reflection
Of all the chapters I have learned in the book “The Study of Language “ by Yule (2010), the chapter 14 “ Second language and acquisition/ learning” impresses me most. This chapter is about certain notions of second language learning such as second language, foreign language, acquisition, learning, acquisition barriers, affective factors, motivation, input, output, transfer, and interlanguage. Besides, it also provides there teaching methods (the grammar translation, the audiolingual, and communicative approach). Last but not least, the chapter also gives the brief definition of communicative competence and represents how linguistics is applied in other fields.
As an English teacher in future, I pay much attention to the second language learning. Acquisition and learning are completely distinct. Although the relationship between them does not mention clearly in the chapter, I strongly believe that they have a close relationship. In terms of learning second language, when a person has a chance to expose to a target language as early as possible, they will study better than those who start learning at the same time. In fact, they acquire some extent of the target language when exposing to it. In contrast, a person who learns new language well gradually acquires that language; consequently, they can communicate naturally in community. I think practice is the bridge of learning and acquisition. It is undeniable that acquisition is more important than learning, but the process of learning will make the acquisition much deeper.
Motivation is one of the terms that I find it intriguing to study more. According to the theory, there are two kinds of motivation: instrumental and integrative motivation. I am strongly convinced that motivation plays an indispensable role in learning foreign languages. In my view, there is a connection between instrumental and integrative motivation. In essence, integrative motivation is much more crucial than instrumental motivation because the core purpose of learning a target language is to communicate fluently or participate in the social life of a community. Furthermore, integrative motivation will be more long-lasting than instrumental motivation because instrumental motivation derives from the desires of achievements like getting high score in a specific test, completing a school graduation requirement or being able to read scientific publications, and when learners obtain the goals, the motivation may disappear. However, instrumental motivation can lead to integrative motivation due to the fact that thanks to high achievements, learners can become more interested in social purposes. I think that when someone has integrative motivation, they have better chance to get high achievements than those with instrumental motivation.
It is common knowledge that it is hard to become a teacher, but it is more difficult to be an English teacher. The teachers are supposed to know how to make students acquire a foreign language, not only learning. It is extremely essential for teacher to make sense of the elements contributing to the success of learning language in order to inspire students to study well. From my viewpoint, I will motivate my students everyday via a variety of activities. Teaching how to learn is considered to be more important than teaching knowledge. Honestly, this course has changed my view of teaching language a lot. I need to apply the knowledge of language into my class. In fact, there is a vast majority of topics for me to do research related to linguistics. I have learned that brain impact on language function, so language has possibility to have great influence on brain. I was wondering that whether one will be more intellectual through the development of the ability of languages or not.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-05-05 | linhb1407412 | 3 | view |
Grammar and spelling errors:
Line 1, column 166, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...language and acquisition/ learning' impresses me most. This chapter is about...
^^
Line 2, column 23, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...in other fields. As an English teacher in future, I pay much attention to the second lan...
^^^^^^^^^
Line 2, column 294, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to second'
Suggestion: to second
...lose relationship. In terms of learning second language, when a person has a chance to...
^^^^^^
Line 2, column 540, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...he target language when exposing to it. In contrast, a person who learns new langu...
^^
Line 4, column 421, Rule ID: EVERYDAY_EVERY_DAY[3]
Message: 'Everyday' is an adjective. Did you mean 'every day'?
Suggestion: every day
... viewpoint, I will motivate my students everyday via a variety of activities. Teaching h...
^^^^^^^^
Transition Words or Phrases used:
also, besides, but, consequently, furthermore, honestly, however, if, may, second, so, well, i think, in contrast, in fact, such as, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 15.1003584229 159% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 76.0 52.1666666667 146% => OK
Nominalization: 33.0 8.0752688172 409% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3227.0 1977.66487455 163% => OK
No of words: 592.0 407.700716846 145% => Less content wanted.
Chars per words: 5.45101351351 4.8611393121 112% => OK
Fourth root words length: 4.93265142912 4.48103885553 110% => OK
Word Length SD: 3.22722987544 2.67179642975 121% => OK
Unique words: 280.0 212.727598566 132% => OK
Unique words percentage: 0.472972972973 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 1014.3 618.680645161 164% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 19.0 9.59856630824 198% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 30.0 20.6003584229 146% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 63.7411083124 48.9658058833 130% => OK
Chars per sentence: 107.566666667 100.406767564 107% => OK
Words per sentence: 19.7333333333 20.6045352989 96% => OK
Discourse Markers: 4.76666666667 5.45110844103 87% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 19.0 11.8709677419 160% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.236089414692 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.076458572812 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150856017488 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0645574589148 0% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.1 11.7677419355 120% => OK
flesch_reading_ease: 43.73 58.1214874552 75% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 14.33 10.9000537634 131% => OK
dale_chall_readability_score: 8.53 8.01818996416 106% => OK
difficult_words: 148.0 86.8835125448 170% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 0.2 Out of 6.0
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.