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      <title>Lightbrown &amp; Spada CH3 by Burrows, Emily</title>
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      <description>CLD 2890 Discussion Post</description>
      <language>en-us</language>
      <pubDate>2020-09-24 22:28:51 UTC</pubDate>
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         <title>Intelligence</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777741659</link>
         <description><![CDATA[<div>What measures intelligence?<br>"Traditionally been used to refer to performance on certain kinds of tests...often associated with success in school" (Lightbrown &amp; Spada, 2013).<br><strong>IQ tests</strong> that measure intelligence only measure certain kinds of intelligence. When it comes to language learning, IQ tests are not necessarily an accurate predictor of success. A higher IQ may predict better scores on written exams pertaining to grammar and vocabulary memorization, but may not have any positive or negative influence on oral communication skills in the target language. </div>]]></description>
         <pubDate>2020-09-24 22:32:21 UTC</pubDate>
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      <item>
         <title>Language Learning Aptitude</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777741995</link>
         <description><![CDATA[<div><strong>Contributing factors:</strong></div><ol><li>Identification and memorization of new sounds</li><li>Understanding functions of words in sentences</li><li>Figuring out grammatical rules</li><li>Remembering new words</li></ol><div><br><strong>Working memory</strong> - higher capacity is important in predicting success in language learning situations.</div>]]></description>
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         <pubDate>2020-09-24 22:32:34 UTC</pubDate>
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         <title></title>
         <author>eburrow1</author>
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         <pubDate>2020-09-24 22:32:44 UTC</pubDate>
         <guid>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742194</guid>
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      <item>
         <title>Personality</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742330</link>
         <description><![CDATA[<ul><li>Inhibition and risk taking</li><li>Anxiety</li><li>Willingness to communicate<ol><li>How relaxed they are</li><li>How they feel about their abilities</li></ol></li><li>Self-esteem</li><li>Empathy</li><li>Dominance</li><li>Talkativeness</li><li>Responsiveness</li></ul><div>(Lightbrown &amp; Spada, 2013)</div>]]></description>
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         <pubDate>2020-09-24 22:32:51 UTC</pubDate>
         <guid>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742330</guid>
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      <item>
         <title>Attitude and Motivation</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742450</link>
         <description><![CDATA[<div><strong>Instrumental motivation</strong> - language learning for immediate or practical goals<br><strong>Integrative motivation</strong> - language learning for personal growth and cultural enrichment<br><br><strong>Process-Oriented Model:</strong></div><ol><li>Choice motivation - getting started and goal setting</li><li>Executive motivation - carrying out necessary tasks to maintain motivation</li><li>Motivation retrospection - appraisal of/reaction to performance</li></ol>]]></description>
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         <pubDate>2020-09-24 22:32:56 UTC</pubDate>
         <guid>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742450</guid>
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      <item>
         <title>Motivation in the Classroom</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742690</link>
         <description><![CDATA[<ol><li>Teacher discourse - arousing curiosity and attention, promoting autonomy, stating communicative purpose/utility of activity</li><li>Participation structure - group work or pair work</li><li>Activity design - individual competition, team competition, intellectual challenge, tangible task product </li><li>Encouraging self praise, corrections</li></ol>]]></description>
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         <pubDate>2020-09-24 22:33:08 UTC</pubDate>
         <guid>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742690</guid>
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      <item>
         <title>Identity and Ethnic Group</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777742825</link>
         <description><![CDATA[<div>How do the members of the majority group view the language learner?<br>How does the learner view themselves within the majority group?</div>]]></description>
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         <pubDate>2020-09-24 22:33:15 UTC</pubDate>
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         <title>Age</title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777743201</link>
         <description><![CDATA[<div>Those who acquire a second language before entering puberty are far more likely to have native accent in the second language</div>]]></description>
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         <pubDate>2020-09-24 22:33:35 UTC</pubDate>
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         <title></title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777749499</link>
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         <pubDate>2020-09-24 22:38:37 UTC</pubDate>
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         <title></title>
         <author>eburrow1</author>
         <link>https://padlet.com/eburrow1/7tfxpw311pt22nur/wish/777863259</link>
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         <pubDate>2020-09-25 00:05:01 UTC</pubDate>
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         <title></title>
         <author>eburrow1</author>
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         <pubDate>2020-09-25 00:06:19 UTC</pubDate>
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