1. Language Ego and Inhibition
Language ego is the identity a person develops in reference to the language he or
she speaks. Because the child’s ego is dynamic and flexible through the age of
puberty, it is easier for a child to acquire L2 than an adult whose language ego has
become protective and defensive.
Inhibitions are developed by children in the period of preadolescence to protect
themselves from exposing too much self-doubt because of their still-wavering
insecurity of self-identity.
2. Bilingualism and Code-Switching
Children who are learning two languages, in essence, are learning two first
languages actually. People who use two different meaning systems in acquiring
two languages are called coordinate bilinguals, while compound bilinguals refer to
people who use one meaning system from which both languages operate.
Moreover, bilinguals are not two monolinguals in the same head. Usually, they
engage in code-switching, the act of inserting words, phrases, or even longer
stretches of one language into the other.
3. Rote Learning VS. Meaningful Learning
Rote learning is the process of acquiring material as discrete and relatively
isolated entities, having little or no association with existing cognitive structure.
On the other hand, meaningful learning, or subsumption, is the process of relating
and anchoring new material to relevant established entities in cognitive structure.
The significance of the distinction between rote and meaningful learning lies in
the efficiency and retentiveness.
4. Systematic Forgetting
In the case of meaningful learning, forgetting takes place in a much more
intentional and purposeful manner because it is a second or obliterative stage of
subsumption. At this stage, through cognitive pruning procedures, the specific
items become progressively less identifiable as entities until they are no longer
available and are said to be forgotten. But the importance of the specific items is
incorporated into the generalized meaning of the larger item.
5. First Language Transfer VS. Interference and Overgeneralization
Transfer is a general term describing the carryover of previous performance or
knowledge to subsequent learning. Positive transfer occurs when the prior
knowledge benefits the learning task, while negative transfer, or interference,
occurs when a previous item is incorrectly associated with an item to be learned.
And overgeneralization is a particular subset of generalization, which means to
infer or derive a law, rule, or conclusion from observation or particular instances.
As for language learning, interference of the L1 in the second is simply a form of
generalizing that takes experiences of L1 and applies them incorrectly. On the
other hand, overgeneralization is the incorrect application—negatively
transfer—of previous learned L2 material to a present L2 context.
I.
Howard Gardner provided a comprehensive picture of intelligences. These eight
intelligences include linguistic, logical-mathematical, musical, spatial,
bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. As for applying
these intelligences to SLA, musical intelligence could explain the relative ease for
some learners in perceiving and producing the intonation patterns of a language;
spatial intelligence may help the second culture learner become more comfortable
in a new environment; interpersonal intelligence is of obvious importance in the
communicative process. How can we design classroom activities that can foster
these intelligences? For example, we can make children sing an English song
concerning observing the beauty of nature and including interactive dances and
movements with others.
II.
As for the cognitive styles of field independence or field dependence, I tend to be
more “independent”. Affectively, I am more competitive and self-confident. In
language learning, I am better in analysis, paper-and-pencil tests, and deductive
lessons.
As for the styles of reflective or impulsive, I tend to be more “impulsive”. In
language learning, I often make either a quick or gambling guess at an answer to a
problem. Therefore, I’ve gone through a number of rapid transitions of
semigrammatical stages of SLA.
As for the styles of visual, auditory, or kinesthetic styles, I tend to be more
“visual”. In language learning, I prefer reading and studying charts, drawings, and
other graphic information.
As for the styles of individual or group, I tend to be more “individual”. In
language learning, I prefer self-learning to group cooperation, personal
assignment to group report.
III.
Memory strategies create mental linkages, apply images, sounds, and actions, and
then structured review. In language learning, for example, I can represent sounds
in memory.
Cognitive strategies do practice after receiving messages, and by analyzing and
reasoning, create structure for both input and output. In language learning, for
example, I can take notes or summarize, and then reason them deductively.
Compensation strategies guess intelligently and overcome limitations in speaking
and writing. In language learning, for example, I can switch to Mandarin and use
gestures to help me communicate effectively.
Metacognitive strategies are centered by learning. They arrange the learning
manners, and evaluate them. In language learning, for example, I can set a goal in
reading and do self-evaluation.
Affective strategies lower the anxiety, encourage oneself, and take emotional
temperature. In language learning, for example, I can write a language learning
diary to express reflection.
Social strategies ask others questions, cooperate with others, and empathize with
others. In language learning, for example, I can join a study group to discuss an
obscure poem.