잉냥이

9. Cross-linguistic influence and learner language

: era of preoccupation with studies of contrasts btw the native language and the target language contrastive analysis and the effect of native on target language & the effect of target on native language cross-linguistic influence

: era of error analysis (-> interlanguage, learner language)

1) The contrastive analysis hypothesis (CAH)

: in the middle of the 20th century

: deeply rooted in the behavioristic and structuralist approaches - human behavior is the sum of its smallest parts and components, and therefore that language learning could be described as the acquisition of all these discrete units

: principle barrier-interference of the L1 system with the L2 system

: will help predict the difficulties a learner would encounter

* strong claim

: Lado (1957), Banathy, Trager, & Waddle (1996)

: those elements that are similar to native language will be simple for a learner and those elements that are different will be difficult

* empirical method of prediction

: Hierarchy of difficulty

: 8 possible degrees of difficulty

: 16 levels of difficulty

: 6 categories of difficulty (Prator, 1967)

↳ level 0-transfer

: no difference or contrast is present between to two language

level 1-coalescence

: two items in the native language coalesced into essentially one item in the target language

level 2-underdifferentiation

: an item in the native language is absent in the target language

level 3-reinterpretation

: an item that exists in the native language is given a new shape or distribution in the target language

level 4-overdifferentiation

: a new item entirely must be learned

level 5-split

: one item in the native language becomes two or more in the target language, requiring the learner to make a new distinction

2) From the CAH to CLI(cross-linguistic influence)

* shortcoming of contrastive procedure

: the process was oversimplified

: it was very difficult to determine exactly which category a particular contrast fit into

: whether or not predictions of difficulty levels were actually verifiable

* weak version of the CAH -> CLI

: teachers and linguists had successfully used the best linguistic knowledge available... in order to account for observed difficulties in second language learning

: it recognizes the significance of interference across languages, the fact that such interference does exist and can explain difficulties, but it also recognizes that linguistic difficulties can be more profitably explained a posteriori-after the fact

: we all recognize the significant role that prior experience plays in any learning act, and that the influence of the native language as prior experience must be overlooked

: the difference between today's emphasis on influence, rather than prediction, is an important one

3) CLI

: uncovered a number of instances of subtle differences causing great difficulty

: great difference does not necessarily cause great difficulty

: CLI implies much more that simply the effect of one's first language on a second; the second language also influences the first

: subsequent language in multilinguals all affect each other in various ways

4) Markedness and universal grammar

* Markedness Differential Hypothesis

: marked member of a pair contains at least one more feature than the unmarked one (an)

: unmarked member of the pair is the one with a wider range of distribution than the marked one (a)

: marked items will be more difficult to acquire than unmarked, and that degrees of markedness will correspond to degrees of difficulty

* universal grammar (UG)

: the hope is that by discovering innate linguistic principles that govern what is possible in human languages, we may be better able to understand and describe contrasts between native and target language and the difficulties encountered by adult second language learners

5) Learner Language

: Weinreich's (1953) "interlingual" -> Selinker's (1972) Interlanguage -> Learner Language

-a system that has a structurally intermediate status between the native and target languages

-second language learners are forming their own self-contained linguistic systems

-neither the system of the native language nor the system of the target language

: to study production competence (comprehension of an L2 is more difficult to study)

↳ study of the speech and writing of learners

↳ study of the errors of learners (because 'correct' production yields little information about the actual linguistic system that learners have already acquired)

↳ Error analysis

6) Error Analysis

7) Stages of learner language development

① random errors, vaguely aware that there is some systematic order to a particular class of items

② emergent stage of learner language / backsliding / U-shaped learning

/ learner is unable to correct errors

③ systematic stage, able to manifest more consistency in producing the second language

: they are more internally self-consistent and, they more closely approximate the target language system

④ stabilization, called a postsystematic stage

: learner's ability to self-correct

: learners can stabilize too fast, allowing minor errors to slip by undetected, and thus manifest fossilization of their language

8) Variation in learner language

9) Fossilization or stabilization?

