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Vargas & Velasco - The Language Teaching Process
Vargas & Velasco - The Language Teaching Process
Vargas & Velasco - The Language Teaching Process
The study of second language has improved parallel to the evolution of human history. The
Second Language Acquisition field (SLA) emerged due to the progress and constrain the
study of the first language because the study of the first language was limited. Indeed, Commented [YTV1]: clear
Theories denoted that SLA is the study of a second language based on what is learned from
a foreign language or from a L1. There are differences between SLA and foreign language
because of the sociocultural context. Likewise, since the 17th century the theories of Commented [YTV2]: not necessary
Commented [YTV3]: SLA history
language improved the approaches and methods until the current time allowing to know the
Commented [YTV4]: Promote the development of
In the 20th century emerged other approaches. They are: the Cognitive approach, it talks
about an individualized learning where reading and writing are as important as listening
and speaking and teacher analyze the target language, the Affective – humanist approach
says that learning a foreign language is viewed as a self-realization experience and peer
support and interaction is needed for learning, in the Communicative approach it is
assumed that the goal of language teaching is learner ability to communicate in the target
language and the skills (reading, speaking, listening) are integrated from the beginning and
perhaps also writing. Finally, the Comprehension based approach is based on listening
comprehension.it is the one that allow the other skills to come up spontaneously. Due to
this, some language methodologists assume that foreign language learning is very similar to
first language acquisition. Commented [YTV5]: How do you connect this idea with
the paragraph?
In the field of language learning, some authors mention the difference between foreign
language learning and SLA. Second language acquisition tackles the essential questions of
how learners internalize the linguistic system of another language and how they use it
during comprehension and speech production. Taking this into account, S. Pit Corder
highlight the difference between input and intake, defining input as the language available
from the environment, but intake as that language that actually makes its way into the
learner’s developing competence. In the 20th century was seen the emergence of research
on acquisition orders. Lastly, linguists affirm that language is completely human, is
compressed in its own module in the brain, and is equipped from birth with a set of
language constraints called Universal Grammar. In the 21th century people who take a
strong social context approach to acquisition would have to admit that language is a
property of the mind and although learning may happen through interaction.
Conclusion
In short, language has demonstrated to be a fundamental construct that works as a start line
to understand the human history and the interaction with the language. It has been
examined from different points of view due to the difficulty of its nature. With respect to Commented [YTV6]: Complexity
language field including L1 and L2 have supplied vast thoughts of language acquisition and Commented [YTV7]: subject
its usefulness in human beings. In SLA there is a broad set of ponders which have analyzed
the forms and factors credited to the procurement of a L2. , this document showed how
some important approaches and methods contributed to the teaching field; picking out
methods and approaches and apply them in the learning process. As a result