Theory Analysis Report

By Helen Valentina Gómez Forigua

Focused on teaching and learning languages in virtual or face-to-face classes

Theory Analysis Report

Foreign Language and Acquisition Learning

Phase 2 - Educational and Pedagogical Practice

Conclusions

acknowledgments

References

Problematize an educational situation

Contextual and cultural factors

Social and emotional influences

Cognitive factors in language acquisition

Current trends in ln language acquisition

Introduction

Key Theories of Foreign Language Acquisition

01

Introduction

Language acquisition is based on sociolinguistics, psychology, sociology andneurolinguistics, so its approach comes from perspectives argued by studies and stimuligiven in logical presentations in observation spaces conducive to such studies.In the practice of teaching a second language (in this case English), stimuli must begenerated in the classroom that motivate students to delve into the language, generate abalance between interactive learning practices and the theoretical practices necessary fortheir learning. That is why, in academic spaces inside and outside the classroom (face-toface and/or virtual), establishing such a connection is a challenge but one that can befaced by relying on different tools and strategies.

Introduction

There are forces that collaborate or not in the learning of an individual, that is, the learning process is not only dependent on the classroom, the teacher or the student, but the social context, traditional speech, traditions, culture, psychological factors, environmental factors, quality of institutions, means of study, etc., are greatly influential in these educational or training processes. As the following authors put it:

Introduction

Bongaerts (1989) argues that it is not only a physiological issue that restricts the ability to learn another language at a certain age, but that other factors directly related to age must also be taken into account, such as motivation to acquire a second language, integration into a foreign-speaking community, availability of time to study and practice, the collaboration of native interlocutors, the interference of the mother tongue, the fear of making a fool of oneself, among others.

Deprez (1994) in the sense that bilingualism from the preschool level facilitates the learning of other languages, while developing the capacity for abstraction, the interaction between linguistic and cultural skills, listening, adaptation, creativity and judgment. The set of all these metalinguistic skills that are developed in each school grade favors the learning processes of other educational disciplines, prepares the student to conceptualize the two linguistic systems and contributes to the development of the mother tongue.

Introduction

However, obtaining a second language cannot be affected by the form of study selected, which is why traditional practices (in a face-to-face classroom with a teacher in front of their students) do not guarantee the chances of learning, as it is known, learning requires autonomy and this can be consolidated in synchronous and asynchronous spaces. as demonstrated in the basic English sessions of this report.

Communicative competence theory:

Motivation theory:

Key Theories of Foreign Language Acquisition

Implicit learning theory:

Sociocultural theory:

Innativist theory:

Behaviorist Theory:

Other approaches:

02

Current Trends In Language Acquisition

Being in a space where technologies are the basis on which learning will be worked, the individual is expected to present stimuli that capture their attention, interest, learning, etc. It is observed that interaction, although not directly physical, but rather visual and auditory, is a permissive methodology of individual and group autonomy; because in these classes we work on the specific topics, addressing from different senses, what we want to transmit.

Neurocognitive tendency

It is about the integration of the English language in platforms, websites, classes, research and other information spaces. It is integrated through translations, subtitles, and academic material. In other words, information can be accessed in another language and also translated or explained in the mother tongue to ensure its understanding.

Multilingualism Trend

¡Touch me!

It allows communication to occur spontaneously between individuals, where two languages are integrated to facilitate the understanding of topics and activities, as in the recorded lessons, the teacher uses both languages in a calculated way (English and Spanish), to cover the topics and ensure that the receivers (students) understand what is being spoken about without prioritizing only the language in the learning process; while students strive to make themselves understood by using both languages at the same time, simultaneously and unplanned.

Translanguary tendency

In virtual classrooms, the use of artificial intelligence and data analytics is important, since with these two tools you can provide material for classes, in addition to providing innovative, creative and necessary strategies to improve the quality of teaching a Translanguary tendency It allows communication to occur spontaneously between individuals, where two languages are integrated to facilitate the understanding of topics and activities, as in the recorded lessons, the teacher uses both languages in a calculated way (English and Spanish), to cover the topics and ensure that the receivers (students) understand what is being spoken about without prioritizing only the language in the learning process; while students strive to make themselves understood by using both languages at the same time, simultaneously and unplanned. Artificial intelligence and data analytics language. It should also be noted that, thanks to these two trends, the personalization of specific content that goes hand in hand with the interests of the individual is promoted, constantly motivating the interaction of the student's interests and thus encompassing the learning of this new language based on their tastes.