: the relatively permanent incorporation of incorrect linguistic forms into a person's second language competence has been referred to as fossilization

: should not be viewed as some sort of terminal illness

* information transmitted between sources (learners) and audiences (in this case, native speakers): information about the affective relationship between source and audience, and cognitive information-fact, suppositions, beliefs

: affective information is primarily encoded in terms of kinesic mechanisms such as gesture, tone of voice, and facial expressions. while cognitive information is usually conveyed by means of linguistic devices (sounds, phrases, structures, discourse)

: one of the first requirements for meaningful communication is an affective affirmation by the other person

: Selinker and Lamendella(1979) noted that Vigil and Oller's model relied on the notion of extrinsic feedback, and that other factors internal to the learner affect fossilization

10) Errors in the classroom: a brief history

: the most useful implication of Vigil and Oller's model for a theory of error treatment is that cognitive feedback must be optimal in order to be effective

: too much negative cognitive feedback often leads learners to shut off their attempts at communication

: the task of the teacher is to discern the optimal tension between positive and negative cognitive feedback (providing enough green light to encourage continued communication, but not so many that crucial errors go unnoticed, and providing enough red lights to call attention to those crucial errors, but not so many that the learner is discouraged from attempting to speak at all)

: what we must avoid at all costs is the administration of punitive reinforcement, or correction that is viewed by learners as an affective red light-devaluing, dehumanizing, or insulting them

11) Form-focused instruction

: functional language within communicative contexts the question of the place of what has come to be

: any pedagogical effort which is used to draw the learners' attention to language form either implicitly or explicitly

* Categories of Error Treatment

Types of feedback

① Recast

: an implicit type of corrective feedback that reformulates or expands an ill-formed or incomplete utterance in an unobtrusive way

② Clarification request

: an elicitation of a reformulation or repetition from a student.

③ Metalinguistic feedback

: provide 'comments, information, or questions related to the well-formedness of the student's utterance'

④ Elicitation

: a corrective technique that prompts that learner to self-correct

: elicitation and other prompts are more overt in their request for a response

⑤ Explicit correction

: a clear indication to the student that the form is incorrect and provision of a corrected form

⑥ Repetition

: the teacher repeats the ill-formed part of the student's utterance, usually with a change in intonation

Responses to Feedback

① Uptake

: student utterance that immediately follows the teacher's feedback and that constitutes a reaction in some way to the teacher's intention to draw attention to some aspect of the student's initial utterance

② Repair

:　a learner corrects an ill-formed utterance, either through self-repair or as a result of peer repair

③ Repetition

: the learner repeats the correct form as a result of reacher feedback, and sometimes incorporates it into a longer utterance

* Effectiveness of FFI

①

: most of the research of the last three decades or so suggests that communicative language instruction in general, so opposed to simple 'exposure' to a language, can indeed increase learners' levels of attainment

: primary factor in determining the effectiveness of FFI is a learner's noticing of form and of the relationship of form to feedback being given, and a secondary but important factor has to do with the quality of the learner's uptake

②

: particular stages in which learners are more ready than others to internalize FFI

: whether there are more propitious pedagogical moments to draw learners' attention to language form

③ possible number of linguistic features in a language and the many potential contexts of learning make this question impossible to answer

④ whether the success of FFI is a product of the frequency of input

⑤

: certain learners clearly benefit more than others from FFI

: the teacher needs to develop the intuition, through experience and solid eclectic theoretical foundations, for ascertaining what kind of corrective feedback is appropriate at a given moment, and what forms of uptake should be expected

: learners are indeed creatively operating on a second language-constructing, either consciously or subconsciously, a system for understanding and producing utterances in the language

: the system should not necessarily be treated as an important system

: the teacher's task is the value learners, prize their attempts to communicate, and then provide optimal feedback for the system to evolve in successive stage until learners are communicating meaningfully and unambiguously in the second language

8. Communicative competence (CC)

: language classroom as a locus of meaningful, authentic exchanges among users of a language

: foreign language learning is viewed not just as a potentially predictable developmental process but also as the creation of meaning through interpersonal negotiation among learners

1) Defining communicative competence

: Congnitive psychology -> Social constructivism

: Hymes(1977)- CC: aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts

: a dynamic, interpersonal construct that can be examined only by means of the overt performance of two or more individuals in the process of communication

: linguistic competence ≠ communicative competence

[Strategic Competence (Bachman, 1990)]

2) Language functions

: What is a lg function? The purposes that we accomplish with language

: Forms (e.g., morphemes, words, grammar rules, discourse rules) are required to accomplish a language function

: functions are essentially the purposes that we accomplish with language

: communication may be regarded as a combination of acts, a series of elements with purpose and intent

: communication is functional, purposive, and designed to bring about some effect-some change, however subtle or unobservable-on the environment of hearers and speakers

2-1) Halliday's seven functions of language

① instrumental function: to cause certain events to happen

ex) “Don’t touch the stove.”, “I pronounce you guilty and sentence you to three years in prison.”

② regulatory function: control of events

ex) “Upon good behavior, you will be eligible for parole in 10 months."

③ representational function: to make statements, convey facts and knowledge, explain or report

ex) “The sun is hot.”, “The president gave a speech last night.”

