Second Language Acquisition. 4A1C0035 黃渝絜 4A1C0044 黃毓婷 4A1C0046 許力心 4A1C0065 林佩君 4A1C0080 陳瑩慈. Affective Considerations.
Second Language Acquisition
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At the heart of all thought and meaning and action is emotion. It is only logical, then , to look at the affective (emotional) domain for some of the most significant answers to the problems of contrasting the differences between first and second language acquisition.
In preadolescence children develop an acute consciousness of themselves as separate and identifiable entities but ones which, in their still-wavering insecurity, need protecting. They therefore develop inhibitions about this self-identity, fearing to expose too much self-doubt.
In a bilingual setting, for example, if a child has already learned one second in childhood, then affectively, learning a third language as an adult might represent much less of a threat.
At her own identity and who possesses inhibitions that serve as a wall of defensive protection around the ego.SLA in children
It is important to distinguish younger and older children.
Preadolescent children of nine or ten. for example, are beginning to develop inhibitions, and it is conceivable that children of this age have a good deal of affective dissonance to overcome as they attempt to learn a second language.
The her own identity and who possesses inhibitions that serve as a wall of defensive protection around the ego.role of attitudes in language learning
Very young children, who aren’t developed enough cognitively to possess “attitudes” toward races, cultures, ethnic groups, classes of people, and languages, may be less affected than adults.
Macnamaranoted that “a child suddenly transported from Montreal to Berlin will rapidly learn German no matter what he thinks of the Germans.”
P her own identity and who possesses inhibitions that serve as a wall of defensive protection around the ego.eer Pressure
The peer pressure children encounter in language learning is quite unlike what the adult experiences.
Adults tend to tolerate linguistic differences more than children, therefore errors in speech are more easily excused.
Children are harsher critics of one another’s actions and words and may thus provide a necessary and sufficient degree of mutual pressure to learn the second language.