Key Concepts in Second Language Acquisition and Pedagogy

1. The Affective Filter Hypothesis

This hypothesis embodies Krashen's view that a series of affective variables plays a facilitating role in second language acquisition. These variables include: motivation, self-confidence, anxiety, and personality traits.

Krashen states that students with high motivation, self-confidence, a positive self-image, low anxiety, and extroversion are better equipped to succeed. Conversely, low motivation, low self-esteem, anxiety, introversion, and inhibition can raise the affective filter, forming a 'mental block' that prevents comprehensible input from being used for acquisition.

2. Understanding Comprehensible Input

“Comprehensible input” refers to language input that can be understood by students and is beneficial for their learning process.

3. Schumann's Perspective on Language Learning

Schumann proposed the notions of social and psychological distance to explain limitations in second language acquisition (specifically regarding the subject Alberto, who lived in a predominantly Portuguese-speaking area). Schumann describes social distance as a group phenomenon.

4. Benefits of Songs in Early Years Classrooms

Using songs in the classroom offers several advantages:

• Encourages extensive and intensive listening.
• Stimulates the discussion of attitudes and feelings.
• Promotes creativity and the use of imagination.
• Provides a relaxed atmosphere.
• Brings variety and fun to the learning process.

Lo and Li (1998) note that songs provide a break from routine and create an environment where the four language skills can be improved. Furthermore, singing can increase student confidence by allowing them to enjoy a degree of fluency before they have fully mastered speaking.

5. Components of Teacher Training

According to Ferry, teacher training includes academic, pedagogical, professional, and practice-related components. For English teachers, this consists of:

1. Theory: A knowledge base stemming from linguistics and theories on language learning and acquisition.
2. Practice: Language teaching methodology and practical classroom experience.