④ interactional function: to ensure social maintenance

ex) Jargon, jokes, folklore, cultural mores, politeness and formality expectations

⑤ personal function: to express feelings, emotions, personality, 'gut-level' reactions

ex) Feelings, emotions, personality, gut-level reactions

⑥ heuristic function: to acquire knowledge, to learn about the environment

ex) “Why” question

⑦ imaginative function: to create imaginary systems or ideas

: these seven functions of language are neither discrete nor mutually exclusive

: a single sentence or conversation might incorporate many different functions simultaneouly

ex) Telling fairy tales, joking, writing a novel, poetry, tongue twisters, puns

2-2) Functional approaches to language teaching

: functional syllabuses(introducing self and other people, exchanging personal information, asking how to spell someone's name...)

: but! textbooks that claim to have a functional base may be "sorely inadequate and even misleading in their representation of language as interaction"

: a function is "covered" does not mean that learners have internalized it for authentic, unrehearsed use in the real world

: communication is qualitative and infinite; syllabus is quantitative and finite

3) Discourse analysis

: examination of the relationship between forms and function of language

: emphasizes intersentential relations in discourse

: discourse is language beyond the sentence

: a single sentence can seldom be fully analyzed without considering its context

: we string many sentences together in interrelated, cohesive units

ex) A: more coffee?

B: I'm okay.

: importance and intersentential relations in discourse

: a stand-alone sentence such as "I didn't like that cake" could be agreement, disagreement, argument, complaint, apology, insult, or simply a comment, depending on context

: with perfect pronunciation and grammar, but fail to achieve the communicative function / understanding the context / understanding the non-verbal features

: approaches that emphasized only the formal aspects of learner language overlooked important discourse functions

4) Pragmatics

: constraints on language comprehension and production may be loosely thought of as the effect of context on strings of linguistic events

: pragmatics considerations allowed all participants to interpret what would otherwise be ambiguous sentences

4-1) Sociopragmatics and Pragmalinguistics

: SLA becomes an exceedingly difficult task when these sociopragmatic or pragmaliguistic constraints are brought to bear. Pragmatic conventions from a learner’s first language can transfer both positively and negatively

: A-what an unusual necklace. It's beautiful!

B-Please take it!

↳ nonnative English speakers misunderstood the illocutionary force

: grammar is almost simple when compared to the complexity of catching on to a seemingly never-ending list of pragmatic constraints

4-2) Language and Gender

: males and females use different syntactic and phonological variants

5) Discourse Style

: style... sets of conventions for selecting words, phrases, discourse, and nonverbal language in specified contexts

① oratorical style: in public speaking

② deliberative style: in addressing audience / typical university classroom lecture

③ consultative style: typically a dialog

ex) Business transactions, doctor-patient conversations

④ causal style: conversations between friend, colleagues, or family

⑤ intimate style: complete absence of social inhibitions

ex) Talk with family, loved ones, and very close friends, where the inner self is revealed

: the acquisition of both styles and registers thus combines a linguistic and culture-learning process

6) Nonverbal communication

: silent language

: the expression of culture is so bound up in nonverbal communication that the barriers to culture learning are more nonverbal than verbal

① Kinesics

: study of relationship between nonlinguistic body motions and communication (e.g., shrug, crossing arms)

: every culture and language uses body language, or kinesics, in unique but clearly interpretable ways

: there is tremendous variation cross-culturally and cross-linguistically in the specific interpretations of gestures

② Eye contact

③ Proxemics

: cultures vary widely in acceptable distances for conversation

④ Artifacts (e.g. clothing and ornamentation)

⑤ Kinesthetics (touching)

⑥ Olfactory Dimensions

: CC includes nonverbal competence-knowledge of all the varying nonverbal semantics of the second culture, and an ability both to send and receive nonverbal signals unambiguously

7) CC in the Classroom: CLT and Task-Based Teaching

: CLT(Communicative Language Teaching) and TBI(Task-Based Instruction)

: communicative competence is such an intricate web of psychological, sociocltural, physical, and linguistic features

7. Sociocultural Factors

1) Culture: definitions and theories

: Rules, Groups, units, Attitudes, values, beliefs, norms and behaviors shared by a group

* Communicated across generations

: John Donne (1624), "no man is an island, entire of itself"

: no society exists without a culture

: culture establishes for each person a context of cognitive and affective behavior / template for personal and social existence

: perception, though, is always subjective

↳ misunderstandings are therefore likely to occur between members of different cultures

: a language is a part of a culture, and a culture is a part of a language

: the acquisition of a second language is also the acquisition of a second culture

: ecumenical approach to culture... see culture framed more in constructivist terms

2) Stereotypes or Generalizations

: if people recognize and understand differing worldviews, they will usually adopt a positive and open-minded attitude toward cross-cultural differences.

