors the impact the individual’s second language acquisition process. It’s also elucidates the importance of some factors for successful language acquisition and further examines the potential role of aptitude and motivation and their relation to proficiency in second language.
• Psycholinguistics is an interdisciplinary field of study which deals with how people acquire language , how people use language to speak and understand one another and how language is represented and processed in the brain . learners of second language vary in both the ways of learning an L2 and also in what they actually succeed in learning . Second language learner differ in their level of attainment . This paper tries to explain the psychological factors such as age , gender , motivation , language aptitude , anxiety, attitude, self – esteem , language shock , culture shock , and language learning experiences that impact the second language acquisition process. These factors affect learners as individuals and they are psychological in nature ( Elis , 1999 ).
• Affective factors are emotional factors which influence learning. They can have a negative or positive effect . Negative affective factors are called affective filters and are an important idea in theories about second language acquisition.
• Example :- a learner’s attitude to English , to the teacher , to other learners in the group and to herself are all affective factors and have impact on how well she learns .
• In the classroom affective factors may be as important for successful language learning , if not more so , than ability to learn . teachers can reduce negative factors and develop positive ones by doing activities to build a positive group dynamic , by including students in deciding aspects of the course and choosing activities that are motivating for the age and interests of the learners.
• Effective communication between teachers and students is a key factor to enhance the effectiveness of teaching and learning process . The aim of study was to identify the effective factors in communication between students and teachers from the student’s point of views and it’s suggest aspects of humanity and ethical aspects of knowledge and teaching style and there by improve the teaching and learning process.
• The finding that there were two principle components is not very important because we already knew about it. What is important is that to determine the elements of success in foreign language learning one should not exclusively concentrate on variables that load on one principle component or the other but to concentrate on both of them and even variables that load on none of them heavily .
• Internal environmental factors are equally as important and vital to the success of a company as the external . these factors not only identify apple’s strength , but also allows the company to identify and assess its weakness. An educational interpretation of L2 teaching needs a model that allows the identification of the factors that influence the L2 interactive teaching and learning processes at each stage of its development.
THANK YOU.
♣♣♣
Name:- Jagruti R Vasani
Sem :- 3
Roll No :- 15
Enrolment No :- 2069108420180054
Paper 12 :- ELT (English Language Teaching)
Topic :- Internal and External factors
Email Id :- jagrutivasani17@gmail.com
Submitted To :- Smt S.B. Gardi Department of English
Maharaja Krishnkumarsinhji Bhavnagar University
Introduction :-
Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.
Internal factors
Internal factors are those that the individual language learner brings with him or her to the particular learning situation.
• Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.
• Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.
• Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.
• Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences.
• Cognition: In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.
• Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.
External factors
External factors are those that characterize the particular language learning situation.
• Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.
• Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development.
• Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.
• Motivation (extrinsic): Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly.
• Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.
• In L2 learning , some learners never become native like , make slow progress but some learners progress rapidly through certain stages of learning. Characteristics contributing to successful language learning can be classified into five main categories : motivation , aptitude , personality , intelligence , and learner preferences.
• To find out the effect of any personality factors on L2 learning :
• Selecting a group of learners , giving a questionnaire to them to measure the degree of the personality factor , giving a test to them to measure their L2 proficiency, steps followed by researchers when trying to find out the effect of any personality factor on L2 learning , scoring the test questionnaire , finding a correlation on two measures
• The impact of Psycholinguistic Factors on second language acquisition. psychological factors play a significant role in learner’s success in acquiring and using a success in second language. Every individual has unique character traits that enable him to function in different ways.
• Language learning is part of mental , emotional and physical development of learners and it takes place in a multidimensional context of the society . psychological factors play a significant role in learner’s success in acquiring and using a second language . every individual has unique character traits that enable him to function in different ways. Psycholinguists believe that the individual differences that are inherent in language learner can predict success or failure in language learning. The psycholinguistic factors the impact the individual’s second language acquisition process. It’s also elucidates the importance of some factors for successful language acquisition and further examines the potential role of aptitude and motivation and their relation to proficiency in second language.
• Psycholinguistics is an interdisciplinary field of study which deals with how people acquire language , how people use language to speak and understand one another and how language is represented and processed in the brain . learners of second language vary in both the ways of learning an L2 and also in what they actually succeed in learning . Second language learner differ in their level of attainment . This paper tries to explain the psychological factors such as age , gender , motivation , language aptitude , anxiety, attitude, self – esteem , language shock , culture shock , and language learning experiences that impact the second language acquisition process. These factors affect learners as individuals and they are psychological in nature ( Elis , 1999 ).
• Affective factors are emotional factors which influence learning. They can have a negative or positive effect . Negative affective factors are called affective filters and are an important idea in theories about second language acquisition.
• Example :- a learner’s attitude to English , to the teacher , to other learners in the group and to herself are all affective factors and have impact on how well she learns .
• In the classroom affective factors may be as important for successful language learning , if not more so , than ability to learn . teachers can reduce negative factors and develop positive ones by doing activities to build a positive group dynamic , by including students in deciding aspects of the course and choosing activities that are motivating for the age and interests of the learners.
• Effective communication between teachers and students is a key factor to enhance the effectiveness of teaching and learning process . The aim of study was to identify the effective factors in communication between students and teachers from the student’s point of views and it’s suggest aspects of humanity and ethical aspects of knowledge and teaching style and there by improve the teaching and learning process.
• The finding that there were two principle components is not very important because we already knew about it. What is important is that to determine the elements of success in foreign language learning one should not exclusively concentrate on variables that load on one principle component or the other but to concentrate on both of them and even variables that load on none of them heavily .
• Internal environmental factors are equally as important and vital to the success of a company as the external . these factors not only identify apple’s strength , but also allows the company to identify and assess its weakness. An educational interpretation of L2 teaching needs a model that allows the identification of the factors that influence the L2 interactive teaching and learning processes at each stage of its development.
THANK YOU.
♣♣♣
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