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This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. [17] The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which ...
How to Learn Any Language: Quickly, Easily, Inexpensively, Enjoyably and on Your Own is a book by Barry Farber, an American radio talk show host, author, commentator and language-learning enthusiast. In this work he detailed his method for self-study by employing a multi-track study of the language, using memory aids for vocabulary, and "hidden ...
The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language: a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress ...
Language learning, on the other hand, is studying, consciously and intentionally, the features of a language, as is common in traditional classrooms. Krashen sees these two processes as fundamentally different, with little or no interface between them. In common with connectionism, Krashen sees input as essential to language acquisition. [4]
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
The ZPD notion states that social interaction with more advanced target language users allows one to learn a language at a higher level than if they were to learn a language independently. [56] Sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. [ 57 ]
Language exchange sites connect users with complementary language skills, such as a native Spanish speaker who wants to learn English with a native English speaker who wants to learn Spanish. Language exchange websites essentially treat knowledge of a language as a commodity, and provide a marketlike environment for the commodity to be exchanged.
Motivation In language instruction, the desire to learn. See “TEFL vs. TESL”. Motivation paradox Students’ main motivators are factors the teacher has little control over (integrated versus instrumental motivation, which heavily influence time on task), yet motivation is critical to learning.