: A closed-minded view of such differences often results in the maintenance of a stereotype-an oversimplification and blanker assumption

: to judge a single member of a culture by overall traits of the culture is both to prejudge and to misjudge that person

: a critical awareness of the complex nature of cultural understanding

: culture bias -> viewing every person in a culture as possessing stereotypical straits

3) Attitudes

: attitudes develop early in childhood and are the result of parents' and peers' attitudes, of contact with people who are "different" in any number of ways, and of interacting affective factors in the human experience

: form a apart of one's perception of self, of others, and of the culture in which one is living

: Gardner and Lambert(1972)

↳ studies of the effect of attitudes on language learning, they defined motivation as a construct made up of certain attitudes. The most important of these is group-specific, the attitude learners have toward the members of the cultural group whose language they are learning

: positive attitudes toward itself, the negative language group, and the target language group enhanced proficiency

: teacher needs to be aware that everyone has both positive and negative attitudes

4) Second culture acquisition

: important to understand what we mean by the process of culture learning

: language learners undergo culture learning as a 'process, that is, as a way of perceiving, interpreting, feeling, being in the world'

: second identity.... this creation of a new identity... acculturation

: disruption is severe... person may experience culture shock

: culture shock is associated with feelings of estrangement, anger, hostility, indecision, frustration, unhappiness, sadness, loneliness, homesickness, and even physical illness

: underneath the familiar exterior there are vast differences

: as soon as this newness wears off and the cognitive and affective contradictions of the foreign culture mount up, they become disoriented

* culture shock as the second of four successive stages of culture acquisition

stage 1. excitement and euphoria over the newness

stage 2. culture shock

stage 3. accept the differences (L2 mastery occurs, optimal distance)

stage 4. near or full recovery (assimilation or adaptation)

5) Social distance

: cognitive and affective proximity of two cultures that come into contact within an individual

: dissimilarity between two cultures

John Schuman (1976)

* good language learning context (p.197)

: the L2 group is nondominant in relation to the TL group, both groups desire assimilation (or at least acculturation) for the L2 group, low enclosure is the goal of both groups, the two cultures are congruent, the L2 group is small and noncohesive, both groups have positive attitudes toward each other, and the L2 group intends to remain in the target language area for a long time

: the greater the social distance between two cultures, the greater the difficulty the learner will have in learning the second language (Schumann, 2002)

*Willian Action (1979)-perceived social distance

: human beings perceive the culture environment through the filters and screens of their own worldview and then act upon that perception

: acculturation process is a factor of how they perceive their own culture in relation to the culture of the target language

: Professed Difference in Attitude Questionnaire (PDAQ)

↳ measure of perceived social distance

1. distance between themselves and their countrymen in general

2. distance between themselves and members of the target countrymen in general

3. distance between their countrymen and members of the target culture

: successful language learners see themselves as maintaining some distance between themselves and both cultures

: Stage 3 may provide not only the optimal distance but the optimal cognitive and affective tension to produce the necessary pressure to acquire the language

: Brown(1980)-optimal distance model

↳ adult who fails to master a second language in a second culture may for a host of reasons have failed to synchronize linguistic and cultural development

↳ culturally based critical-period hypothesis (stages of acculturation, anomie, social distance, and perceived social distance)

↳ recovery stages are also crucial periods of acquisition

6) Teaching intercultural competence

: we need to be sensitive to the fragility of students by using techniques that promote cultural understanding

*Geert Hofstede(1986)-conceptualizing mismatches.... cultural norms of fifty different countries

1. individualism: a collectivist society is tightly integrated; an individualist society is loosely integrated

2. power distance: all societies are unequal, but some are more unequal than others

3. uncertainty avoidance: the extent to which people within a culture are made nervous by situation they perceive as unstructured, unclear, or unpredicable...

4. masculinity: opposes femininity

* collectivist societies vs. individualist societies

6.1 Language policy and politics

: every country has come form of explicit, "official," or implicit, "unofficial," policy affecting the status of its native language and one or more foreign languages

6.2 World English

: English as an international language (EIL)

: this process of nativization or "indigenization" of English has spread from the inner circle of countries to an outer circle of countries

: we are advised to view English in terms of a broad range of its functions and the degree of its penetration into a county's society

6.3 ESL and EFL

: the multiplicity of contexts for the use of English worldwide demands a careful look at the variables of each situation before making the blanket generalization that one of two possible models, ESL or EFL, applies

: second language learning in a culture foreign to one’s own potentially involves the deepest form of culture acquisition

6.4 Linguistic imperialism and language rights

: linguistic imperialism or ‘linguicism’

: cultural inequalities between English and other languages

: a main issue in this term is the devaluing of native languages through the colonial spread of English

: one of the most worthy causes we can espouse is the preservation of diversity among human beings

6.5 Language policy and the "English Only" debate

: history indicates that restricting language rights can be divisive and lead to segregationist tendencies in a society

7. Language, Thought, and Culture

: manner in which an idea or “fact” is stated affects the way we conceptualize the idea

7.1 Framing our conceptual universal

① words shapes our lives

② framing reminds us of the importance of language and verbal labels in shaping the way people think

: Ausubel's meaningful cognitive structures

③ the way a sentence is structured will affect nuances of meanings

: Did you see the broken headlight? or Did you see a broken headlight?

