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1. What characterizes under-users of grammar?

Under-users didn’t have a formal learning on grammatical rules, they acquired the language through observing and interacting with the people around them. They can speak with complex structures in a second language, but they do not know the rules consciously and never did.
They speak based on their judgement and when they write, they don’t think and apply the rules. They just write what they feel they like.

2. What grammatical rules applies to the conscious users or the monitor learners?

The grammatical rules that applies to the conscious users or the monitor learners is the verb conjugation. It refers on how a verb changes to show a different tense, number or mood.
Verbs are conjugated according to their tenses. Verb tenses indicates when the action in a sentence is happening (e.g., in the present, future, or past). Regular verbs follow a standard pattern when conjugated according to tense. For example, the conjugation of the regular verb to look (based on tense):
Simple present: look
Simple past: looked
Simple future: will look

3. Why is grammar conscious learning?

Learning grammar is considered as conscious learning because it involves mental awareness. Hence, grammar is explicit knowledge about language and conscious perception in the rules associated with grammar. Also, the learners are expected to utilize with intellectual effort to understand the targeted feature. Which is why the main idea of teaching grammar is to help learners internalize the structure taught in such a way that they can be use in every day communication accurately. With this in mind, therefore it is but proper to consider grammar as learning consciously.

4. How can we condition learners to effectively use the Monitoring Hypothesis in learning grammar?

We can condition learners to use the Monitor Hypothesis in learning grammar through the use of discovery activities. These may involve providing learners with data to illustrate a particular grammatical feature and getting them to analyze it, so as to arrive to an understanding of how the feature works. Also, learners must be provided with language data and we can ask them to discover or construct the grammar rules for themselves. So, using Monitor Hypothesis in learning  grammar can involve a combination of activities and consciousness-raising. By doing this, we can help the learners to acquire conscious knowledge which can be use to understand input and monitor their own output.

5. Discuss in Layman’s term (that is your own words), the implication of this figure to the teachers when it comes to teaching grammar.

The implication of this figure to teachers when it comes to teaching grammar is that teacher will also have the awareness of the errors in grammar  students commit. The  teacher will now have the idea how to conduct lessons for the learners so that they will understand it better. The teacher will have a broad knowledge about teaching grammar.

6. Discuss in Layman’s term (that is your own words), the implication of this figure to the students.

The implication of this figure to students when it comes to learning grammar is that students will have the understanding on how important the grammar. The students who are best will commit less errors and will do better while students who doesn't know the errors will commit the same mistake.

7. What characterizes the incompetent monitor users?

Incompetent monitor users are the pre-formal operations children that have less extensive meta-awareness of grammar. They are the learners who prefer not to use their conscious knowledge in learning a grammar. They do not focus their attention on their grammar, they lack in grammatical awareness and it hinders them to defect grammatical errors.

8. What grammar rules are likely to be grasped unconsciously by children in English?

Children have the capacity at birth to construct and understand  and communicate through symbols,  primarily by using language and grammar. Children have a basic structure of universal grammar built into their minds. Therefore, children would unconsciously imitate pronunciation and workout the rules of English for themselves. They pick up language without conscious learning. They can probably learn English by themselves through grammar-based text books. Or they may use their innate language learning strategies, can pick up language by taking part in an activity shared with other children and an adult. By doing this they can easily acquire language rather than consciously learning it. As a result they more likely to have a better pronunciation and have a feel that the language they are using is in culture or is in their environment. They would feel that they have unconsciously study and learn English just by collaborating with other people.

9.What makes self-correction effective and ineffective in learning grammar?

In learning grammar, self-correction is effective in way that a learner will be more comfortable in learning. It saves them from embarrassment and the opinion of other people and it make them become dependent with themselves and not to other people. However, it is ineffective in such a way that learners have less or limited amount of grammar they’ll learn. Also, if there were grammar that they thought their using correctly but they’re not, nobody will guide them and teach them. And that it just going to cause inaccurate grammar learned.

10.When teaching verbs to GRADE 7 students, how can inductive teaching and deductive teaching be done?

In the deductive approach, the teacher introduces a new grammar point, explains the rules, and then gives examples which the students then put into practice. For example, when teaching a new grammar concept, the teacher introduces the form on the whiteboard, teaches the rules related to its use, and then puts the students to work in order to practice the concept via different exercises. This approach also allows the teacher to deal with language points as they arise rather than having to anticipate them and prepare for them in advance. On the other hand, the inductive learning approach, teaching grammar involves teaching it in context and not as a separate entity. It is taught using methods such as mini-lessons, grammar journals and peer group activities. This simply means that grammar is taught using the students’ own work as models. These methods help students understand that evaluating grammar in their writing is a part of the revision process. The teacher provides examples of the target grammar but it is the task of the learner to figure out the rules from these examples and it is the students’ job to notice the differences and similarities.

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Hello there, please go over this file and follow the instruction given.

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GUIDELINES IN DOING YOUR ORAL PRESENTAION FOR THIS CLASS
1. Please read and understand the assigned topics to you.
Do not rely only on the reference I gave you, do your research as well.
2. Include KEY WORDS TO REMEMBER as part of your presentation
(Put this key words to remember) after your Title Slide
3. Make sure to limit your slides to 10 slides with a max of 20 slides (including pictures)
4. Present work also in a creative manner i.e. talkshows, roleplays, panel discussions or vlog types etc...
5. Make sure voices are audible and face of the speaker is seen in your presentation.
6. You may use other platforms to do your presentation aside from ZOOM. You can also collate
video recording of group mates and ask an editor to compile and arrange your videos.
7. Individual scores are part of the criteria. Rubrics will be posted in CANVAS.
9. Please send me your video links a day prior to your schedule.
10. If you are able, please convert the video to a youtube link (make it "unlisted") and send the link to me.
11. TIME LIMIT for every video is 15  mins.
Therefore if the 15 mins. is consumed and your group has still other topics to discuss
then you are expected to send me another video to continue your discussion.
12. If you have any questions, you may ask it on our GC.
13. Please make your report discussions simple yet meaningful and enriching.
Do not include things that are too complicated for you to explain.
If you need clarification then notify me as much as possible.

