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Date Posted: 18:41:34 05/25/07 Fri
Author: Arlete (Task 3- Arlete)
Subject: Re: Task 3- Process analysis essay
In reply to: Arlete 's message, "Task 3- Process analysis essay" on 18:39:38 05/25/07 Fri

>Universidade Federal de Minas Gerais - FALE
>Disciplina: Inglês: Produção de Textos
>Professora: Adriana Tenuta
>Aluna: Arlete Silva da Costa
>
>
>
>
>Task 3
>
>
>How to be a good language learner in second language
>
>
> “For me, the acquisition of a new language will
>remain a phenomenon of natural fascination and
>mystery, not simply because it is a special skill of
>such incredible complexity that it remains one of the
>greatest achievements of the human mind, but because
>it also is a testimony of how much we can accomplish
>within the limitations that nature has placed upon us.”
>
>SCOVEL, ( 1988:186)
>
>
> Success in Second Language Acquisition ( SLA)
>appears to be strongly related to some social,
>cognitive and affective factors like motivation,
>attitudes, personality, inhibition and others. There
>have been a number of attempts to specify the
>qualities of “good language learner” but to be a good
>language learner is really quite easy, you have just
>to follow and to practice this list of characteristics
>of good language learning.
> First, be able to respond to the group dynamics
>of the learning situation so as not to develop
>negative anxiety and inhibitions. It is hypothesized
>that the defensiveness associated whit inhibition
>discourages the risk- taking which is necessary for
>rapid progress in a second language (L2).
> Second, seek out all opportunities to use the
>target language; Fillmore (1979 apud Brown 1980) in a
>longitudinal study of five Spanish- speaking
>children’s acquisition of English argues that the
>social skills of the learner control the amount of
>exposure to the L2. Those children who found it easy
>to interact with English – speaking children
>progressed more rapidly than those who did not.
> Third, possess a strong reason for learning the
>L2 (which may reflect an integrative or an
>instrumental motivation) and also develop a strong
>“task motivation”, respond positively to the learning
>tasks chosen or provided. Where the L2 functions as a
>“foreign language”, an integrative motivation helps;
>but where the L2 functions as a “second language” an
>instrumental motivation is more effective. Motivation
>is a powerful factor in SLA; its effects are to be
>seen on the rate and success of SLA. Then, the most
>successful learners will be those who have both a
>talent and a high level of motivation for learning.
> Forth, make a maximum use of the opportunities
>afforded to practice listening to and responding to
>speech in the L2 addressed to you and to others – this
>will involve attending to meaning rather than to form.
>Where success of SLA is concerned, the general finding
>is, that the longer the exposure to the L2, the more
>native-like L2 proficiency becomes.
> The last one is be capable of adapting to
>different learning conditions. In this way, the social
>milieu in which learning takes place can’t influence
>the learner.
> Taken together the list of good learning
>characteristics and following them, you can be a good
>learning because its reflects the social, cognitive,
>and affective factors that have been seem to be
>important in SLA.
>
>
>
>Bibliography
>
>
>
>
> BROWN, Douglas H. Principles of
>language learning and teaching.1980 Fourth
>Edition. San Francisco State University. 3: 49-73.
>
> SCOVEL, T. 1981: The effects of neurological age on
>nonprimary language acquisition. In R. Andersen (ed.):
>New dimensions in second language acquisition
>research. Rowley, MA: Newbury House. Pp. 33-42, 186)

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