SUBJECTS DISCUSSED BY ELLIS by https://padlet.com/rubialaskosky/lcknal2afr4aeb3c en-us 2021-09-13 16:39:02 UTC 2021-09-13 16:47:09 UTC hello@padlet.com The five main teaching and learning theories in Second Learning Acquisition (SLA) discussed by Ellis (2021): rubialaskosky https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736753057 1) Making a start
2) The expansion period
3) Cognitive phase
4) The social turn
5) Recent developments 
]]> 2021-09-13 16:44:13 UTC https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736753057 The three types of input discussed by Ellis (1986): rubialaskosky https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736756191 1) The behaviourist view
2) The nativist view
3) The interactionist view

]]> 2021-09-13 16:45:11 UTC https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736756191 The three types of input discussed by Ellis (1986): rubialaskosky https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736756223 1) The behaviourist view
2) The nativist view
3) The interactionist view

]]> 2021-09-13 16:45:12 UTC https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736756223 Cognitive phase rubialaskosky https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736757958 This phase introduces the role of awareness in foreign language learning. Some authors claimed that some kind of awareness is necessary for learning a new language, while others claimed that learning could be successful in an implicit way. It is at this stage, with the “social turn”, that one begins to think that the acquisition of L2 cannot be explained only cognitively, but rather in terms of how students shape their social context. Sociocultural experiences begin to be important in the study of L2 acquisition. We realized how these studies were useful for the teaching practice used today in the classroom.]]> 2021-09-13 16:45:44 UTC https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736757958 Recent developments rubialaskosky https://padlet.com/rubialaskosky/lcknal2afr4aeb3c/wish/1736762257 This phase presents language systems in a non-linear way. As variable systems, unpredictable and open to change. They take into account the interconnectedness of social, cognitive and psychological factors. This period provides a comprehensive framework for investigating L2 usage and acquisition by prioritizing individual student differences. The globalized world offers countless variables and this interferes in the way each student learns, we are going through a phase in which studies focus on the heterogeneity of students, reaching specific difficulties that can help each individual student's learning.

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