④ culture is really an integral part of the interaction between language and thought

: perhapes those forms shape one’s perception of others in relation to self

⑤ lexical items may reflect something about the intersection of culture and cognition

7.2 The Whorfian hypothesis

7.3 Culture in the language classroom

PLLT 6. Personality Factors 

: affective domain of second language acquisition

↳ intrinsic side of affectivity, extrinsic factors

: Ernest Hilgard(1963), purely cognitive theories of learning will be rejected unless a role is assigned to affectivity

: emotional side of human behavior

: culture conflict

: motivation

1) The Affective Domain

: Affect refers to emotion or feeling

: the affective domain is the emotional side of human behavior

① receiving-be aware of the environment surrounding them

② responding-is willing to respond voluntarily without coercion

③ valuing-commit themselves to the value to pursue it, seek it out, and want it, finally, to the point of
conviction

④ organization of values into a system of beliefs

⑤ characterized by and understand themselves in terms of their value system

2) Affective Factors in Second Language Acquisition

: understanding how human beings feel and respond and believe and value is an exceedingly important aspect of a theory of second language acquisition

2-1) Self-Esteem

: no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of your self, and self-efficacy

: personality development universally involves the growth of a person's concept of self, acceptance of self, and reflection of self as seen in the interaction between self and others

: (Coopersmith, 1967) self-esteem is a personal judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves

: people derive their sense of self-esteem from the accumulation of experiences

① general or global self-esteem

: relatively stable

② situational or specific self-esteem

: self-appraisals in particular life situations

③ task self-esteem

: particular tasks within specific situations

: specific self-esteem might encompass second language acquisition in general and task self-esteem might appropriately refer to one's self-evaluation of a particular aspect of the process

: Does high self-esteem cause language success, or does language success cause high self-esteem?

2-2) Attribution Theory and Self-Efficacy

: attribution theory focuses on how people explain the causes of their own successes and failures

: internal to the learner-ability, effort

: external circumstances outside of the learner-perceived difficulty of a task, and luck

: self-efficacy (a high sense of self-efficacy, an appropriate degree of effort may be devoted to achieving success)

: a learner with low self-efficacy may quite easily attribute failure to external factors, a relatively unhealthy psychological attitude to bring to any task or an initial lack of ability

: one of the most important roles of successful teachers is to facilitate high levels of self-efficacy in their students

2-3) Willingness to Communicate

: the intention to initiate communication, given a choice

: some learners tend to avoid second language communication

↳ a number of cognitive and affective factors that underlie this tendency

: motivation, personality, intergroup climate, and two levels of self-confidence

: higher levels of WTC were associated with learners' who experienced social support, particularly from friends, offering further evidence of the power of socially constructed conceptions of self

2-4) Inhibition

: sets of defenses to protect the ego

① the new born baby has no concept of its own self

: gradually it learns to identify a self that is distinct from others

② in childhood,

: the growing degrees of awareness, responding, and valuing begin to create a system of affective traits that individuals identify with themselves

③ in adolescence,

: the physical, emotional, and cognitive changes of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego, to ward off ideas, experiences, and feelings that threaten to dismantle the organization of values and beliefs on which appraisals of self-esteem have been founded

: The process of building defenses continues into adulthood

: those with weaker self-esteem maintain walls of inhibition to protect what is self-perceived to be a weak or fragile ego, or a lack of self-confidence in a situation or task

: an adaptive language ego enables learners to lower the inhibitions that may impede success

: empathy and inhibition are closely linked

: the inhibitions, the defenses, that we place between ourselves and others are important factors contributing to second language success

: the openness, vulnerability, and ambiguity tolerance of those with thin ego boundaries create different pathways to success from those with hard-driving, systematic, perfectionistic, thick ego boundaries

: anyone who has learned a foreign language is acutely aware that second language learning actually necessitates the making of mistakes

: Earl Stevick(1976)- language learning as 'alienation'

↳ alienation between the critical me and the performing me, between my native culture and my target culture, between me and my teacher, and between me and my fellow students

↳ this alienation arises from the defenses, which inhibit learning, and their removal can therefore promote language learning

