Hi partner Mayra, your theory is very interesting, had no any idea bout there was a theory behind the numbers and ways about how to measure better the knowledge into classrooms,  this seems like materials design, however, this looks complex.  Teacher nowadays should bear in mind this story, because it will help them at the moment to create new evaluations or homeworks.     

Good evening Classmate Cesar, the method you implemented for this activity is interesting; Nowadays, in the communicative classroom, the objective is not to learn about a second language, but to use it to be able to communicate in several contexts. Communication tasks such as dialogues, games, work in pairs and small groups, role plays and other communicative activities within the classroom have been incorporated and are still recommended. These communicative tasks based on a real communication context or situation have given the communicative approach "a plausible way to achieve students' communicative competence, since the tasks provoke in the student a need to communicate and create meanings, an essential condition that allows, through an internal process, to acquire the language "(Benítez, 2007).

Classmate Javier, I want to congratulate you for your theory perspective implemented for this activity, because I find interesting the way in which to express and analyze the theory; because cognitive development is the process by which the human being acquires knowledge through learning and experience; besides that said theory is related to knowledge; l is the process by which we are learning to use memory, language, perception, problem solving and planning, this allows us to have a better ability with learning a second language.

Your theoretical perspective was good developed, at least it  follow the rules of the guide and format, cognitive development theory can be use in different ways in educational environment, where learning is an active process  because students, construct their own learning  and learn from their own experiences. Good job.

Classmate Laura is interesting the way in which you express and analyze the strategy that you implemented in your theoretical perspective, since it is important to acquire skills when it comes to teaching and learning a second language, since Learning is not an easy task, so There are many concepts, as many as theories that explain it. In order to understand learning styles, it is necessary to explore the different theories that underlie them. However, before exploring such theories, it can be said eclectically that learning is a process of acquiring a relatively long-lasting disposition to change perception or behavior as a result of an experience.

Dear Mate Laura I want to tell that you have a very interesting theory here, yo have done a great jog picking this subject. Skill Acquisition Theory is not just a theory of the development of language, rather it is a general theory of learning ranging from cognitive to psychomotor skills (Mystkowska-Wiertelak & Pawlak, 2012). This  theory,  which is  based on  Adaptive Control  of  Thought model  (ACT), claims  that adults  commence learning  something  through  mainly  explicit  processes,  and,  through  subsequent  sufficient  practice  and exposure, proceed to implicit processes (Vanpatten & Benati, 2010). Considering the fact that each one of the SLA theories illuminates one aspect of SLA (VanPatten & Williams, 2007

Sides from merits and demerits of the Skill Acquisition Theory, there are two issues which highlight the importance of this theory in the field of applied linguistics. The first issue is the relation that exists between this theory and SLA. According to Dekeyser & Criado (2013), since second/foreign language proficiency involves a set of skills that permit speakers  to comprehend and  produce  messages  rapidly  and  efficiently,  cognitive  psychology  in general  and  Skill Acquisition Theory, in particular, are also undoubtedly relevant to SLA. For example, one of the attempts to apply this theory to language teaching has been made by Johnson (1996). In the same vein, Chapelle (2009) has discussed the implications of this theory for CALL, believing that it "provides suggestions for learning through practice and for assessment of successful learning" (p. 744). Nevertheless, as acknowledged by Dekeyser (2007b), due to this theory's emphasis on the importance of explicit/declarative knowledge during the initial stages of learning, this theory is most easily applicable to cases where

1)      Adult learners of high aptitude are involved

2)       the structures to be learned are simple

3)       Learners are at fairly early stages of learning, and

4)       The context is instructional.

The other even more important issue is that this theory does not claim to account for everything about SLA. That is, it does not compete with other theories to acclaim itself as the only valid theory of SLA (Dekeyser, 2007b). To  finalize,  it  should  be  mentioned  that  in  spite  of  these  merits,  as  acknowledged  by  Ellis  (2009),  though neurological studies and connectionist models of linguistic knowledge point to the dichotomous nature of explicit and implicit  knowledge,  there  is  still  controversy  over  the  dichotomous  or  continuous  nature  of  these  two  types  of knowledge. Considering this point and scarcity of research on the Skill Acquisition Theory in SLA (Dekeyser, 2007b), there is room for more merits or demerits to be revealed in the future. 

