The Importance Of Language Learning Questionnaire

Researchers who view learning from a social-constructionist perspective have argued that how learners approach and respond to learning an L2 can only be considered in relation to the specific learning activities they engage in and that methods that require them to report general tendencies are inherently flawed. Beliefs about Language Learning Inventory Questionnaire investigating five areas of learner beliefs; language aptitude, difficulty of language learning, the nature of language learning, effective learning and communication strategies, and motivation. The Strategy Inventory for Language Learning Questionnaire that exists in several forms and for English speaking learners of foreign languages) measuring direct and indirect learning strategies. Possibly, too, age affects the actual psycholinguistic processes involved in learning, with younger learners able to access a "Language acquisition device" and older learners reliant on general cognitive learning strategies - the Fundamental Difference Hypothesis. Skehan explained these results by proposing that the aptitude tests measured both an underlying language learning capacity, which was similar in L1 and L2 learning, and also an ability to handle decontextualized material, such as that found in the formal language tests he used to measure L2 learning.

In these studies, implicit learning was operationalized as exposure to sentences exemplifying a specific structure with the instruction to memorize the sentences, while explicit learning involved asking learners to actively look for the rule or, in some cases, to process the sentences after they have received an explanation of the rule. The learners' developmental stage was also a factor; less-advanced learners with high Phonologica...

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...sed learning is theoretically based on communicative competence, which emphasizes the socially appropriate and meaningful use of language, that is, knowing how to effectively use language rather than knowing about language. Total immersion programs introduce the second language immediately and use it for 100 percent of course work for a specified period of time leading to gradual introduction of the first language. Specific program goals are to promote academic success, second language achievement, positive cross-cultural attitudes, and high self-esteem, created by equal validation of both a minority and a majority language and opportunities for minority language children to act as models to majority language children.

In subtractive models, such as transitional education, assessment typically focuses on the majority language to the detriment of the minority language.