1.How does the environment affect language learning?

2. Is it possible that Pete will catch up in the future?

3.What role do caregivers play in language development?

•A higher MLU may indicate more advanced language skills.

•Variations in MLU can reflect differences in age, context, or language ability.

2.Limitations: Reflect on the limitations of MLU as a measure (e.g., it doesn’t account for complexity or semantic content).

3.Application: Brainstorm how this analysis could be used in real-world settings, such as classrooms or speech therapy.

1.Behaviorist Theory (Skinner, 1957)Aura, Susan, Lorena, Carolina

2.Nativist Theory (Chomsky, 1965) Yoissie, Adela, Marcelina, Maribel.

3.Cognitive Theory (Piaget, 1950s): Arnold, Wilbert, Williams, Wilberto

4. Interactionist/Social Theories (Vygotsky, Bruner): Jose Ledezma , Ingrid, Doris,  Michelle.

5. Connectionist/Statistical Learning Theory: Jose Quiel, Irving, Gabriel, Rolando.

•     View all 4 assigned videos carefully.

•     Take notes on key ideas, they’ll help you answer the questions.

2. Answer the Questions

•     Respond thoroughly, using examples or insights from the videos where needed.

•     Check the Rubric (on Moodle) to ensure your answers meet expectations.

1. Analyze and summarize key concepts from the SLA study (acquisition vs. learning, interlanguage, errors).

2. Critically evaluate the study’s strengths, limitations, and implications for language teaching.

3. Design an engaging Canva presentation to communicate their analysis effectively.

Task 1: Expert Reading & Role-Specific Preparation

Assign each role a focused reading task aligned with their later responsibilities.

1. Writer drafts a paragraph describing the assigned image (6-8 sentences).

2. Researcher tags errors using Selinker/Ellis frameworks (e.g., "L1 transfer in

article omission").

3. Designer creates:

• Color-coded error infographic (e.g., grammar, lexical).

• Compares findings to their Stage 1 flowchart.

4. Coordinator ensures:

• Consensus on error classification.

• Time management.

5. Presenter prepares a 3-min pitch covering:

• Top 2 error patterns.

• How readings explain these (e.g., "Overgeneralization aligns with Ellis’ Stage 3").

• Choose two languages (e.g., English & Arabic).

• Pick one linguistic feature (e.g., word order, articles, pronunciation).

• Form a hypothesis (e.g., "Arabic speakers will omit English articles due to L1

interference")

Task: Submit a 1-page proposal with their hypothesis and planned test

method. May 28th

• Decide on testing method:

• Survey/Questionnaire (e.g., "Translate these sentences").

• Error Analysis (collect L2 learners’ writing/speech samples).

• Interviews (ask speakers to compare L1/L2 rules).

• Researcher & Designer: Create test materials (Google Form, flashcards,

recording prompts).

Task: Submit a 1-page testing method decided. June 4th

• Administer the test to:

  • L2 learners (e.g., classmates, language students).

  • Native speakers (for comparison, if possible).

• Coordinator: Ensure all data is collected and organized.

Task: Submit evidence of applying the test (photos) June 11^th

Photo of the respondents ( MicrosoftForms ) online option or photos if you applied in the classroom.

Instructions for Students:

1. Research Phase (Individual)

• Use class notes, textbooks, or trusted online sources (e.g., JSTOR, Google Scholar, or university linguistics pages) to fill in the following details for each theory:

  • Key Theorists (e.g., Skinner, Chomsky, Vygotsky)

  • Main Idea (1–2 sentences)

  • Time Period (When it became influential)

  • Why It’s Important (How it changed language teaching or our understanding of learning)

2. Canva Timeline Creation

• Go to Canva and select a timeline template (search "timeline" in templates).

• Arrange theories chronologically (oldest to newest).

• For each theory, include:

  • A title (theory name)

  • A short summary (main idea)

  • An icon/image (e.g., a brain for cognitive theories, people talking for interactionist theory)

  • A key quote or example (e.g., "i+1" for Krashen’s Input Hypothesis)

• Which theory do you think most impacts language teaching today? Why?

• How did earlier theories (like behaviorism) influence later ones (like interactionism)?

• As a future teacher/learner, which idea would you apply in the classroom?

• Compile results (tally errors, note patterns).

• Compare findings to their hypothesis.

• Writer: Draft the Results & Discussion section.

Task: Deliver Draft the Results & Discussion section       June 18^th

• Complete the written report (include: Introduction, Methodology, Results, Discussion).

• Designer: Prepare slides with charts/tables of test results.

• Presenter: Rehearse explaining the testing process.

Task: Deliver written report.  June 25^th