FOREIGN LANGUAGE ACQUISITION AND LEARNING.

OBSERVATIONAL PRACTICE STEP 1.

PHASE 2.

STUDENT:
JULIANA ISABEL GAVIRIA LOTERO.
CC. 1.127.227.191.

TUTOR:
TATIANA CUELLO.

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

ESCUELA DE CIENCIAS DE LA EDUCACIÓN - ECEDU
LICENCIATURA EN LENGUAS EXTRANJERAS CON ENFASIS EN
INGLES.
2020
 Task 2 Observational Practice Step 1 Observation Matrix

Instructions: Choose at least 5 observation individuals (learners), in the different classes where you have
been developing your observation practice and analyze the following criteria in each of them, without
identifying their names.

1. Universal features of the L2 learner and the L2 learning process that determine the nature and route of
acquisition (e.g., age and critical periods; cross-linguistic influences; the role of the environment and
environmental triggers of acquisition; cognitive contributions; interlanguage variability vs. systematicity
and developmental stages and sequences);

2. Individual influences related to the differential rate of acquisition and ultimate success in an L2 (e.g.,
aptitude, motivation, and effect);

3. Social dimensions that influence L2 learning (e.g., social identity, power

asymmetries, class, and gender, macro socio-political and socio-cultural context).
 Task 2 Observational Practice Step 1 Observation Matrix
Learner 1

Universal features of the L2 learner and the L2 learning process

Analysis Criteria Pros Cons
Age This is a 16 years old teenager. He
is motivated to learn and improve
a foreign language, but it is
difficult for him to acquire the
language; it can be said that he
has been trying to learn for
approximately 4 years, but he has
also had little discipline.
Critical Periods The teenager has seen the
language since elementary school
(not in a bilingual school) but this
has made the process easier for
him to learn grammatical forms in
his studies and to advance a little
more in his study of the language.
As Hatch (1978a) has pointed out,
we have assumed that first, we
learn structures, then we practice
their use in communication, and
this is how fluency develops.
Cross-linguistics influences
Influence of the environment He knows his mother tongue well,
in the acquisition process which means that he can
appropriate his second language,
he relates the two languages
managing to use them at the
same time and making himself
understood.
The order of acquisition for the
second language is not the same
as the acquisition for the first
language, but there are some
similarities. (Krashen, S. 2009).
Cognitive Contribution
Learning the new language is
difficult for him by not putting it
into practice, since the mother
tongue predominates in all its
areas, making it more prone to
forgetting this learning.
Behavioral learning theory,
according to which the learning of
a language was similar to any
other type of learning, which
requires the formation of habits.
These habits were formed when
learners learned, through
repeated practice, the correct
responses to certain stimuli.
(Ellis, R. 2003).
As he is not so familiar with
listening to the language, he tends
 to become confused and cannot
understand certain phonemes.
Interlanguage variability vs. The pronunciation of the foreign
systematicity and language is different from that of
developmental stages and his mother tongue, which leads to
sequences him not being able to pronounce
some words correctly.
Individual influences related to the differential rate of acquisition and ultimate success in an
L2
Aptitud Aptitude is fundamental in the
learning of this second language,
it is the ability that it carries out to
develop its learning.
A bilingual person can
understand, communicate, and
express himself clearly and
precisely in two languages.
(Dalnez, 1994).
Motivation He is interested in the language
because he wants to learn it and
speak it fluently, he desires to
study abroad and travel the world
to get to know its cultures.
A positive attitude then will favor
the development of
communicative occupations.
(Gardner and Lambert, 1972).
Effect Learning a second language will
bring positive changes in the
learner, managing to expand their
 knowledge and memory
improving their cognitive process.
The subject is a participant in your
process, whether they acquire or
not knowledge and new behaviors
based on your history and
experiences individual.
(Esguerra Pérez and Guerrero
Ospina, 2010. P 100).
Attitude It is a plus point, he stays in
continuous learning, managing to
expand his vocabulary,
maintaining a positive attitude.
Attitudes have also been classified
as positive, negative, or neutral.
In second language acquisition,
attitudes are important because
directly influence achievement,
but established motivations
support for a positive attitude
then will favor the development of
communicative occupations.
(Gardner and Lambert, 1972).
Communicative Skills He remains a bit insecure when it
comes to communicating in the
second language, he knows
grammar, he works on
pronunciation, but when it comes
to transmitting his ideas in the
 foreign language, he does not
organize his ideas.
Dekeyser (1998) emphasizes that
this practice needs to go beyond
¨merely linguistic behavior¨
(language–like behavior) and
include opportunities for learners
to participate in activities that
highlight connections of form and
meaning and reproduce the type
of conditions of use existing in
everyday communication.
Social dimensions that influence L2 learning
Social identity In his society he does not speak
specific sentences, he only limits
himself to making greetings and
simple sentences, and besides,
there is no one with whom he can
practice.
It has influenced him not to be
able to practice dialogue.
Various studies (Ellis 1984a.
Myles, Hooper & Mitchell, 1998.
Myles, Mitchell & Hooper, 1999,
for example) have shown that
both in a school context and in a
natural context, learners store a
large number of these
expressions.
Gender He is a 16 years old teenager.
Social and economic level His socio-economic status is high,
the student has the technological
resources to practice the language
in real context.

