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• Second language acquisition (SLA) refers to how individuals learn and acquire proficiency in a language that is not their native or first language.
• Second language acquisition is a dynamic and evolving process throughout one’s life.
• Various factors influencing second language acquisition include age, exposure, motivation, cognitive abilities, social interaction, language learning strategies, context, and purpose.
• Age of acquisition is a key aspect of second language acquisition.
• Input and exposure in second language acquisition refer to language experiences and interactions that language learners have with the target language.
• Desuggestive authority in Suggestopedia means learning without imposing stress or pressure.
• The key features of Suggestopedia include a positive and relaxed atmosphere, the use of baroque music, integration of body and mind, the role of the teacher, use of desuggestive language, a rich sensory environment, and a learner-centered approach.
• James Asher was associated with physical movement and sensory experiences in the 1960s.
• Suggestopedia, a method developed by Bulgarian psychologist Georgi Lozanov in the 1970s, creates a relaxed and positive environment that fosters accelerated learning and retention.
• Motivation and attitude are crucial aspects of second language acquisition.
• Cognitive factors influencing second language acquisition include memory and attention.
• Positive transfer is when elements of L1 assist in the acquisition of L2, such as verb reduplication in the sentence "kumakain siya" which translates to "she's eating already".
• Scaffolding is the process of providing temporary support and assistance to learners in reaching a higher level of understanding or proficiency.
• Negative transfer, also known as interference, is when elements of L1 hinder the acquisition of L2, such as subject-verb agreement in the sentence "kumakain siya" which translates to "they is eating".
• Metacognition is a cognitive process involving thinking about and monitoring one's thinking and learning, including the ability to reflect on one's thoughts, knowledge, and problem-solving abilities.
• Communication strategies are used to compensate for gaps in their language knowledge and express themselves effectively, such as circumlocution, topic/semantic avoidance, word coinage, language switch, asking for clarification, and non-verbal strategies.
• The zone of proximal development is the difference between what a learner can do independently and what they can do with the support of a more knowledgeable person, introduced by Soviet psychologist Lev Vygotsky.
• Transfer refers to the influence of a person's L1 on the acquisition and use of L2.
• The stages of acquisition include the pre-production stage, early production stage, speech emergence stage, immediate fluency stage, and beyond.
• Total physical response, developed by dr.
• Innateness hypothesis, developed by Noam Chomsky, proposes that humans are born with an innate capacity for language, a feature unique to humans, and that the ability to acquire language is hardwired into the human brain.
• Cognitive code focuses on mental processes involved in language learning.
• Natural process learners automatically and unconsciously internalize rules of language.
• Grammar-translation method is a traditional approach in the 19th century, focusing on explicit instruction of grammar rules and translation exercises.
• The natural order hypothesis predicts a predictable and natural order in acquiring grammatical structures of L2, largely independent of explicit instruction or conscious learning.
• Contrastive analysis hypothesis emerged in the mid-20th century by behaviorist psychologists, suggesting that similarities and differences between L1 and L2 can be analyzed to predict areas of difficulty.
• Skill acquisition theory, often associated with Paul Fitts and Michael Posner, is a psychological framework explaining how individuals learn and acquire skills.
• Language acquisition device, a hypothetical cognitive mechanism, facilitates natural and rapid acquisition of language in children.
• Individual learners progress through this order at different rates due to innate causative variables such as age, input & exposure, motivation & attitude, and cognitive factors.
• Audio-lingual method, also known as audiolingualism, was prominent in the mid-20th century, focusing on oral communication skills and repetitive drills.
• Interlanguage refers to the evolving and transitional linguistic system language learners develop, like a transitional language; not native language, not new language.
• Learners may progress at different rates and achieve different proficiency levels despite similar learning opportunities.
• Acquisition-learning hypothesis is the most fundamental and widely known, stating that we learn language in two ways: acquired system and learned system.
• Simplification refers to simpler sentence structures and limited vocabulary, a natural part of the learning process.
• Variance in language acquisition refers to the fact that acquiring a second language is highly individualized and can vary significantly from one learner to another.
• Self-correction refers to self-awareness regarding language errors to correct them but not always successful.
• Stephen Krashen is a professor at University of Southern California and an expert in linguistics.
• Input hypothesis states that a learner improves and progresses when he receives input one step beyond his current stage of linguistic competence, represented by i+1.
• Overgeneralization refers to the application of rules from L1 to target language, irregular verb forms as regular verbs.
• Monitor hypothesis posits that a cognitive mechanism, the monitor, checks and edits their language production, effective when the learner has sufficient time to edit, thinks about the form and its correctness, and knows the rule.