Acclivity definition in context with images and antonyms from the book, Vocabulary for the College-bound Student. Learn the word, acclivity, in authentic short passages and text-to-speech carefully illustrated. /əˈklɪvɪti/ (noun) Acclivity definition an upward slope usually on a hill which is the opposite of declivity as a downward slope, elevation, mound Example There is an…
Attention Attention is viewed as a mainly conscious process involving working memory (Ellis, 2008). Suchert (2004) defines attention as “A process in which biological mechanisms interact when goal-directed behaviours and stimulus-driven responses converge in action (p. 144). Schmidt (1990, 1993, 1994) has argued that attention is essential to learning; that is, there is no learning…
International Space Station | A Listening Practice Course International Space Station | A Listening Practice Course Questions about the Listening Track Where is this female astronaut located? Why can astronauts sleep in any orientation they like? Why was the female astronaut’s hair disheveled? How long has she been staying in the ISS? Why was the…
Integrative motivation in SLA or second language acquisition Integrative Motivation Dörnyei (2005) pointed out that the term ‘integrative motivation’ has often been misunderstood and suggested that this is because the term ‘integrative’ figures in three separate, distinct, but related constructs: ‘integrative orientation’, ‘integrativeness’, and ‘the integrative motive/motivation’. Integrative Motivation can be defined as involving three…
The important factor of motivation in second language learning Motivation in second language learning Gardner’s Socio-Educational Model (with integrative motivation the key construct) was the dominant theory in early motivation research. A social-psychological factor frequently used to account for differential success in learning a second language is motivation. This has an intuitive appeal. It makes…
Noticing Hypothesis in second language learning Noticing Hypothesis Schmidt (1990) claimed that attention to input is a conscious process. He viewed noticing (i.e. registering formal features in the input) and noticing the gap (i.e. identifying how the input to which the learner is expected differs from the output the learner is able to generate) as…