Task 2 Observational Practice Step 1 Observation Matrix

Learner 2

Universal features of the L2 learner and the L2 learning process

Analysis Criteria Pros Cons
Age This is a 13 years old teenager.
She is motivated to improve a
foreign language since she was a
little girl, it is not that difficult for
her to acquire the language; she
has been learning for
approximately 6 years, and she
has been very disciplined.
Critical Periods Though teenagers, the individual
faces many changes; Light Brown
(2006) states that students show
no interest in learning a foreign
language at this age. In this case,
the student has not faced difficult
situations due to her interest in
learning and improving the
language.
Cross-linguistics influences She frequently practices the
foreign language with family and
 friends and her acquisition is
excellent every time she
practices; her family helps her by
increasing her vocabulary of the
second language.
The methodology used is that of
presentation-practice-production
(PPP); presentation refers to the
provision of explicit information on
a grammatical structure. Practice
refers to the use of exercises that
involve production. Production
involves the use of tasks designed
for learners to adopt real-life
behavior and complete
automation. (eg: Hamer, 2001;
Hedge 2000).
Influence of the environment Her cognitive process is very
in the acquisition process good, which means that she can
appropriate everything that
surrounds her and handle it in the
best way, such as learning a new
language.
Cognitive Contribution Although she began to learn a
foreign language as a kid, her
cognitive process is favorable, she
has very acceptable assimilation
of the language.
The acquisition-learning
hypothesis affirms, however, that
 students also acquire the ability to
¨grasp¨ language don´t
disappear at puberty. This
doesn´t mean that students will
always be able to reach levels
similar to those of native speakers
in a second language.
Interlanguage variability vs. She has an accurate listening skill
systematicity and which has helped her to listen to
developmental stages and the ups and downs of the new
sequences language, she can identify the
words by listening to them.
According to Vygotsky (1989),
acquisition and improvement of
the child´s mother tongue help
you learn the English language
why not interfere in this process.
Individual influences related to the differential rate of acquisition and ultimate success in an
L2
Aptitude She manages an aptitude, which
is increasingly motivated to
continue, has good learning skills.
A positive attitude then will favor
the development of
communicative occupations.
(Gardner and Lambert, 1972)
Motivation Harmer (1989) argues that it is
not decisive in the success or
failure of learning an L2 since
many other factors intervene in
 this process, such as the people in
the learner's environment: family,
teachers, and peers.
Effect Knowledge is expanded
worldwide, bringing positive
changes to your personal growth.
The subject is a participant in her
process, whether they acquire or
not knowledge and new behaviors
based on your history and
experiences individual. (Esguerra
Pérez and Guerrero Ospina, 2010.
P.100)
Attitude Attitudes are important because
they do not directly influence
achievements, but they do
provide motivational support.
Communicative Skills She is able to communicate, she
knows a lot of grammar, and has
a lot of vocabulary which makes it
easier for her to form sentences
and communicate in the foreign
language.
Social dimensions that influence L2 learning
Social identity Gardner says that there are
cognitive and affective issues that
permit the learning process. The
same author highlights the
importance of cultural beliefs in
the student's environment.
Gender She is a 13 years old girl.
Social and economic level The student is from a high-
socioeconomic stratum so she has
the technological resources to
practice English in a real context.

Task 2 Observational Practice Step 1 Observation Matrix

Learner 3

Universal features of the L2 learner and the L2 learning process

Analysis Criteria
Age
Critical Periods
Cross-linguistics influences
Influence of the environment The classes are proactive and
in the acquisition process
Pros Cons
The third student observed is a 16
years old teenager; willing to
improve speaking skills.
At that age their learning of a new
language tends to be more
difficult since they already have a
structure of their mother tongue.
She performs learning as a duty.
In her environment nobody
speaks a foreign language, which
makes it difficult for her to
practice.
There is not a physiological issue
that restricts learning another
language at this age.
generate a great learning of the
language, managing to

Cognitive Contribution
Interlanguage variability vs.
systematicity and
developmental stages and
sequences
Individual influences related to the differential rate of acquisition and ultimate success in an
Aptitud
understand good grammar and
pronunciation.
Vygotsky (1989), acquisition and
improvement of the child´s
mother tongue helps you learn
English language why not
interfere in this process.
Her cognitive process tries to
assimilate all the learning, but it is
difficult for her.
She tries to translate each
sentence little by little.
Howatt (1984), argues that
throughout the history of
mankind, the teaching other
languages has had a long history
due to human need for
communicate and establish
relationships between different
cultures, traditions and customs.
Meaning significant expressions of
the individual's situation that
means in the language that she is
learning meanings that she
already possesses.
L2
She maintains a determined
aptitude to ignite, and to develop
her full potential.
Motivation Motivation is often lost when she
cannot communicate clearly with
someone who speaks English.
Harmer (1989) in on the other
hand, the kind of motivation is not
decisive in the success or failure of
learning a L2, since many other
factors intervene in this process,
such as the people in the
student´s environment: family,
teachers and friends.
Effect She has managed to change her
local thinking, learning a new
language has brought her new
things.
Attitude Attitudes are important because
they do not directly influence
achievements, but they do
provide motivational support. The
student is more aware of the
importance of learning a new
language.

Communicative Skills She can pronounce everyday

expressions correctly.
Various studies have shown that
both in a school context and in a
natural context, learners store a
large number of these
expressions.
 Social dimensions that influence L2 learning
Social identity
Gender Female teenager outgoing and
friendly.
Social and economic level Her economic level is good, her
family has given her the possibility
to study at a good bilingual school.
She has an open social circle,
however she is not able to keep a
conversation with anyone, since
they do not know the language.
Krashen (1981) suggested that
learners acquire the language
better when they are exposed to
¨understandable input¨ and are
motivated to grasp that input.