Artificial intelligence and data analytics

Cognitive Factors in Language Acquisition

The way in which we perceive information influences our own learning, since, if the information is presented to us in a theoretical, repetitive, too extensive way, in complex terms, etc., it will make everything more difficult, however, it also depends on the willingness and availability to receive the knowledge, if the individual is open to receive the teachings, it is likely to lead to a positive and enriching process.

In learning processes there are certain skills that are essential to achieve the consolidation of knowledge. Although traditionalism shows that some methodologies used incite repetition and monotony, which is based solely on theory, the learning process requires certain repetitive activities, but not monotonous. In other words, it is necessary to do repetitions and revisions regarding what we learn or deal with in class, this in order to memorize, because doing so is imperative. Memorizing is mandatory, and then you can express yourself naturally and fluently, without any effort.

Cognitive Factors in Language Acquisition

Based on what has been described above, in virtuality it is much easier to encourage students to learn, since there are striking tools that capture their attention, where a game, a song, videos, documentaries, movies, among others, make explanations and examples supported by more than words and theory.

However, virtuality means that the student must be much more autonomous, since it is he himself who monitors his training process and despite the teaching support, it is always the student who must take responsibility for his processes.

Social and Emotional Influences

From the beginning of the learning process in childhood, factors intervene that directly and indirectly affect these processes, although we do not notice it. The development of the personality is influenced by stimuli such as traditions, culture, family tastes, treatment received, positive and negative experiences or experiences or the context in which one lives. Just as these factors shape a person's personality, these same stimuli that give rise to the construction of an individual's personal structure can influence the way we receive information. In a virtual context, sharing with colleagues can produce nervousness, anxiety, sorrow or, on the contrary, it can be more comfortable for some, it all depends on how we perceive the situations, and this happens as a consequence of the implications of certain aspects of which we have been a part.

Being a social or asocial person can make a difference, since social relationships intervene in one's own formation. Just as many times the way we feel emotionally affects our world, the interactions we have, the learning, experiences we have on a daily basis.

Social and Emotional Influences

It is important to know how to present learning and how to receive it. It is necessary to maintain ethical values, such as tolerance, understanding, respect; it is also necessary to be versatile, adaptable.

Cultural norms about tone of voice, facial expressions, gestures, and personal distance also play a role in varying cultures, which can impact how students interact in virtual classes.

Contextual and Cultural Factors

When students learn a language, they are not only learning vocabulary and grammar, but also the values, social norms, and behaviors of the culture related to that language. Include everyday situations, traditions, customs, and forms of communication that are fundamental to understanding how language is used in practice.

03

Problematize an Educational Situation

Problem: teaching and learning English grammar I believe that, in all situations, grammar is one of the most recurrent problems that students and teachers go through when it comes to delving into the subject. Grammar tries to recognize the verb, predicate, subject, verbs, conjugations, articles, which make it difficult to understand, since there are many things to take into account when applying grammatical rules in both speech and writing. This is how, due to its complexity, interest in learning this language is lost. Learning a language, whatever it is, entails different difficulties depending on the abilities of each person, however, these problems also arise for teachers, since teaching something complex is not easy.

Educational situation or challenge

Problematize an Educational

The theoretical and practical parts are fundamental for the understanding of this specific topic, but its absorption depends on many factors, such as mood, the tools that can be accessed, the way in which it is presented and perceived, among others. In addition, we have the habit of associating both languages to facilitate their learning, and this is sometimes an impediment to understanding the language, it is not bad, but we have the tendency to translate English with the structure of Spanish, and thus we associate both languages that, in themselves, are different but similar. It is difficult to understand that both languages are structurally different when it comes to writing and speaking, because having two languages at the same time in the mind can be confusing.

Educational situation or challenge

Problematize an Educational

Educational situation or challenge

Problematize an Educational

Importance for language teaching and learning

It plays a fundamental role in professional, academic, personal and social development. Within a society, bilingualism opens the door to great possibilities that bring prosperity in any field. Adding that the person will obtain a great intellectual level and personal development. It demonstrates the importance of communication, not only with those around me, but with the world as well.