2-5) Risk Takin

: risk taking is an important characteristic of successful learning of a second language

: learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong

: feel comfortable

: create a climate of acceptance that will stimulate self-confidence

: allowing themselves to take risks without feeling embarrassed

: high risk taking will yield positive results in second language learning; however, such is not usually the case

↳ (Beebe, 1983) person with a high motivation to achieve are... moderate, not high, risk-takers

: (Rubin & Thompson, 1994) successful language learners make willing and accurate guesses

: self-esteem seems to be closely connected to a risk-taking factor

: fossilization, or the relatively permanent incorporation of certain patterns of error may be due to a lack of willingness to take risks

2-6) Anxiety

: at the deepest, or global, level, trait anxiety-predictably and generally anxious

: at the more momentary, or situational level, state anxiety-particular event or act

: recent research on language anxiety focuses more specifically on the situational nature of state anxiety

: foreign language anxiety can be distinguished from other types of anxiety and that it can have a negative effect on the language learning process

: debilitative and facilitative anxiety (harmful and helpful anxiety)

: several studied have suggested the benefit of facilitative anxiety in learning foreign language

: in Bailey's (1983) study, facilitative anxiety was one of the keys to success, closely related to competitiveness

: both too much and too little anxiety may hinder the process of successful second language learning

: anxiety is the cause of poor performance in a second language, or the product of less than satisfactory performance

: anxiety in a foreign language class could be the result of first language deficits, namely, difficulties that students may have with language "codes" (phonological, syntactic, lexical, semantic features)

: Linguistic Coding Deficit Hypothesis (LCDH)

: self-efficacy and attribution are keys to other affective variables, especially to anxiety

2-7) Empathy

: putting yourself into someone else's shoes

: empathy-more possibility of detachment/ sympathy connotes an agreement or harmony bet individuals

: understand the other person's affective and cognitive states

: cognitive empathy

2-8) Extroversion

: a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people

: introverts can have an inner strength of character that extroverts do not have

: extroverted person may protect his or her own ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries

: introverted, quieter, more reserved person may show high empathy

: introverts were significantly better than extroverts in their pronunciation

: extroverted were likely to make better use of learning strategies

3. Motivation

3-1) Theories of Motivation

3-2) Instrumental and Integrative Orientations

* instrumental

:　acquiring a language as a means for attaining instrumental goals-furthering a career, reading technical material, translation, and so forth

* integrative

: wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group  

3-3) Intrinsic and Extrinsic Motivation

: intrinsically motivated activities are ones for which there is no apparent reward except the activity

: intrinsically motivated behaviors-competence and self-determination

: intrinsic orientations, especially for long-term retention

: extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self

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김치, 단무지, 국물 이렇게 있어요
국물이 특히 달달해서 중독성있어요

저는 남친이랑 둘이 명화당에 가면 항상 세 가지 메뉴를 시켜요 ! 돈까스&쫄면&참치김밥 이렇게 분식의 삼세트 >< 둘이서 이렇게 세개 먹으면 엄청 배부르게 먹을 수 있어요 저희는 안남기고 다 먹어요

명화당 쫄면은 야채도 많이 들어가고, 재료들이 신선한 느낌이에요 그리고 일반 쫄면은 좀 유치한 맛이 나기도 하는데 명화당 쫄면의 양념은 완전 어른맛이에요!
단맛이라기보단 깊은 양념맛이나요
그래서 초딩입맛인 저보다 어른입맛인 남친이 더 맛있어해요

글구 원래는 오이가 들어있는데 저희는 오이 빼달라고 했습니당

명화당 돈까스는 옛날 돈까스에요
따뜻한 돈까스에 양념이 가득>< 글구 샐러드도 완맛!
군만두도 굿굿
튀김옷이랑 고기 비율이 적절해서 맛있어요

명화당 참치김밥은 요즘 제가 먹어본 참치김밥 중 제일 참치&마요의 맛이 풍부하게 나요
그래서 마요네즈 좋아하시는 분들은 엄청 좋아할 것 같나요 참치&마요네즈 말고도 재료가 엄청 많이 들어있어서 풍부한 참치김밥을 즐길 수 있습니당

암튼 명동에서 분식먹고 싶을 땐 무조건 명화당 고고
혼밥하시는 분이나 외국인분들도 좋을 것 같아요 ~!

잠실새내 홀짝집 삼결살 맛집 후기

잠실새내(신천)김치삼겹살 맛집 홀짝집이 위치를 이전했더라고요 저는 예전 홀짝집 가보고 오랜만에 가려고 봤더니 종합운동장 근처로 이전했습니당
잠실새내역에도 갈 수도 있긴해요 !

