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9.Dwell on the types of perception in language acquisition.
The Six Stages of Second-Language Acquisition
This is also called "the silent period," when the student takes in the new language
Pre-
but does not speak it. This period often lasts six weeks or longer, depending on the
production
individual.
The individual begins to speak using short words and sentences, but the emphasis is
Early
still on listening and absorbing the new language. There will be many errors in the
production
early production stage.
Speech becomes more frequent, words and sentences are longer, but the individual
Speech still relies heavily on context clues and familiar topics. Vocabulary continues to
Emergent increase and errors begin to decrease, especially in common or repeated
interactions.
Speech is fairly fluent in social situations with minimal errors. New contexts and
Beginning
academic language are challenging and the individual will struggle to express
Fluency
themselves due to gaps in vocabulary and appropriate phrases.
Communicating in the second language is fluent, especially in social language

situations. The individual is able to speak almost fluently in new situations or in
Intermediate academic areas, but there will be gaps in vocabulary knowledge and some unknown
Fluency expressions. There are very few errors, and the individual is able to demonstrate
higher order thinking skills in the second language such as offering an opinion or
analyzing a problem.
The individual communicates fluently in all contexts and can maneuver

successfully in new contexts and when exposed to new academic information. At
Advanced
this stage, the individual may still have an accent and use idiomatic expressions
Fluency
incorrectly at times, but the individual is essentially fluent and comfortable
communicating in the second language.
9.Dwell on the types of perception in language acquisition.
What is Perception?
Perception is the process by which the sounds of language are heard, assimilated and understood.
the types of perception in language acquisition
Word-Based Perception
The native language affects a person’s study of a second language.
Categorical Perception
We are more prone to notice differences between categories than sub-categories.
Sensory and Auditory Perception
The nature of our sensory perceptions and their relation to reality can be dealt with successfully in a
language learning atmosphere. Music and sound give an impact on the ear and the brain and the cognition
of rhythm, melody and structure gets embedded in the learner’s memory.
Visual Perception
People perceive things that they see differently. Goals, wishes, gender are perceived as sub-categories in
visual perception. Studies in visual perception look at how you can look at beautiful faces, scenery and
things and change our stress levels. It even deals with the notion whether we would grow up differently if
we live in Asia or in North America. Visual perception becomes a factor in learning concepts of different
cultures and traditions.
9.The peculiarities of teaching teenagers.
In so many ways, teenagers are like all learners. They respond to different forms of motivation,
they take in language and try to make sense of it, and they struggle with pronunciation and
remembering vocabulary…….
Still, there are some very important differences (mostly in the affective realm) that need
to be highlighted and noted so that teachers can adjust their curriculum.
Teenagers learn language because it is meaningful to them. Children learn language

because they have a natural affinity and also there is evidence of a deep need. Adults learn
languages for many intrinsic reasons (and this may be a reason why they can be so good at
learning languages, all things considered). Teenagers learn a language not only for marks but
because it is meaningful. Relating the rationale and purpose of language learning is a must with
teenagers.
As well, a thematic curriculum should be developed that centers on their interests and
their world. Presentations, role plays, and projects are all language activities that give learners
more autonomy.
It should be noted here that it is very difficult to learn a second language in “a class”.
There just aren’t enough hours in the school year. Giving students more autonomy also means
giving them more opportunity to become independent learners. Teachers should direct students
to resources for learning outside the classroom and provide them with these opportunities. In the
present age of telephony, this will become increasingly the case with successful language
classrooms. Students can learn much more efficiently by themselves through input and the
classroom can be time for more social and instructional focus on language.
Teenagers along with control, want to learn in and by their peer group. Social networking
and Web tools are a big help for computer literate language teachers in this area. Teachers need
to move toward more richly interactive language use and more cooperative learning.
Teenagers are much more “social learners” and networking will become a larger focus of
the learning paradigm.
The downside of the “cool factor” is learner anxiety. Many studies have concluded that
anxiety and achievement are negatively correlated.
Teenagers respond to the “humanistic” learning environment.
They are very idealistic and emotions seem to dominate their character. The success of a
language teacher is partly in being a good, empathetic role model. Learners will respond to a
teacher that cares, especially teenage learners who carry a romantic spirit and crave authenticity,
personality and presence over content.

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9.Dwell on the types of perception in language acquisition.

The Six Stages of Second-Language Acquisition

Communicating in the second language is fluent, especially in social language

The individual communicates fluently in all contexts and can maneuver

9.Dwell on the types of perception in language acquisition.

9.The peculiarities of teaching teenagers.

Teenagers learn language because it is meaningful to them. Children learn language

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