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QUESTIONNAIRE3

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Luciana Chilo
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14 views3 pages

QUESTIONNAIRE3

Uploaded by

Luciana Chilo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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QUESTIONNAIRE-CHAPTER 3:

1) Researchers suggest that intelligence is more related to those second language


skills that are developed or used in a formal context, but that don’t influence the
development of oral communication skills.
In a less formal context, intelligence plays a less important role and it isn’t as
important as we thought at first.

2) The difference between aptitude and attitude is that, aptitude is the capacity or
ability that a person, in this case the learner, has to learn. It's something innate. On
the other hand, attitude refers to how a person faces a situation and also refers to
personality.

3) Several personality characteristics affect the learning of a second language, and


although it hasn’t been demonstrated through empirical studies, we could say that
characteristics such as extroversion, self-esteem, talkativeness or assertiveness are
factors that are related to success in the S.L.L or tend to be more effective in this
second language learning process.
Inhibition is a personality characteristic that affects the learning process and
discourages risk-taking, which is necessary to progress in this process.
We all have different personalities, and therefore, different ways of
approaching the learning process, so personality has an important influence when
learning languages or anything else.

4) Motivation in learning a second language can be defined by two factors: the


communicative needs of the learners and their attitudes towards the second
language community.
If learners need to speak a second language to achieve certain objectives, like
professional ambitions, they will we motivated to do so. Also depending on their
aptitudes, attitudes, internal and external motivation, they will be motivated or not
when learning a second language. For example, external pressure, social dynamics
or a bad teaching, within this context can affect motivation in a negative way.
5) We all have different ways or styles of learning:
Some of us learn something when we see it; they are called visual learners.
For example, learn through mental maps, seeing examples through images or
the notes that the teacher makes on the blackboard.
Others learn by listening; they are called aural learners. For example, learn
through a person who explains, explanatory videos or music.
Others learn by memorizing and practicing. For example, learn by making
summaries and studying them as is or by practicing exercises from a book.
There are learners who learn through physical action in the learning process.
For example, learn and study while walking.
There are others who need to experience knowledge in order to learn. For
example, learn through the experience of chatting with natives or non-native
people who speak English.

6) Age is one of the personal factors that influences the learning of a language,
whether it occurs in the context of the classroom or outside of it. Age affects the way
in which the student effects the learning of it (children learn differently than adults do)
and the level of competence they reach. For example, children acquire phonics or
fluency more easily, while adults learn abstract vocabulary better but struggle with
fluency.
Age is associated with a set of factors such as personality, learning context,
cognitive and neurological.
Taking into account the C.P.H., which tells us that after puberty learning and
mastering the second language becomes difficult, and the factors mentioned, the
characteristics of each learner are:
Young learners or adults learning a second language may be very capable of
communicating, but always with differences such as accent, word choice, etc.
Children who are in an informal context where they must learn a second
language learn it more easily since they have more time to dedicate to
learning and have the skills that arise with brain development.
Most of the time, older learners find themselves learning a second language
in formal contexts where they feel pressured.
Older learners who learn in contexts similar to those of children are more
efficient.
In other words, age is a factor that significantly influences when learning a
second language, but factors such as personality, context and the cognitive-
neurological development of each individual also influence. We could say that
exposure to learning a second language from an early age will be more effective,
because for children it is a natural process, while for older learners, it is a process
that requires time and dedication.
In short, the age of the learners will make their learning process different.

7) Taking into account the previous point and the information about the C.P.H and
information about studies of the second language development, we believe that the
age at which learning a second language should begin in our country would be from
4 years old, and in schools between 6 and 10 years of age, since in this period the
brain acquires greater plasticity and the necessary capacity to acquire speech
develops.
Currently, in public schools in Argentina, English is taught starting in the 4th
grade/year. In some private schools from 1st grade/year but with a too basic level.

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