Language is a system for communicating.

Language – more specifically human language The Building Blocks of Lang

Written languages use symbols (that is,
characters) to build words. The entire set of
words is the language’s vocabulary. The
ways in which the words can be meaningfully
combined is define by the language’s syntax
and grammar. – David Crystal
refers to the grammar and other rules and norms Language is organized hierarc
that allow humans to make utterances and from phonemes to morpheme
and sentences that communic
sounds in a way that others can understand,
notes linguist John McWhorter, an associate
professor of English and comparative literature at
Columbia University. – John Mcwhorter

Phonemes are the smallest distinguishable

Nature of Language
Behavioral psychology is the study of the
connection between our minds and our behavior.
Sometimes you will hear behavioral psychology
referred to as behaviorism. The researchers and
scientists who study behavioral psychology are
trying to understand why we behave the way we
do and they are concerned with discovering
patterns in our actions and behaviors.
Behavioral Psychology
Envious: those who don’t mind what
they achieve, as long as they’re better
than everyone else.
Optimists: those who believe they and
their partner are capable of making the
best decision for themselves.
Pessimists: those who pick the lesser
of two evils when faced with options.
units in a language. In the English language,
many consonants, such as t, p, and m,
correspond to single phonemes, while other
consonants, such as c and g, can correspond
to more than one phoneme.
Morphemes are the smallest meaningful units
in a language. In the English language, only a
few single letters, such as I  and a, are
morphemes.
Syntax is a system of rules that governs how
words can be meaningfully arranged to form
phrases and sentences.
According to the theory, one does not need to
use grammatical rules of the target language
extensively in order to learn it. All that is
required are meaningful interactions in the
language, which generally focuses more on the
message that is conveyed than the grammer
and rules of speech. Competence in the
language is acquired as a result of receiving
comprehensible input without having
undergone any formal instruction or training
on the grammar or reading of the language.

Trusting: those who collaborate with

their partners and don’t mind whether
they win or lose. Causative variable in second language teaching
Stephen Krashen's input hypothesis
Krashen’s five hypothesis on second language states that language learners must
receive language input that is at
What is Stephen Krashen known for? their level and then slightly beyond
so that the process remains both
Stephen Krashen is known for developing a comprehensible and challenging. He
theory of second language acquisition that is expresses this concept with the
commonly used in schools. His theory formula ''i + 1.''
prioritizes immersive, organic acquisition over
structured grammar learning.
What are the 5 hypothesis of Krashen?
Krashen's five hypotheses are the
acquisition-learning hypothesis, the monitor
hypothesis, the input hypothesis, the affective
filter hypothesis, and the natural order
hypothesis. All five come together to form
Krashen's theory of second language
acquisition.
 constructivism: a multidisciplinary approach


1. Constructivism: A
Cognitive Constructivism

Emphasis is placed on the

Multidisciplinary Approach
importance of learners
constructing their own
representation of reality.

2. Constructivism
Social Constructivism

3 . integration of
 Emphasizes the importance of
social interaction and

cooperative learning in

linguistic, psychological, and

constructing both cognitive and
emotional images of reality.

sociological paradigms, in
contrast to the professional
4. chasms that often divided
those disciplines in the previous
century.
5 . the idea that people