홀짝집 입구가 고전&심플&깔끔 느낌으로 바꼈더라고요

홀짝집 메뉴입니당 전반적으로 가격이 나쁘지 않아요
저는 돼지김치구이, 차돌김치구이 둘 다 먹어봤는데 둘다 맛있어요! 근데 홀짝집은 돼지김치구이가 메인인 것 같아요

볶음밥은 가격을 보니 비싼 느낌이 있는데 볶음밥에도 고기가 많이 들어있어요 그래서 다른 음식점의 볶음밥보다 비싼 것 같아요! 둘이 가서 삼결살 고기2인분 먹고 볶음밥까지 먹으면 정말 literally 배 터질지도 몰라요ㅎㅎ
그래서 저는 보통 남친이랑 둘이 가는데 돼지김치구이먹으면 볶음밥 절대 못먹고여, 차돌김치구이는 뭔가 그나마 좀 가벼워서 볶음밥까지 먹어요 (정리드리면, 돼지김치구이가 뭔가 더 포만감이 커요)

홀짝집 기본 메뉴에요
저 라면이 진짜 맛있어용 사골국물 느낌인데 고기랑 같이 먹으면 잘어울려요

홀짝집 돼지김치구이 비주얼입니다
삼결살이랑 김치랑 잘 볶아져 있어요 !
삼결삽&김치의 비율이 적절히 잘 맞아서 고기&김치 한점씩 같이 먹기 좋아요 >< 저는 둘이가서 이인분 먹었는데 배터지게 먹었어요 그래서 볶음밥은 못먹었습니당

추가로, 홀짝집은 5시 오픈인데 왠만하면 오픈시간 맞춰서 가야 웨이팅이 없을 것 같아요 !

아디다스 이지부스트 350 신더 여자사이즈 후기

아디다스 이지부스트 350 신더가 최근에 발매되었어요 사이즈 관련해서 말씀드리면 저는 230사이즈로 신었어요 정사이즈로 나온 것 같아요 정사이즈 추천드려요

아디다스 이지부스트 350 신더의 전반적인 색감은 검정&갈색을 섞어놓은 오묘한 색이에요 이게 신더색인가봐요! 실제로보면 사진보다 더 어두운 느낌이 있어요그래서 이지부스트 350 트리플블랙 좋아하신 분들은 이것도 좋아하실 것 같아요

아디다스 이지부스트 350 신더의 실제색감과 더 비슷한 느낌이에요 !! 역시 이지라 고급진 느낌이 있긴해여

아디다스 이지부스트 350 신더의 뒷모습이에요
뒷부분에 브라운계열의 라인이 들어가있어요 그리고 이번 신더에는 힐탭도 있어서 맘에 들어요 힐탭이 있어야 이지350같은데 종종 없는 버전도 있더라고요
그리고 아웃솔색깔이 전체색보다 좀 연하게 들어가 있어요 !

확대한 뒷모습입니당
색감이 전반적으로 원톤같으면서도 디테일이 많아요
자꾸 볼수록 고급진 느낌이 있어요
테두리에도 살짝 포도맛느낌의 색감이 ~~!

바닥에도 노란색 부스트 디테일이 있어요
그것만빼면 다른 이지부스트 350의 밑창과 비슷한 것 같아요

위에서 본 아디다스 이지부스트 350 신더 !
안쪽에 아디다스 로고가 있어요

아디다스 이지부스트 350 신더후기를 정리하자면

실제 느낌은 사진에서보다 더 어둡다고 생각하시면 좋을 것 같아요 그리고 사이즈는 정사이즈 추천입니당
착샥은 아래의 영상으로 첨부하겠습니다 참고해주세요 :)
https://youtu.be/qfRKSjyRsRU

건대 결돈부리 연어덮밥 후기

건대 결돈부리는 건대입구역과 어린이대공원역 중간쯤에 있어요 근데 저는 건대입구역에서 걸어가는게 더 빠른 것 같아요 ! 한 10분이내로 직진하다가 골목으로 들어가면 정면에 보여요

건대 결돈부리 입구에요! 골목의 정면이라 딱 보여용

건대 결돈부리 메뉴입니당
전반적인 메뉴랑 가격은 다른 돈부리&덮밥이랑 비슷한 것 같아요 평균 만원정도에요

저는 연어덮밥을 시켰어요 ! 연어덮밥은 기본이랑 곱빼기가 있는데 저는 남친이랑 같이 먹으려고 곱빼기했어요 ! 같이 먹었는데도 연어 양이 엄청 많아서 진짜 배부르게 먹을 수 있었어요
그리고 연어도 통통하고 맛도 괜찮았어요 근데 연어 사이즈가 좀 커서 잘라먹었어요 ! 물론 작고 부족한 것보다 크고 넉넉한게 좋져 ><