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A. Any child without cognitive disabilities can learn any language with equal ease.

FALSE –
Children have their own different ways of learning, different ways of picking up language and ways to acquire them.  Although, Chomsky’s theory said that children are born with a hired-wired language device in their brain. And that any children definitely can learn any language. However, not all children even those without disabilities have equal ease in learning language. There were factors to consider, some children have it easy and some don’t. Some factors to why not any child without disabilities can learn any language with EQUAL ease are their health status or nutritional deficiency, family status, access to school and inclusion in education.

B. Learning a second language is a matter of  learning a new set of habits.

TRUE-
Second language is the language learned after the first language has been acquires. Learning a second language is a matter of learning a new set of habits because there were strategies or steps in language learning. Such as watching movies, seeking out conversation by other people, writing down words and meaning and others

C. The only reason that some people cannot learn a second or foreign language is that they are insufficiently motivated.

True, most people who do achieve a high level of success also turn out to be very strongly motivated.

Researchers who study the relationship between language learning and motivation explain that some learners are "intrinsically" motivated. These learners might want to learn a language to a higher level so that they can understand their grandparents who live in another country and are getting older.

D. All children can learn a second language accent free

False, not every children is motivated to learn a second language. Dr. Paul Pimsleur said that with the right method, anyone who had the drive and the need to learn a foreign language could do it. Innate intelligence doesn’t matter, nor innate musical ability. What does matter is perseverance and a willingness to try. It takes a willingness to stretch your comfort zone and begin speaking to another human in your new language. It’s not easy – you may stumble at first, but practice is the key. Soon you’ll navigate your new language with ever-increasing skill and facility.

E. No adult can learn a second language accent-free.

FALSE. It is not true that no adult can learn a second languge accent-free. Learning our first language in the first place, we already acquire accent. Therefore, it is not true.
Adults certainly can learn to speak with a native-like accent but it takes a lot of determined practice as you have to train your ear to hear sounds properly you normally dont hear for your native language. You also have to learn to mimic the rhythm and cadence of the language. Some people can do this almost effortlessly. I think it gets much easier with exposure to multiple languages, or just plenty of exposure to the preferred language.

F. All human beings have an innate capacity to learn language.

TRUE. It is true that we are born with the innate ability to acquire a language just by being surrounded by it. In fact, young as we are, we are already using our individual, innate language-learning strategies to acquire our home language and soon find that we can actually use these strategies to pick up English which is our second language. When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.

g. Vocabulary is the most important part of learning a second language.

Answer: False because the most important and effective part of learning a second language is through the environment.  Functional approach believers said that we can easily acquire new languages if there is an interaction or if we are exposed to the environment or the society and this will make learning acquisition faster and effective.

h. Vocabulary is the most difficult part of learning a second language.

Answer: False
It is true that language has lots of words and it may seems impossible for us learn them all. But the truth is that learning lots of new words is not difficult at all, it just  need time. If we expose ourselves to the language as many ways possible like watching movies, reading books or interacting with the society, we can acquire thousands of new words.

i. Language instruction is a waste of time.

FALSE
- learning a language is never a waste of time. Maybe for some they find it useless but for me it's not. A language needs to be used and we just need to find the need and importance of it. It's not just the teachers who can teach us some foreign language but we as students can learn that on our own. There are many ways to accomplish that like reading texts, speaking the language, practicing it in a mirror, understand and use it. By these, we can learn it and we can use it for some future purposes. For example, after I graduate I went to Spain to teach there and surprisingly I understand their language because I studied it. In that way I had communicate to a language that everybody has in common. Learning a language can build friendships, we can communicate throughout the world and we can be accessible.

j. Learning a second language takes no more time than learnjng a first language.

FALSE
- in my own experience, learning a second language is a bit difficult. It takes more time for us to learn it. Sometimes when we learn a new language we tend to think that we get the point of what they were trying to say but it's not. It's like you just learned the language but not knowing what is the meaning behind it. Like when you try to speak with their language trying to communicate but then they frown because there is something wrong on how you delivered the words. So, it's important to learn second language as it will help us to communicate to the others.

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GROUP DISCUSSIONS:
1. Discuss with your group members the following questions.
2. Answer TRUE or FALSE to the following statements. JUSTIFY YOUR RESPONSES.
3. Make sure that everyone has contributed in completing this activity.
4. Distribute the tasks among yourselves.

Here are the questions.

a. Any child without cognitive disabilities can learn any language
with equal ease.
b. Learning a second language is a matter of learning a new set of
habits.
c. The only reason that some people cannot learn a second or foreign language is that they are insufficiently motivated.
d. All children can learn a second language accent-free.
e. No adult can learn a second language accent-free.
f. All human beings have an innate capacity to learn language.
g. Vocabulary is the most important part of learning a second language.
h. Vocabulary is the most difficult part of learning a second language.
i. Language instruction is a waste of time.
j. Learning a second language takes no more time than learning a first language.