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The Language enviroment

Micro-environmental factors

Salience

Target Language Models

Availability of concrete Referents

The learner's role in communication

Macro-Enviromental Factors

Feedback

Frequency

Role of micro-Environmental Factors

Naturaleness of the enviroment

Degree

the focus of the communication

content

better perform of students in a natural environment than formal approach of communication

exposure in formal enviroment is better for adults

can increase accuracy in simple structures of language

the role of communicative exchange in mainly improve by the participation of the students

The skills of reading or listening is just a one-way communication

On the other hand in restricted two-way communication the student´s answer is either nonverbal

one-way and restricted two-way communication is benefical for students

activities of 'here and now' situations

are events that cab be a really good practice

this subjects or events ensures the acqusition of new structures and vocabuary

The students know whats happening and use their knowledge

this can affect the quality of speech

peers over teachers

peers over parents

members of one's own ethnic group over non-members

according to a research these are the preferences

characteristics of specific structuresof the language that the learner hears

Salience: the ease with which a structure is seen or heard

the degree of visual or auditory prominence of an item

refers to the ease with which a structure is heard or seen

is

the number of times a learner is exposed to a particular item or structure

high frequency of a phrase or sentence, may result in a lerner's memorizing it

may result in using it approximately apropriate context

the part of correction is another topic

whether is systematic or random

doesn't seem to be effective in enhancing the acquisition of the corrected structured

may affect second language learning when learners have reached certain points in their l2 development

When the learner is ready to learn a structure, the high salience or frequency of the structure may increase the probability that tge learner will notice the structure and acquire it.

positive=approval

correction

expansion

feedback: the listeners or readers response to the learners speech or writing

Frequency: the number of times the learner hears or sees a given structure

characteristics include the amount of phonetic substance or the stress levels of an item

there is nodirect relationship between the degree of salience of items and the order in which those items are learned