actively construct or make their

own knowledge, and that reality
is
6. determined by your
experiences as a learner
7. Two Branches of
Constructivism
8. Cognitive Constructivism
9. - emphasis is placed on the
importance of learners
constructing their own
representation of
10. reality.
11. Social constructivism
1 2 . - emphasizes
the importance of social
interaction and cooperative
learning in constructing both
13. cognitive and emotional
images of reality.
14. Theory of constructivism
15. Formalization of the theory
of constructivism is generally
attributed to Jean Piaget, who
articulated
16. mechanisms by which
knowledge is internalized by
learners. He suggested that
through process of
17. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
1 8 .  Assimilation -
occurs when a learner adds new
information, basically layering
it on top of the
19. old.
2 0 .  Accommodatio
n - occurs when a learner must
change previously learn
information before
21. placement of new
information is possible
22. Constructivism: A
Multidisciplinary Approach
23. Constructivism
2 4 .  integration of
linguistic, psychological, and
sociological paradigms, in
contrast to the professional
25. chasms that often divided
those disciplines in the previous
century.
2 6 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
27. determined by your
experiences as a learner
28. Two Branches of
Constructivism
29. Cognitive Constructivism
30. - emphasis is placed on the
importance of learners
constructing their own
representation of
31. reality.
32. Social constructivism
3 3 . - emphasizes
the importance of social
 interaction and cooperative
learning in constructing both
34. cognitive and emotional
images of reality.
35. Theory of constructivism
36. Formalization of the theory
of constructivism is generally
attributed to Jean Piaget, who
articulated
37. mechanisms by which
knowledge is internalized by
learners. He suggested that
through process of
38. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
3 9 .  Assimilation -
occurs when a learner adds new
information, basically layering
it on top of the
40. old.
4 1 .  Accommodatio
n - occurs when a learner must
change previously learn
information before
42. placement of new
information is possible
43. Constructivism: A
Multidisciplinary Approach
44. Constructivism
4 5 .  integration of
linguistic, psychological, and
 sociological paradigms, in
contrast to the professional
46. chasms that often divided
those disciplines in the previous
century.
4 7 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
48. determined by your
experiences as a learner
49. Two Branches of
Constructivism
50. Cognitive Constructivism
51. - emphasis is placed on the
importance of learners
 constructing their own
representation of
52. reality.
53. Social constructivism
5 4 . - emphasizes
the importance of social
interaction and cooperative
learning in constructing both
55. cognitive and emotional
images of reality.
56. Theory of constructivism
57. Formalization of the theory
of constructivism is generally
attributed to Jean Piaget, who
articulated
58. mechanisms by which
knowledge is internalized by
 learners. He suggested that
through process of
59. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
6 0 .  Assimilation -
occurs when a learner adds new
information, basically layering
it on top of the
61. old.
6 2 .  Accommodatio
n - occurs when a learner must
change previously learn
information before
63. placement of new
information is possible
64. Constructivism: A
Multidisciplinary Approach
65. Constructivism
6 6 .  integration of
linguistic, psychological, and
sociological paradigms, in
contrast to the professional
67. chasms that often divided
those disciplines in the previous
century.
6 8 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
69. determined by your
experiences as a learner
70. Two Branches of
Constructivism
71. Cognitive Constructivism
72. - emphasis is placed on the
importance of learners
constructing their own
representation of
73. reality.
74. Social constructivism
7 5 . - emphasizes
the importance of social
interaction and cooperative
learning in constructing both
76. cognitive and emotional
images of reality.
77. Theory of constructivism
78. Formalization of the theory
of constructivism is generally
attributed to Jean Piaget, who
articulated
79. mechanisms by which
knowledge is internalized by
learners. He suggested that
through process of
80. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
8 1 .  Assimilation -
occurs when a learner adds new
information, basically layering
it on top of the
82. old.
8 3 .  Accommodatio
n - occurs when a learner must
change previously learn
information before
84. placement of new
information is possible
85. Constructivism: A
Multidisciplinary Approach
86. Constructivism
8 7 .  integration of
linguistic, psychological, and
sociological paradigms, in
contrast to the professional
88. chasms that often divided
those disciplines in the previous
century.
8 9 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
90. determined by your
experiences as a learner
91. Two Branches of
Constructivism
92. Cognitive Constructivism
93. - emphasis is placed on the
importance of learners
constructing their own
representation of
94. reality.
95. Social constructivism
9 6 . - emphasizes
the importance of social
 interaction and cooperative
learning in constructing both
97. cognitive and emotional
images of reality.
98. Theory of constructivism
99. Formalization of the theory
of constructivism is generally
attributed to Jean Piaget, who
articulated
100. mechanisms by which
knowledge is internalized by
learners. He suggested that
through process of
101. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
1 0 2 .  Assimilation
- occurs when a learner adds
new information, basically
layering it on top of the
103. old.
1 0 4 .  Accommoda
tion - occurs when a learner
must change previously learn
information before
105. placement of new
information is possible
106. Constructivism: A
Multidisciplinary Approach
107. Constructivism
1 0 8 .  integration
of linguistic, psychological, and
 sociological paradigms, in
contrast to the professional
109. chasms that often divided
those disciplines in the previous
century.
1 1 0 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
111. determined by your
experiences as a learner
112. Two Branches of
Constructivism
113. Cognitive Constructivism
114. - emphasis is placed on
the importance of learners
 constructing their own
representation of
115. reality.
116. Social constructivism
1 1 7 . - emphasizes
the importance of social
interaction and cooperative
learning in constructing both
118. cognitive and emotional
images of reality.
119. Theory of constructivism
120. Formalization of the
theory of constructivism is
generally attributed to Jean
Piaget, who articulated
121. mechanisms by which
knowledge is internalized by
 learners. He suggested that
through process of
122. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
1 2 3 .  Assimilation
- occurs when a learner adds
new information, basically
layering it on top of the
124. old.
1 2 5 .  Accommoda
tion - occurs when a learner
must change previously learn
information before
126. placement of new
information is possible
127. Constructivism: A
Multidisciplinary Approach
128. Constructivism
1 2 9 .  integration
of linguistic, psychological, and
sociological paradigms, in
contrast to the professional
130. chasms that often divided
those disciplines in the previous
century.
1 3 1 .  the idea that
people actively construct or
make their own knowledge, and
that reality is
132. determined by your
experiences as a learner
133. Two Branches of
Constructivism
134. Cognitive Constructivism
135. - emphasis is placed on
the importance of learners
constructing their own
representation of
136. reality.
137. Social constructivism
1 3 8 . - emphasizes
the importance of social
interaction and cooperative
learning in constructing both
139. cognitive and emotional
images of reality.
140. Theory of constructivism
141. Formalization of the
theory of constructivism is
generally attributed to Jean
Piaget, who articulated
142. mechanisms by which
knowledge is internalized by
learners. He suggested that
through process of
143. accommodation and
assimilation individuals
construct new knowledge from
their experiences.
1 4 4 .  Assimilation
- occurs when a learner adds
new information, basically
layering it on top of the
145. old.
 1 4 6 . Accommoda 

