No 6

1.The influence of learners age on the process of language instruction; the current status of the Critical Period
Hypothesis, which states that there exists a biologically determined period of life when language can be acquired
more easily and beyond which time language is increasingly difficult to acquire.
AGE there is an age when people find learning harder. Much better to start learning when you are a child.
Critical Period Hypothesis period of life when you should start learning because later it will be difficult or
even impossible
o Puberty (11-13) time when you should start learning L2 to be successful. Its very important about
pronunciation 11-12, for grammar its later 15-16.
Sensitive Period Hypothesis not impossible but difficult to learn after puberty.
Support:
Lateralization process where certain functions of the brain are assigned (przydziela) to the left or right
hemisphere. It starts at 2 and ends during puberty.
Plastility of speech muscles speech muscles control vocal track. When child is little they are plastic and its easy
for then to create sounds, later its more difficult.
To be successful in L2 learning children have to have a lot of exposure to that language. In Foreign Language Context
(EFL) it is easier for adults to learn language, because children cannot learn grammar and they have less motivation.
In ESL its easier for children because they have lot of exposure, TV, English is everywhere.
2.Intelligence and second language learning.
Traditional definition:
Logical-mathematical ability to analythical thinking, logical test.
Linguistic ability connected with vocabulary.
It may be important for CALP (academic skills: reading and writing), but little influence on BICS (ability to
communicate).
Someone with higher IQ (intelligence quotient) will be better language learner there is no connection between this
traditional understanding of intelligence in language learning.
Howard Gardner divided intelligence in 7 categories:
1. Linguistic intelligence language, reading and writing.
2. Mathematical-logical intelligence analythical thinking and grammar.
3. Musical intelligence ability to perceive and produce rhythmic patterns, to remember some tunes.
4. Bodily-kinesthetic intelligence ability to coordinate movements and show feelings by movements.
5. Spatial/visual intelligence ability to form images of reality in head, to find way in environment.
6. Interpersonal intelligence ability to understand and comminucate, what happens between people.
7. Intrapersonal ability to understand yourselves (weaknesses, strengthens), what happens within one person.
3.What is language aptitude and how does it affect learners achievement.
Language aptitude it is the rate at which person at the secondary school, university and adult level successfully
master a foreign language. In other words it is the ability of gaining fluency in foreign language. Aptitude is different
from achievement, it means that somebody who doesnt have aptitude or have little of it is also able to learn language
1. phonetic coding ability we are able to remake and reproduce sounds and to see a relationship between the
spelling and pronunciation.
2. grammatical sensitivity we are able to see the function of words in sentences.
3. inductive learning ability you discover the rules on the basis of examples.
4. deductive learning ability you are given rule and than do e.g. exercises
5. rote learning ability its to do with the ability to learn things by heart.

4.The concept of cognitive styles, understood here as characteristic ways in which individuals approach problem
solving.
concept of cognitive style the way in which individuals approach problem solving.
learning style applied to education, cognitive style in classroom situation.
5.Explain the concepts of field dependence and field independence. What is the relationship between them and
second language learning?

field dependence ability to see the problem as the whole not able to identify reasons. You find difficulty to
discover elements, details.
field independence ability to perceive some elements in details. You identify different aspects of problem.

Relation to language learning:

o field independent person will find it easier to function in the traditional classroom where is the focus on
grammar, vocabulary, pronunciation etc.
o field dependent person will find it easier to function in communicative classroom and he or she will be
better in communicate people outside classroom.
6.Left- and right- brain functioning and language acquisition.

left brain functioning is associated with logical, mathematical, and analytical thought.
right brain functioning is associated with emotions, feelings, senses.

Correspondence:
o somebody is field independent left is dominant deductive learning
o somebody is field dependent right is dominant inductive learning
7.Tolerance of ambiguity and language learning.
tolerance of ambiguity (dwuznaczno, niejasno) ability to tolerate something you dont understand. Some
people wait with explaining when dont understand, some not. A certain degree of tolerance of ambiguity is one of
characteristic of the good language learner. He can tolerate, but too much tolerance is not good because you accept
too much things lack of knowledge.
8.Reflectivity vs. impulsivity.

reflectivity you try to analyze everything before you start talking.

impulsivity somebody will gamble and produce thoughts, opinions etc. without thinking, the answer sometimes
is wrong.
9.Visual vs. auditory styles.

a) visual somebody prefer to see something written down (graphic information). It depends on culture, education,
age, because of more exposure to visual materials.
b) auditory somebody prefers listening to lectures and audio-tapes.
10.Alternative approaches to investigating learning styles the four styles identified by Willing (1987):
a) concrete learning style,
b) analytical learning style,
c) communicative learning style,
d) authority-oriented learning style.
b) analytical learning style if somebody fail or have difficulty to pick up pieces, discovers rules on their own.