그리고 연어덮밥의 밥이 이미 간장양념이 좀 되어 있더라고요 간장양념에 김가루가 살짝 있었어요
그래서 연어는 간장에 조금만 찍고 와사비만 올려서 먹었더니 맛있었어요

남친은 돈까스왕새우덮밥을 먹었어요
돈까스랑 새우 다 먹어봤는데 크기도 크고, 튀김이랑 고기비율도 적당하고 좋았어요
무엇보다 양념이 굿굿 역시 돈부리는 양념이 중요한 것 같아요

건대 결돈부리의 반찬은 김치, 단무지, 장국, 양파 이렇게 있어요
이건 다른 덮밥집과 비슷해요 ~!

둘이 와서 연어덮밥&돈까스새우덮밥 이렇게 시켜서 나눠먹기 딱 좋았습니당
그리고 전반적인 내부 분위기도 아기자기 귀여웠어요
다음에 건대에서 돈부리랑 연어덮밥 먹고싶으면 자주 가야겠어요 !

광진구 래빗홀 버거컴퍼니 수제버거 후기

어린이대공원역에서 도보 5분쯤에 래빗홀이 있어요!
수제버거 먹고싶어서 찾다가 발견했어요
역시 수제버거는 분위기가 중요한듯
입구부터 인테리어가 모던&심플해서 예뻐요

래빗홀 위치입니다

래빗홀에는 혼밥러들을 위한 바 자리도 있어요
창가자리라서 완전 좋은 것 같아요
수제버거 좋아하는 근처의 대학생들 많이 올 것 같아요

래빗홀 내부입니당
이렇게 커플이나 2인 자리도 깔끔한 느낌이에요

래빗홀의 다른 벽면쪽에는
6인 자리도 있어요

저는 클래식버거와 갈릭버터포테이토 시켰어요
개인적으로 수제버거 완전 좋아하는데
항상 클래식이 제일 맛있더라고요
그래서 래빗홀에서도 기본으로 시켜봤어요!
빵부터 재료 하나하나에 정성이 느껴지더라고요
빵, 패티, 베이컨, 토마토, 피클, 치즈 등등
재료가 엄청 많아요 !!
그래서 풍부한 맛 굿굿

그리고 래빗홀에서만 먹을 수 있을 것 같은
갈릭버터 포테이토!
저는 이거 넘 맛있어서 집에도 포장해갔어요
파우더와 소스 둘 다 있어서
딥한 갈릭버터 맛이었어요
포테이토 진짜 굿

오빠는 블루치즈버거를 시켰어요
루꼴라를 좋아해서 시켰는데
루꼴라도 신선하고 전반적으로 맛있다고 하더라고요

광진구 어린이대공원 래빗홀의 수제버거와 포테이토에 대한 전반적인 평은
굿굿입니다
맛도 분위기도 서비스도 굿굿!

호우양꼬치 이수점 후기

사당동 이수역에서 양꼬치 먹을 땐 항상 호우양꼬치에 가요!

호우양꼬치 내부 먼저 살짝 보여드릴게요
사진보다 내부가 훨씬 넓고 나름 쾌적한 편이에요
조명도 너무 밝지 않아서 좋아요

호우양꼬치 메뉴입니다
양꼬치랑 다른 요리 및 식사류 가격은 다른 양꼬치집이랑 비슷한 것 같아요

호우양꼬치 기본 반찬입니다
땅콩, 양파, 그리고 오이무침? 같은게 있어요
양파가 새콤달콤해서 양꼬치랑 잘 어울리더라더요
아 그리고 나중에 부추무침도 주셨어요!!

저는 양꼬치를 시켰어요 2인분인데 양많쥬~?

불에 올라간 양꼬치들입니당
양꼬치는 양갈비살로 만든다고 하더라고요 !
그래서 그런지 쫄깃쫄깃 맛있었어요
개인적으로는 바삭해질때까지 많이 익히는 것보다
적당히 익히고 먹어야 부드럽고 더 맛있더라고요

그리고 마지막으로는 옥수수국수로 마무리~!
옥수수온면이라고 하는 양꼬치집들도 있어요
옥수수국수도 깔끔하고 맛있어요
양념장이 들어가있는데 너무 매우면 좀 덜어서 드시면 좋을 것 같아요
기름진 양꼬치고기 먹고 따뜻한 옥수수국수와 국물로 마무리하면 굿굿
삼겹살먹고 라면으로 마무리하는 느낌이에요 :)

호우양꼬치 이수점 위치는 아래 링크 참고해주세요
https://m.place.naver.com/restaurant/36830431/location?entry=ple&subtab=location
이수역에서 도보 5분정도 입니다~!