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The theory that I will use is Bloom’s Taxonomy. It was developed by Benjamin Bloom, and it was used to study the classification of educational learning objectives into levels of complexity and specificity in 1956 which was revised in the late 1990s. This theory indicates that is a model of classifying thinking according to six levels of complexity such as creating, evaluating, analyzing, applying, understanding, and remembering. As applied to my topic, this theory holds that I would expect my independent variables: educational background and self-motivation to influence or explain the dependent variable of the results when using performance-based assessment to evaluate English students by rubrics because it will show how students are able to produce in a more realistic way what they have learned.

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Theoretical Innatista

The theory that I will use, is the Innatista Theory on the acquisition and development of the Language. Its founder was Abraham Noam Chomsky, who was an American linguist, activist and philosopher. He was born in Philadelphia on December 7, 1928. He is one of the most representative figures of the 20th century in the field of linguistics. He proposed generative grammar. His linguistics is a theory of individual language acquisition. He opposed philosophical empiricism and adopted Cartesian rationalist thinking.

Chomsky raises the nativist theory from its generative grammar. To understand the innatista theory it is necessary to know beforehand the concepts "linguistic competence" and "generative grammar". Then, the linguistic competence is defined as the knowledge that the speaker-listener has of his language as it is represented by a generative grammar. Now, generative grammar is a theory that supports competition.

The dependent variable of this theory according to how it explains Chomsky describes the grammar of a language as a mechanism to produce or understand sentences (to generate). This is known as "generative grammar". It is a grammar that reflects the creative aspect of human language and that makes it different from any animal communication system. This is based on the naming of language, where we are able to understand an indefinite number of expressions that we have never heard and that have no physical resemblance to our linguistic experience.

From the point of view of this theory, language is a faculty independent of intelligence, where there are universal principles to which all human languages obey; that is, a Universal Grammar.

For this reason the independent variable refers to the development and the environment in which the human being is born and its constant interaction with culture, the medium in which it interacts.

The Innatista Theory has been of great importance since it has contributed to the knowledge about the origin of the infantile language. This contribution has not only enriched the existing approaches, but also because it has given rise to many investigations.

Thanks to these, which were done both to check and validate the bases of innatism and to identify where it failed, new perspectives and theories have emerged that complement the explanations of this Innatory Theory.

REFERENCES:

Iván. (31 de agosto de 2011). Bebés y Más. Obtenido de Bebés y Más: https://www.bebesymas.com/desarrollo/teorias-sobre-la-adquisicion-y-desarrollo-del-lenguaje-en-el-bebe-el-innatismo

Manuel Monsalve, E. M. (03 de SEPTIEMBRE de 2012). PSL. Obtenido de PSL: http://cursopsl.blogspot.com/2012/09/teoria-innatista.html

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Course: Qualitative and Quantitative Research

Tutor: Julio Cesar Tulande Rengifo

Date:  September 28, 2018

Theoretical Perspective

The theory that I will use is Krashen’s Theory of L2 acquisition (The Monitor Model)_. It was developed by Stephen Krashen (1982), and it was used to study how L2 is acquired under the following hypothesis: The 'acquisition-learning' hypothesis, which aims to transform knowledge by incorporating language structures into conscious learning, in a similar way to learning L2. The hypothesis of self-monitoring, its objective is to ensure that the student who improves their learning process autonomously from self-reflection on their own process of L2 acquisition, from the analysis and correction of their incorrect interpretations. The hypothesis of the 'natural order’ refers to a natural order in the acquisition of grammatical structures of a foreign language as well as the order in the acquisition of grammatical structures of the mother tongue. However, the order is not the same in the acquisition of the mother tongue and the acquisition of L2. The 'input' hypothesis, according to Krashen, the acquisition of L2 only occurs if the individual is exposed to samples of the target language; According to this hypothesis, the student improves and progresses along the natural order. According to Krashen (1941), the INPUT hypothesis generates 2 statements: a) Speech is the result of acquisition, therefore it cannot be taught directly but it stands out as a result of the comprehensible input. b) If the input is understood and sufficient, the necessary grammar is automatically provided. This has been the most important hypothesis, since it highlights the importance of the linguistic materials provided in the target language; there must be sufficient exposure to understandable materials of interest to the recipient (comprehensive input).The hypothesis of the 'affective filter', establishes the need for the confidence and self-confidence of the student to improve their process of acquisition of L2. One of the main points of the Krashen theory is this hypothesis of the affective filter which presents motivation, self-confidence and levels of anxiety in the student as very influential factors either positively or negatively in their learning process in the acquisition of L2. This theory indicates that the actual acquisition of L2 is a slow process within which the student's communication skills arise over a long period of time. The acquisition of L2, by the student under the premise of high motivation, self-confidence, a good self-image and low level of anxiety; what guarantees the best conditions of success in the learning process of L2. As applied to my topic, this theory holds that I would expect my independent variable(s)   to which L2 students are subjected, such as motivation, self-confidence and levels of pressure or anxiety. to influence or explain the dependent variable(s) as the consequences of the application of this theory in students of L2 because   it was necessary to know how the acquisition of L2 could be affected in a positive or negative way in the student, either by the absence or presence of such variables.

