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Linguistic Considerations & the Critical Period Hypothesis in

SLA CONSIDERATIONS

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Linguistic Considerations & the Critical Period Hypothesis in

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  1. Linguistic Considerations & the Critical Period Hypothesis in SLA

  2. What's Your Hardest English Feature? • Question: What language features (sounds, grammar, vocabulary, etc.) have been hardest for you to learn in English? • Think: Reflect on your personal learning journey.Pair: • Discuss your thoughts with a partner. • Share: Be ready to share your ideas with the class.

  3. Exploring Linguistic Factors • Language Transfer & Interference: How our first language (L1) influences our learning of a second language (L2). • Universal Grammar: The idea that all human languages share a basic set of principles. • Input, Interaction, & Developmental Sequences: The role of the language we hear and use, and the predictable stages we go through as we learn.

  4. Become an Error Detective 🕵️‍♀️

  5. Error Analysis Activity Your Turn: Analyze This Text : Group 1 • "My best friend is name Ana. She is a very interest girl and she live in a small house. We go to school yesterday and we study about history. For Ana, to learn English is very hard because in my country, we don't have many sounds like English. She want to travel for a new country, but she is very afraid for talk with peoples." • Instructions: • Read the text carefully. • Identify at least three different errors. • For each error, propose a teaching strateg

  6. Error Analysis Activity Your Turn: Analyze This Text : Group 2 • "Last summer, I go to the beach with my family. It was a very good day, but the weather was not so good. We swim in a ocean that was cold, but we have fun. My sister, she did not like to swim, so she just sit on a sand. We eat a lot of sandwiches and drink a water. We feel very happy and we want to go there again." • Instructions: • Read the text carefully. • Identify at least three different errors. • For each error, propose a teaching strateg

  7. Error Analysis Activity Your Turn: Analyze This Text : Group 3 • I like to read the book. I have a lot of book on my room. My favorite book is about a space. The main character is a boy who travel in a spaceships. He look for a new planet to live. He is not afraid about a dark because he have a flashlights. For me, to read the books is the best thing to do on my free time." • Instructions: • Read the text carefully. • Identify at least three different errors. • For each error, propose a teaching strateg

  8. Error Analysis Activity Your Turn: Analyze This Text : Group 4 • "My uncle, he is a doctor. He work very hard. He have a two childs, a boy and a girl. They are so young. The boy, his name is John. He is a nine. He likes to play the football. The girl, her name is Maria. She is a six. She wants to be a artist like a her mother. I love my uncle, he is very kind and happy. He live in a big house." • Instructions: • Read the text carefully. • Identify at least three different errors. • For each error, propose a teaching strateg

  9. The Critical Period Hypothesis: The Clock is Ticking? • What is it? The theory that there's an ideal "critical" biological window for learning a language with native-like fluency, especially pronunciation. • Child vs. Adult Learners:Children: Better at acquiring native-like pronunciation and grammar subconsciously. • Adults: Often more analytical and strategic, but may struggle more with pronunciation. • The Debate: Is it a rigid "critical" period, or a more flexible "sensitive" one?

  10. The Great Debate: Who Learns Best? • Group A: Argues that younger learners are more successful language learners. • Group B: Argues that older learners can be equally successful with the right strategies. • Your Task: Prepare and present your arguments, and be ready to rebut the other group's points.

  11. Teaching Strategies for Different Ages • Key Principle: Tailor your instruction to the learner's age and cognitive stage. • For Young Learners: Focus on natural, play-based activities and meaningful input. • For Adult Learners: Leverage their cognitive strengths with strategic, communicative tasks. • Application Activity: In pairs, design one classroom activity for either children or adults that reflects these implications.

  12. The Final Word • The "3-2-1" Model • 3 things I learned • 2 things that surprised me • 1 thing I want to know more about:

  13. Thankyou

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