Course: Qualitative and Quantitative Research

Tutor: Claudia Yuliana Ramirez 

Date: February 23th 2019 

     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

Course: Qualitative and Quantitative Research

Tutor: Claudia Yuliana Ramirez       

Date: March 12th 2019

The theory that I will use is cognitive development. It was created by Jean Piaget, and it was used to study how a child constructs a mental model of the world. This theory indicates that cognitive development is a process which occurs due to biological maturation and interaction with the environment. When it was introduced in 1936, it was the newest theory about a systematic study of the cognitive development, he was not pretending to measure the child´s knowledge, instead of that, he wanted to comprehend how children used to build and create new knowledge and the way it used to emerge from the constructed basis. As applied to my study, this theory holds that I would expect my independent variables: children are like small scientists trying to comprehend and interpret the world, so are pre-adolescents, this is due to there are some patterns of cognitive processes evolution stablished accord with each developmental stage, and each stage is different  and based on the one before, hence, accord with Piaget’s theory there are 4 stages of development cognition, sensorimotor stage (birth to age 2), pre-operational stage (from age 2 to age 7), concrete operational stage (from age 7 to age 11)and formal operational stage (age 11+ adolescent and adulthood), each stage becomes in an independent variable due to each one of them has different patterns of behavior and cognitive development, in addition they may appear in the classroom accord with the scholar grade or English adult  course, and being conscious that those ones change in the meantime children keep growing, to influence or explain the dependent variables of language learning and behavior in classroom, because different stages will determine how different developmental cognitive characteristics will influence the students’ behavior and cognitive development, at one side, cognitive development may be measured by different assessment instruments, like test, homework or tasks during the implementation of the contents to be taught and the behavior may be measure accord with general behavior rules in the classroom, even by using the co-existence manual of the institution. It is not going to be the same way that a 3 years old child acts than a 9 one, thus it will allow implementing proper methods, techniques and modeling of teaching style accord with different type of students, due to the different cognitive characteristics each stage performs deserves suitable teaching performance, thereby it might give basic clues to comprehend which procedures can be implemented into the language learning processes at the moment to develop classes.

Course: Qualitative and Quantitative Research

Tutor: Claudia Yuliana Ramirez

Date: March, 10^th, 2019.

The theory that I will use is the skill acquisition. It was developed  by Robert Dekeyser, and it was used to study "how the learning of a wide variety of skills shows a remarkable similarity in development from initial representation of knowledge through initial changes in behavior to eventual fluent, spontaneous, largely effortless, and highly skilled behavior, and that this set of phenomena can be accounted for by a set of basic principles common to acquisition of all skills" (p. 97). This theory indicates that, skill acquisition can be considered as a specific form of learning, where learning has been defined as "the representation of information in memory concerning some environmental or cognitive event" (p. 26). Therefore, skill acquisition is a form of learning where "skilled behaviors can become routinized and even automatic under some conditions" (Speelman 2005.p.26). As applied to my topic, this theory holds that I would expect my independent variable(s) are the declarative knowledge in L2 that  is the static information such as historical or geographical facts encoded in memory and procedural knowledge that entails knowing how to do things, including the ability to apply rule-based knowledge to cognitive as well as motor operations, to influence or explain the dependent variable(s) with mental representations of language items that may include word definitions or grammar rules, and  to have knowledge about how to perform cognitive operations, such as producing language with less or no effort by accessing items stored in long-term memory, because to develop a skill as a form of learning  requires to have a cognitive repetition process in which gradually memory will allow the acquisition of a second language.

·         Creswell, J. (2014). Three Components Involved in an Approach. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 34-52). California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/1t0YblviUz_bHNXbKcuW9gC54LM8ANamJ/view?usp=sharing

·         Anderson,  J.  R.  (1982).  Acquisition  of  cognitive  skill.  Psychological  Review,  89(4),  369-406.  doi:  10.1037//0033-295X.89.4.36

·         Ackerman, P.  L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117(3), 288-318. doi: 10.1037//0096-3445.117.3.28

·         Cornford, I. R. (1996). The defining attributes of 'skill' and 'skilled performance': Some implications for training, learning, and program development. Australian and New Zealand Journal of Vocational Education Research, 4(2), 1-25. Retrieved October 30, 2013, from http://www.google.com