Unit 2 - Task 2 Jorge Vinueza

UNIT 2: TASK 2
TO PARTICIPATE ACTIVELY IN THE COLLABORATIVE TASK FOR UNIT 2
FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNIN
COURSE: 551018A_ 471
JORGE VINUEZA BARCOS
CODIGO: 16.509.130
GROUP: 551018_14
TUTOR:
MONICA DEL ROSARIO GUILLEN
NATIONAL OPEN AND ADISTANCE UNIVERSITY -UNAD
DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
CEAD CALI - APRIL 3rd, 2018

COLLABORATIVE TASK TWO
TASK 1A. LANGUAGE REFLECTION
After reading some materials on this topic, I came to the conclusion that my process during
the learning of a second language in this case of English is related to only one of the
theories, but a mixture of some of them , and in some cases one more than others.
Initially, my interest in English was through music pop, then, I would say that at that stage
the Acquisition-Learning Hypothesis already existed, probably the acquisition part in a
higher percentage since my acquisition was triggered by emotions, feelings and an
unconscious knowledge of the meaning of the songs. Then I got the lyrics of many songs
and that was my part of learning, trying to understand not only the meaning of the words
but also the context and the expressions used in a communicative extension.
Then I had my monitoring part and the effective hypothesis through a good teacher who
taught me the basic principles of grammar and the importance of English, making me aware
of some rules and structures that at that time had been more intuitive. In addition, through
their teaching and motivation, I began to participate in the first English lab in my school
and that gave me the confidence that I can speak and improve my English skills with time
and practice.
Eventually I got involved for many years in a job with English people, we did daily
activities, so suddenly I started to interact in a more natural and fluid way, so here the data
entry activity is carried out by the people around me. "It forces me to" learn new things
along the way and then understand or learn the grammar or structures behind it.
In general, I suggest to my students, following the entrance hypothesis, that probably one of
the funniest and funniest ways to learn English is to expose them in all possible ways
(listening and reading mainly) in topics they like through different moments . Of the day if
they do not understand everything. With time and practice, they will do it.
TASK 1B. AGE FOR LEARNING
Several studies within the field of psychology and pedagogy refers to the importance of
begin studying a L2 at an early age because the brain of the child is very flexible and
susceptible to new learning. This is because in the first years of life of the child, the brain is
structuring the links between its neurons. If during this process early child begins new
learning as in this case the English as L2, children will benefit in two ways. The first one
because their brain will continue to increase its neural connections and the second because
they can learn at a faster rate and with more ease. Per this, the best age to begin studying a
foreign language is between the two-three years and twelve. And, for this reason, the
learning of foreign languages at an early age improves considerably the development of
cognitive, and therefore children learning English as from early childhood show various
cognitive advantages respect to children who do not. It has been shown that the learning at
early ages of a L2 affects positively different skills such as critical thinking, flexibility of
mind and creativity.
They do not focus on what is being taught but

information that is going around them.
Children
Focus on their lives and experiences.
Become in competent speakers easily.
Develop great capacity for abstract thought.

Tease out concepts.
Accept the need for learning.
Adolescents
Passionate commitment to things they are
interested.
They bound up for identity and they need
self-esteem.
They have autonomous learning process.

They are more disciplined.
Adults They have clear understanding about why
they are learning.
They got previous learning experience.
CRITICAL REVIEWS OF PARTNERS’ REFLECTIONS.
 JORGE VINUEZA
TASK 2: CRITICAL REVIEW
About Natalia's work:
Introduction
Natalia's believe that his process of acquiring a second language was influenced by his
attitude and emotional factors by linking his learning process to Stephen D Krashen's fifth
hypothesis called "AFFECTIVE FILTER". In what I consider a very important factor when
deciding to acquire a second language, since the Affective Filter hypothesis embodies
Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role
in second language acquisition. These variables include: motivation, self-confidence and
anxiety. According to him, it is easier for a learner to acquire a language when he/she is not
tense, angry, anxious, and bored. Krashen claimed that learners with high motivation, self-
confidence, a good self-image, and a low level of anxiety are better equipped for success in
second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can
combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible
input from being used for acquisition. In other words, when the filter is 'up' it impedes
language acquisition. On the other hand, positive affect is necessary, but not sufficient on
its own, for acquisition to take place. Therefore, educators need to provide an environment
that reduces stress and anxiety and also increases the ELL students' motivation and self-
esteem. This, according to Krashen, provides opportunities for language acquisition to
occur more efficiently and quickly among the learners.
As for his point of view on the importance of age in learning English as a second language
or foreign language, I respect his idea that the best age for learning a second language can
vary significantly according to the methods and contexts used in the process Learning.
Although I personally consider that to acquire a second language the best way is from
childhood I mention it from my experience according to my learning process, it is true that
many people get to speak a second language but they will present many flaws regarding
everything that comprises acquire a second language.
REFERENCES
UNIT 2 SECOND LANGUAGE ACQUISITION
 Krashen, S. (2009). Principles and Practice in Second Language Acquisition.

University of Southern California. Retrieved 13 June, 2017, from
http://www.sdkrashen.com/content/books/
principles_and_practice.pdf
 García Mayo, M. P. (2013). Contemporary Approaches to Second Language

Acquisition. Amsterdam: John Benjamins Publishing Company. Retrieved 13 June,
2017, from:
http://bibliotecavirtual.unad.edu.co:2048/login?
user=proveedor&pass=danue0a0&url=http://bibliotecavirtual.unad.edu.co:2051/logi
n.aspx?direct=true&db=nlebk&AN=531160&lang=es&site=eds-live
OVI UNIT 2 SECOND LANGUAGE ACQUISITION

 Guillen Ramirez, M. ( 14,06,2017). OVI Unit 2 First and Second Language
Acquisition and Learning. [Archivo de video].
Recuperado de:
http://hdl.handle.net/10596/9768
SUPPLEMENTARY REFERENCES
 Clark, E. (2003). First language acquisition. Cambridge. UK: Cambridge University

Press. Retrieved 13 June, 2017, from:
http://books.google.es/books/about/First_language_acquisition.html?
id=hXGSnY9C9XYC
http://bibliotecavirtual.unad.edu.co:2048/login?
user=proveedor&pass=danue0a0&url=http://bibliotecavirtual.unad.edu.co:2051/logi
n.aspx?direct=true&db=nlebk&AN=531160&lang=es&site=eds-live
Support material to develop this activity:
http://www.enl.auth.gr/gala/14th/Papers/Invited%20Speakers/Munoz .pdf
http://cscanada.net/index.php/sll/article/viewFile/j.sll.192315632011 0303.059/2145

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UNIT 2: TASK 2

TO PARTICIPATE ACTIVELY IN THE COLLABORATIVE TASK FOR UNIT 2

FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNIN

COURSE: 551018A_ 471

JORGE VINUEZA BARCOS

MONICA DEL ROSARIO GUILLEN

NATIONAL OPEN AND ADISTANCE UNIVERSITY -UNAD

DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

CEAD CALI - APRIL 3rd, 2018

TASK 1B. AGE FOR LEARNING

They do not focus on what is being taught but

Develop great capacity for abstract thought.

They have autonomous learning process.

TASK 2: CRITICAL REVIEW

About Natalia's work:

UNIT 2 SECOND LANGUAGE ACQUISITION

 Krashen, S. (2009). Principles and Practice in Second Language Acquisition.

 García Mayo, M. P. (2013). Contemporary Approaches to Second Language

OVI UNIT 2 SECOND LANGUAGE ACQUISITION

 Clark, E. (2003). First language acquisition. Cambridge. UK: Cambridge University

Support material to develop this activity:

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