tion - occurs when a learner

must change previously learn
information before
147. placement of new
information is possible
Theory of Constructivism

 Formalization of the theory of constructivism

generally attribute to Jean Piaget, who articulated
mechanisms by which knowledge is internalized
by learners. He suggested that through process of
accommodation and assimilation individuals
construct new knowledge from their experience.

Assimilation- occurs when a learner adds new

information, basically layering it on top of the old.

Accommodation- occurs when a learner must change

previously learn information before placement of new
information is possible.

Cognitive Constructivism

-Jean Piaget (1954)- “learning is a

developmental process that
involves change, self- generation,
and construction, each building
on prior learning experiences”.

The origin of language

Animals often make use of signs, which point
to what they represent, but they don't
use symbols, which are arbitrary and
conventional.  Examples of signs include
sniffles as a sign of an on-coming cold, clouds
as a sign of rain, or a scent as a sign of
territory.  Symbols include things like the words
we use.  Dog, Hund, chien, cane, perro - these
are symbols that refer to the creature so
named, yet each one contains nothing in it that
in anyway indicates that creature.
The Theory of Cognitive Development by
Jean Piaget, the Swiss psychologist, suggests
that children's intelligence undergoes
changes as they grow. Cognitive development
in children is not only related to acquiring
knowledge, children need to build or develop
a mental model of their surrounding world
(Miller, 2011).
 Piaget’s Cognitive Development Theory
Piaget’s Cognitive Development Theory
Piaget argued that children’s cognitive These stages are:
development occurs in stages (Papalia &
Feldman, 2011). Specifically, he posited  Sensorimotor stage (0–2 years old)
that as children’s thinking develops from  Preoperational stage (2–7 years old)
one stage to the next, their behavior also  Concrete operational stage (7–11 years
changes, reflecting these cognitive old)
developments. The stages in his theory  Formal operational stage (11 years old
follow a specific order, and each through adulthood)
subsequent stage only occurs after the one
before it.
What is language, introduction to linguistic
Language is a system that associates Applied linguistics attempts to make practical use of the
sounds (or gestures) with meanings in a knowledge derived from general linguistic research – in
way that uses words and sentences. order, for example, to: • improve the ways in which a
student’s native language is taught • help people learn
Linguistics is the scientific study of human foreign language more efficiently • write better
language. It tries: • first, to observe dictionaries • improve therapy for people with language
languages and to describe them problems • search the Internet more efficiently and
accurately, • then, to find generalizations successfully Linguistics overlaps and (ideally) cooperates
within what has been described, • finally, with: psychology, sociology, anthropology, philosophy,
to draw conclusions about the general logic, mathematics, computer science, speech
nature of human language. pathology, acoustics, music, cryptanalysis, etc.

COMMUNICATION PROCESSES, PRINCIPLES& ETHICS

Communication is a very
interesting topic to be discussed,
previously those confusions along
with the term had finally answered,
and another figure and body of
knowledge were added to the
memory bank such terms were
creatively elaborated like the
verbal communication, non-verbal
communication, the types of
communication such as
intrapersonal, interpersonal,
extended, organizational,
intercultural, and the purpose and
style of communication. In a
nutshell, the terms are crucial to
restate and to know the function in
the field of communication.
 Early approach to second language acquisition

Over the decades there has been a debate on

whether acquiring the 1st Language(L1) is the
same process as acquiring a 2nd Language (L2)

or not. Researches in the field of Linguistics

are still drawn to prove one of

Parallelism
Parallelism refers to using similar
words, clauses, phrases, sentence
these  contentions.
structure, orHence,
other its focus is shifted
grammatical
elements to emphasize similar ideas
in a sentence. It makes the sentence
concise, clear, and easy to read.
Parallel structure is important
especially in items in a series, paired
items, and items in an outline or list.