• Due to the lack of clarity in the language teaching and learning strategy, there is a disconnection between theory and practice. • Faced with the difficulty of understanding the language, disinterest and demotivation arise. • Insecurity in practicing the language. • Communicative and interactive approaches are needed to simplify language comprehension.

Observations

It is an act of respect and responsibility, to understand that in addition to interactions in a face-to-face or virtual classroom, responsibilities also fall on the environment and the means used for teaching and learning.

Different aspects are involved in a language that give originality and identity to the language in question, hence the importance of learning the language well.

Conclusions

Inferring and delving into the structure of the language and its context facilitates the analysis of its nature, as well as understanding its functionality in different instances; understanding that language is not only memorizing words, but also psychological, social, etymological, contextual interactions, etc.

It is important to recognize the influences that support or not our processes, and the consequences of these in the proposed projects, this is how we become aware of those permissive actions that can favor us and enrich our goals.

Conclusions

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References

Bongaerts, Theo y Nanda Poulisse (1989), "Communication Strategies in L1 and L2: same or different?", Applied Linguistics, vol. 10, núm. 3, pp. 253-268. Enfoques teóricos para la adquisición de una segunda lengua desde el horizonte de la práctica educativa

Bertrand Regader. (2016, mayo 10). La teoría del desarrollo del lenguaje de Noam Chomsky. Portal Psicología y Mente. https://psicologiaymente.com/desarrollo/teoria-desarrollo-lenguaje-noam chomsky

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Bertrand Regader. (2015, mayo 31). La Teoría Sociocultural de Lev Vygotsky. Portal Psicología y Mente. https://psicologiaymente.com/desarrollo/teoria-sociocultural lev-vygotsky

Aljumah, F. H. (2020). Second Language Acquisition: A Framework and Historical Background on Its ResearchAbrir este documento utilizando ReadSpeaker docReader . English Language Teaching, 13(8), 200–207. https://eric.ed.gov/?id=EJ1262377

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References

References

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Hardan, A. A. (2013). Language learning strategies: A general overview. ProcediaSocial and Behavioral Sciences, 106, 1712-1726. https://core.ac.uk/download/pdf/82653331.pdf

Escobar Jurado, S. I., Egea Arciniegas, T. G., & Leal Bolaño, N. L. (2021). Didácticas en la educación superior: una mirada desde los ambientes virtuales de aprendizaje. Sello Editorial UNAD. https://doi.org/10.22490/9789586517584

Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2023). Artificial intelligence and English language teaching: Preparing for the future. British Council. https://doi.org/10.57884/78EA-3C69

Deprez, Christine (1994), Les enfants bilingües, langues et familles, París, Didier. Enfoques teóricos para la adquisición de una segunda lengua desde el horizonte de la práctica educativa

Thanks you !

In the lessons: in the observed sessions it can be seen that, thanks to the interaction of the teacher with his students, the construction of knowledge and criteria of the language takes place. Sometimes, due to the ignorance of some students in the face of a question, another student or the teacher presented the answer, breaking down explanatory and logical examples to atone for doubts and questions.

In the lessons: The greatest motivator for learning a language comes from one's own interests along with their personal, professional, and academic benefits. In the sessions, each student tries to achieve their goals, and this is evidenced thanks to the attitude and performance of the activities that are carried out in these lessons.

In the lessons: In each of the three sessions selected, by levels, it can be seen that each teacher, based on the foundational knowledge at each level of English, relied on that to teach the class. That is to say, even knowing the level that the class would address, they project the class to their students starting from the simplest to guide them towards slightly more advanced knowledge, through exercises and the repetition of information.

In the lessons: it is denoted that thanks to the skills of each person, vocabulary, listening, speaking and reading are reinforced, although it is little, but they are interactions that allow small contributions to be collected in the personal learning of the language.

In the lessons: We all acquire some knowledge about English in childhood, thanks to the lessons received at school, even if we are not experts or good at the language, we know that there are words, expressions, themes, etc., that we remember and are familiar to us, sometimes when we find something unknown, we can naturally identify by logic or familiarization, the meaning of something. Just as in the lessons that despite ignoring the meaning of many things, sometimes we present real interest and that is when our innate skills of understanding appear.

In the lessons: these lessons try to provide the student with theoretical and practical learning, since logically norms and rules of the language are explained, however, practices that support what is discussed in the class are evidenced.