Bibliography

®, E. M. (s.f.). https://www.sk.com.br Retriewed from28 de September de 2018, de English Made in Brazil ® : https://www.sk.com.br/sk-krash-english.html

Creswell, J. (2014). https://drive.google.com  search design: qualitative, quantitative, and mixed methods approaches , Quantitative Theory Use. In Re4th ed., pp. 84-97).

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Course: Qualitative and Quantitative Research

Tutor: Julio Cesar Tulande Rengifo

Date:  October 10, 2018

Theoretical Perspective

The theory that I will use is Social constructivist model: interaction hypothesis. It was developed by Michael Long (1996), and it was used to study how L2 is acquired under the following hypothesis: interaction hypothesis, which learners learn new forms in a language through the negotiation around meaning that occurs when they engage in communication and communicative learning activities, where interaction and input are two mayor players in the process of acquisition and conversation and other interactive communication are the basic for the linguistic rules, further Long`s hypothesis center us on the language classroom that not only as a place where learners of varying abilities and styles and background mingle but also as a place where the contexts for interaction are designed, it`s a face to face oral interaction and communication  idea that could boost the proficient skill of language for the sake of helping learners to maximize acquisition of input for second language learning. This theory indicates that modified interaction involves linguistic simplifications and conversational modifications, examples of conversational modifications are elaboration, slower speech rate, gesture, additional contextual cues, comprehension checks, clarification request and self- repetition or paraphrase and conversational adjustments can aid comprehension in the L2 and this theory works by three steps, first, showing that linguistics/conversational adjustments promote comprehension of input, second, showing that comprehensive input promotes acquisition, and the third step, deducing that linguistic/conversational adjustment promote acquisition. As applied to my topic, this theory holds that I would expect my independent variable(s) in which this theory needs to specify one or more mechanism to explain the interlanguage change where interaction itself contributes to language development to influence or explain the dependent variable(s) where interaction is the way that learners find learning opportunities, where or not they make productive use of them, due to many factors like the learner`s personality that could affect both the quality and quantity of second language learning, that at the same time could mark the difference between adult and children learning b/w L1 and L2 acquisition because SLA is part of and adheres to general principles of human learning and intelligence.

REFERENCES

Creswell, J. (2014). https://drive.google.com  search design: qualitative, quantitative, and mixed methods approaches , Quantitative Theory Use. In Re4th ed., pp. 84-97).

Long, M.H.1980: Input, interaction and second language acquisition. University of California, Los Angeles, PhD dissertation

Long,M.H.1981: Input, interaction and second language acquisition. In Winitz, H. (ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences 379, 259-78

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Course: Qualitative and Quantitative Research

Tutor: Julio Cesar Tulande

Date: September 25, 2018

The theory that I will use is Bloom’s Taxonomy. It was developed by Benjamin Bloom , and it was used to study the classification of educational learning objectives into levels of complexity and specificity  in 1956 which was revised in the late 1990s. This theory indicates that is a model of classifying thinking according to six levels of complexity such as creating, evaluating, analyzing, applying, understanding, and remembering. As applied to my topic, this theory holds that I would expect my independent variables: educational background and self-motivation to influence or explain the dependent variable of the results when using performance-based assessment to evaluate English students by rubrics because it will show how students are able to produce in a more realistic way what they have learned.

Reference:

II, T. J. (2016, May 20). Bloom's taxonomy. Retrieved from https://www.britannica.com/topic/Blooms-taxonomy

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The theory that I will use, is the innatista theory on the acquisition and development of the Language. Its founder was Abraham Noam Chomsky, who was an American linguist, activist and philosopher. He was born in Philadelphia on December 7, 1928. He is one of the most representative figures of the 20th century in the field of linguistics. He proposed generative grammar. His linguistics is a theory of individual language acquisition. He opposed philosophical empiricism and adopted Cartesian rationalist thinking.

Chomsky raises the nativist theory from its generative grammar. To understand the innatista theory it is necessary to know beforehand the concepts "linguistic competence" and "generative grammar". Then, the linguistic competence is defined as the knowledge that the speaker-listener has of his language as it is represented by a generative grammar. Now, generative grammar is a theory that supports competition.

Chomsky describes the grammar of a language as a mechanism to produce or understand sentences (to generate). This is known as "generative grammar". It is a grammar that reflects the creative aspect of human language and that makes it different from any animal communication system. This is based on the naming of language, where we are able to understand an indefinite number of expressions that we have never heard and that have no physical resemblance to our linguistic experience.

From the point of view of this theory, language is a faculty independent of intelligence, where there are universal principles to which all human languages obey; that is, a Universal Grammar.

The Innatista Theory has been of great importance since it has contributed to the knowledge about the origin of the infantile language. This contribution has not only enriched the existing approaches, but also because it has given rise to many investigations.

Thanks to these, which were done both to check and validate the bases of innatism and to identify where it failed, new perspectives and theories have emerged that complement the explanations of this Innatory Theory.

REFERENCES:

Iván. (31 de agosto de 2011). Bebés y Más. Obtenido de Bebés y Más: https://www.bebesymas.com/desarrollo/teorias-sobre-la-adquisicion-y-desarrollo-del-lenguaje-en-el-bebe-el-innatismo

Manuel Monsalve, E. M. (03 de SEPTIEMBRE de 2012). PSL. Obtenido de PSL: http://cursopsl.blogspot.com/2012/09/teoria-innatista.html