Ashlee's Teach Create Motivate

According to the basic parameters of Second Language Acquisition theories based on this week’s articles; “Second Language Acquisition: A socio-cognitive Perspective” by Fahim and Mehrgan (2012), and “In search of a nativist theory of second language acquisition” by Walt (1991), I could state my insight explicitly from one of the favorite sayings of Aristotle   “Those that know, do. Those that understand, teach”. In both articles, I could summarize my basic understanding of the aforementioned Nativist theory and Socio-cognitive perspectives in SLA upon the reflection of the quote that I have internalized. All of the theories put forward by researchers, linguists have been discussed or criticized on the light of their own discipline so far. However, there is a certain sound on the shed of SLA theories which is called practice and utilization of applied linguistics in teaching-learning process.   Notwithstanding, if we try to illustrate social formation of mind, Lev Vygotsky ...

There is nothing more than learning as it has been identified as responsible for behavioral and conceptual differences across one’s life span. Specifically, it has been questioned a bunch of times what role plays in learning. The concept of learning entails the development of one’s growth and the process of continuous self-construction as it was highly labeled by the lenses of Piaget (as cited in Driscoll, 2005, p.191). This label refers to constructivism since the knowledge is a skill that is acquired through the interaction with the environment surrounded by goal- directed schemas. There is a distinction between the term “schema and scheme” which was discussed by Brainerd in 1970s. The term “schema” is a passive mode of organization whereas the “scheme” is the active organizational principle referring to active nature of children’s thinking. Learning occurs when new information added to schemas while the scheme provides the basis for mental operations. In addition, Piaget defined “...

Theory of Instruction play a critical role in one’s learning as a behavior that stimulates recall of prior learning by enhancing retention and transfer.  Hence, gaining learners’ attentions is one the emergent component of Gagne’s Theory of Instruction (as cited in Driscoll, 2005, p.349). More significantly, every individual has different type of learning styles so it is crucially important to aware how to present an input effectively in order to prepare learners to offer feedback or to ask for a demonstration to check the comprehension. Gagne’s Nine Levels of Instruction provides us a step by a step approach that can help trainees and facilitators structure their training so that the target learners get most from their learning opportunities. This journal aims to take a brief look at instructional theories of Gagne (1985) and Ausubel’s Meaningful Learning and Schema Theory (1963) by explaining the relationship between instructional theory and learning theory in detailed. As ...

As a being characteristic of second language learning, syntactic, morphological and semantic features could be overgeneralized and fossilized by learners of a second language. Noting the following a stance from my teacher diary that occurred recurrently; S: Teacher, “I putted my study page in my English file”, T: Oh, you mean “I put my study page in my English file.” S: No, Miss Dinc, “I putt ed them all in English file.” Outlying from empirical study, this scenario could be an example of fossilization in English Language. More specifically, I could define that fossilization is the often-observed loss of progress in the acquisition of second language in spite of interaction with L2 and motivation. Reflected upon the articles by Brian MacWhinney “Emergent Fossilization” and Ashley Fidler “Reconceptualizing fossilization in second language acquisition: a review, the term “fossilization” has not been defined on the grounds that empirical studies efficiently because of longitudinal ...