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instruction, which is the desirable condition, could, in some ways, help the language learner in relation to second language acquisition. Students need a rich and varying source of exposure to aspects and features of the English language in order for the learners to display favourable output. Some of our students are State level players and gold medal winners in literary and cultural competitions at the State Level. Motivation Motivation is generally considered to be one of the primary causes of success and failure in second language learning Richards and Schmidt (2002). Another example could be watching a documentary for the purpose writing a review. The first of Middlebury's internationally acclaimed language programs began in 1915, and the Bread Loaf programs were inaugurated in 1920.
Since our founding in 1800, the College has sought to create and sustain an environment on campus that is conducive to learning and that fosters engaged discourse. There are times when grammatical accuracy is not the problem, it is the complication of how can these students be more skillful in using the language. Language learners work and co-operate with each other in groups which builds bonds between them. In games period, we play football, volleyball, etc.
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Instruction in TBI concentrates on meaning rather than form. Implicit instructions may be needed to just give a general overview of the task that the students will engage. Task-based learning (TBL it is claimed, is one such model that can aid a learner to establish second language acquisition. As Harmer (2001: 8) states whatever kind of motivation students have, it is clear that highly motivated students do better than ones without any motivation at all. Boredom, lack of interest and not paying attention are some of the characteristics that stem from students who take part in lessons that are unvaried. It is spread on a vast stretch of land. So what is apparent from above is that tasks, related to TBL, are shown to be significant and control a large part of the lesson.
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