https://padlet.com/csnider73/4ybbesybd3yl Learner en-us 2018-09-12 15:22:47 UTC 2021-07-10 11:39:54 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280444490 Learner: What is the difference between acquisition and learning? How does this affect me as a learner? Social context is important. How does social context in learning environment affect me as an ELL? Situational context is also important. As an ELL, how do I decide to employ a vernacular style or a careful style within the classroom community, and how does this impact my language acquisition? What is my language distance from English, and how will this impact me as a learner? What is my social distance and social identity as it relates to English, and how will these social factors affect me as a language learner? As an ELL, I need frequent, oral social exchanges. What will be my input frequency within the classroom and how will it vary (i.e. token frequency and type frequency)? "Input only" is not enough. What are my output opportunities? How will I receive corrective feedback? Implicit instruction might be incidental, while explicit instruction is deliberate. How will you facilitate implicit instruction and how can explicit instruction help me with my SLA? As an ELL I need scaffolding. If implicit instruction happens in the classroom through interaction, how will mediation be applied and to what extent? What is my role as the learner? How does motivate and aptitude affect my learning? ]]> 2018-09-12 16:26:42 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280444490 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280456323 "Acquisition refers to the incidental process where learners 'pick up' a language without making any conscious effort to master it; whereas learning involves intentional effort to study and learn a language" (Ellis, 2015, p. 6-7). To be best supported in the classrooms, ELLs need a balance of implicit and explicit instruction. Through implicit instruction, students will acquire valuable skills, while explicit instruction helps to further mastery of a language.]]> 2018-09-12 16:47:30 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280456323 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280459051 "Second Language Acquisition refers to the learning of another language in a context in which the language is used as a means of wider communication" (Ellis, 2015, p. 6).  Interaction and input play a vital role, yet learners need opportunities to produce pushed output, as well (Ellis, 2015), ELLs need frequent opportunities to communicate with English-proficient students in the classroom. The learning environment should be one of acceptance for each and every learners language proficiency. Situational context can be confusing for ELL with limited language proficiency, Ells should be made to feel comfortable in both a vernacular and careful style of communication. Scaffolding should be provided to support learners in developing awareness of situational context.  ]]> 2018-09-12 16:52:15 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280459051 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280461404 Learners whose first language is similar to English, such as Dutch learners of English, will transfer learning strategies from L1 to L2 with more ease than students whose language distance is greater, such as Chinese learners of English (Ellis, 2015). ]]> 2018-09-12 16:56:16 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280461404 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280471295
ELLs need implicit and explicit instruction to build mastery in a second language. "Language knowledge can be both explicit and rule-based or implicit and exemplar based (Ellis, 2015, p. 17). ]]> 2018-09-12 17:12:17 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280471295 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280476314 "Sociocultural SLA draws on the work of the Russian psychologist, Lev Vygotsky (1986), who argued that learning arises when an expert (for example, a teacher) interacts with a novice (i.e. a learner) to enable the novice to learn a new concept" (Ellis. 2015, p. 20). Learning is accomplished through quality social interactions with an expert who provides scaffolding through feedback, referred to as mediation, to move the learner to self-regulation or procedural knowledge (Ellis, 2015). Ideally, the extent of mediation required should decrease as development occurs within the learner.  ]]> 2018-09-12 17:19:44 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280476314 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280480155
The Complexity Theory portrays language acquisition as "a system always in movement that never reaches complete equilibrium although there may be periods of relative stability" (Ellis, 2015, p. 22). Thus, the learner is always in a state of SLA, regardless of their level of proficiency. Motivation and aptitude play an important role in successful SLA. ]]> 2018-09-12 17:25:39 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280480155 csnider73 https://padlet.com/csnider73/4ybbesybd3yl/wish/280481572 Reference: Ellis, R. (2015). Understanding Second Language Acquisition, Second Edition. Oxford: Oxford University Press. ]]> 2018-09-12 17:27:46 UTC https://padlet.com/csnider73/4ybbesybd3yl/wish/280481572