Names and surnames: Marisol Alba Echeverria
File name: 2014_06MAlba_IF
Date: June 27th, 2015
1. I think one problem for me and perhaps everyone else learning a language is you have to be stimulated to learn.
In my opinion, the student shows a problem of intrinsic motivation, it is evident that he /she does not enjoy the process of learning a language and he/she feels uncomfortable trying to engage with it. As a result, the student needs to be influenced by external factors which are related to the materials, methods of teaching, learning strategies and the concerns about rewards or outcomes for the learner in the classroom.
Motivation in L2 Acquisition Theories brings Krashen’s Monitor Theory (1982), which includes the Affective Filter Hypothesis, based on the significance of emotional factors and motivation as very strongly elements in the achievement of language learning (Dulay, Burt, and Krashen, 1982: 4): "When a student is exposed to a new language, the first internal hurdles are posed by the individual’s emotional state and motivations ... filtering sources are the individual anxiety levels, peer identification, and general motivation to learn a language. Together, they make up what we have called the “Affective filter””.
2. I'm only interested in grammar. I don't like pair and group work activities. It's just a waste of time.
Allegedly, this could be an analytic learner style; he /she is focused on formal grammatical language following rules, logical progression, sequences, and so on. At the same time, as well as this learner perceives analytically, does not like pair or work activities, is more autonomous and seems to have an impersonal orientation he/she is field independent defined by Skehan(1989) “Field independent learners are more impersonal and detached, less sensitive and more aloof; they are cerebral and object oriented”. Consequently this learner...