Factors of Learning Well or Not There are four important factors that influence on the L2 learning, not only age as it's thought commonly. Other conditions are: motivation and attitude types, continui

Celia

Factors of Learning Well or Not There are four important factors that influence on the L2 learning, not only age as it's thought commonly. Other conditions are: motivation and attitude types, continuity and progression, quality, and the activities, materials and resources in the class - mentioned in order of relevance. Firstly, I tightly consider the motivation and attitude the bases of any aim, not only in L2 learning; if there's no motivation, nobody could encourage you to do it. If you are forced to study a language you don't like, probably the results will be a disaster. For example if a Spanish guy (17-18 years old) is obliged to learn Chinese even knowing he cannot bear Chinese culture or people. Continuity and progression are the second factors. The dislike of the L2 involves negative consequences as the lack of hard work, to not study vocabulary or avoid practising the language. If a boy (around 7-8 years old) goes to English lessons and once arrived home he doesn't revise the notes of the topic given, he'll forget it soon and the teacher had to repeat it again, so there's no progress or continuity. Finally, the quality and the types of activities that take place during the lesson may lead the student to motivation or not. For a teacher it's important to apply different activities for the different students. In a pre-school lesson, children learn with games, music (such as imitate the sounds of the animals when they hear their names in English or songs about the body parts)... but in a High School, the students would consider those activities childish and would not collaborate, so another activities (as talking in English between the learners) will fit better. Along with the activities, it¡s necessary a good quality of English in order to develop listening skills so that the student will reproduce it exactly as he hears in class; for example if the learner get used listening to the sound /ʃ/ ("shirt") properly pronounced, he'll be able to make it, if instead he hears /s/ ("see") from the teacher, he'll always say it wrong. Doing this assignment reminded me of several teachers and specific moments in class when I was younger, not much time ago. The teacher didn't do any interesting activity in class, he was the only who spoke, so I lost the motivation.

May 27, 2015 4:02 PM

Corrections · 2

Factors which have an influence on Learning Well or Not so well

There are four important factors that influence on the L2 learning, not only age as it's thought commonly. Other conditions are the type of attitude and motivation, continuity and progression, quality, and the activities, materials and the resources used in class - mentioned in order of relevance.
Firstly, I thoroughly consider motivation and attitude the basis of any pursue of an objective/goal, not only in L2 learning; if there's no motivation, nobody could encourage you to do something. If you are forced to study a language you don't like, probably the results will be a disaster, for example a Spanish guy (17-18 years old) obliged to learn Chinese even knowing he cannot bear Chinese culture or people.
Continuity and progression are the second factors. The dislike of the L2 involves negative consequences as the lack of hard work, of time spent studying vocabulary or the avoidance of practising the language. If a boy (around 7-8 years old) goes to English lessons and once arrived home doesn't revise the notes of the topic given, he'll forget it soon and the teacher will have to repeat it again and again, so there will be no progress or continuity.
Finally, the quality and the types of activities that take place during the lesson may lead the student to motivation or not. For a teacher it's important to apply different methods of teaching for every student. In a pre-school lesson, children learn with games, music (such as imitate the sounds of the animals when they hear their names in English or songs about the body parts)... but in a High School, the students would consider those activities childish and would not collaborate, so other types of activities (as talking in English between the learners) will fit better. Along with the abovementioned activities, it is necessary that English be tought with quality in order to develop listening skills so that the students will reproduce it exactly as they hear them in class; for example if the learner get used to listening to the sound /ʃ/ ("shirt") properly pronounced, he'll be able to make it, if instead he hears /s/ ("see") from the teacher, he'll always say it wrong.
Doing this assignment reminded me of several teachers and specific moments in class when I was younger, not much time ago. The teacher didn't do any interesting activity in class, he was the only one who spoke, so I lost my motivation.

May 27, 2015

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