# data[].attributes.body
-First version:
https://padlet.com/msarmientog01/5pd9kj583udoa8bg

-Second version:
https://padlet.com/msarmientog01/Bookmarks

# data[].attributes.body
1. Reflection: to reflect is to think about something carefully. It is important to question our actions and everything in general; there is not only one answer to everything. Through that reflection, we can arrive at greater conlusions about things we have done or about the theory we are studying.

2. Acquisition: it is the process of 'getting' something; that is, it is an unconscious and effortless process where we are exposed to input all the time and receive new information. (In contrast with 'learning', which is a conscious process that needs effort from the learner).

3. Breakdowns: they are the core aspects of the Interactionist Approach, which states that your understanding of a word or event changes based on interactions with it. The learner may have received input that has been modified often in an effort to make it more comprehensible. The process of interacting with another individual may also serve to draw the learner’s attention to some sort of “gap” (in Schmidt’s terms, 1990) between his/her interlanguage and the target language.

According to the Interactionist Approach, there are four breakdowns:

1. Clarification requests

2. Confirmation checks

3. Repetitions

4. Recasts

4. LASS: the Language Acquisition Support System (Jerome Bruner) states that the features of the social environment that help language ability to emerge. Adults direct children's attention to certain things telling them what to focus on, and then they ask them questions and label things. Also, adults provide feedback to correct if the children have said something wrong. So this 'support system' or scaffolding helps the language develop more fully.
For instance, if a child sees a dog and points to it, the adult says the word 'dog' and the child starts repeating. However, if the child sees a cat and says 'dog', the adult corrects the child and says 'cat', so the child starts repeating and labelling the different things that surround him/her.

Source: The Interactionist Approach to Language Acquisition (Intro Psych Tutorial #86)
https://www.youtube.com/watch?v=KF-B3-evNJs&t=106s

5. Confirmation checks: these are one of the Breakdowns of the Interactionist Approach, where one speakers seeks confirmation of the other's preceding utterance through repetition. That is, one speaker checks if he/she has understood correctly and expects an answer from the other speaker (differently from Repetitions).

For instance:

Interlocutor (NS English) Did you get high marks? Good grades?

Learner (NNS English) High marks?

Interlocutor (NS English) Good grades A’s and B’s – did you get A in English?

Learner (NNS English) Oh no in English yes em B

# data[].attributes.body
Throughout my learning process, I never knew how the 'ed' form of regular verbs in the past was pronounced. Sometimes, I would say 'watched' pronouncing the /id/ and sometimes I would not because I did not know the correct answer. I was very interested in pronunciation and learning to improve it, but I was never given any feedback when making these mistakes in any part of my education as a second language learner. However, when I started studying to become and English teacher, in the subject Phonetics and Phonology I (or two I do not remember very well), I was taught how to pronounce them; I was taught that in the past form of the verb 'watch' we do not pronounce the 'id' but only the last sound as a /t/. Some may say it is not an important matter, but I think it is. Once you know how words are pronounced, you are more motivated to use the language. In fact, I always try to teach my students about pronunciation because I see that they struggle with it and that, once they know more about it, they are more willing to talk.

The teachers would correct me mainly by using confirmation checks and repeating what I had said so that I could spot the mistake. I think it was very effective since I could realize what part I had gotten wrong and try to correct it myself so that it would be easier to remember it afterwards.

# data[].attributes.body
Here is the link to our Power Point Presentation:
https://docs.google.com/presentation/d/1lamsOTSueWhs6sI3Z0jWgIctD-FS6h8JRD_Hsk6zYg4/edit?usp=sharing