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TMS3715 ASSIGNMENT 2 SEMESTER 1 2024
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Department Language Education, Arts and CultureModule name and code: TMS3715
Student number:
Student names:
Assessment number: 02
Due date: 6 May 2024
Total marks: 100
Unique number: 675546
HONESTY DECLARATION FOR THE DEPARTMENT OF LANGUAGE
EDUCATION, ARTS AND CULTURE
Module Code: ……………………. Assessment Date………………. 20….
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation
marks) or any attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of material found in textual sources and from the
Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately
referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that
copying someone else’s work, or part of it, is wrong, and that submitting identical
work to others constitutes a form of plagiarism. I did not make use of ChatGPT or
any other similar artificial intelligence programme to assist with the writing of my
assignment.
5. I have not allowed, nor will I in future allow, anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I understand that my assignment/examination file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name……………………………………………… Student No: ..............................
Signed ……………………………………………. Date …………………………….
, Question 1.1
1.1.1 Three Phases of Adolescent Learners:
a) Early Adolescence (11-14 years old): During this phase, adolescents undergo
significant physical changes due to puberty. They might experience rapid
growth spurts, hormonal changes, and the onset of secondary sexual
characteristics. Socially, they start to seek peer approval and form their
identity within peer groups. Cognitively, they may exhibit increased
introspection and self-awareness but might struggle with abstract thinking
and impulse control.
b) Middle Adolescence (15-17 years old): Physically, adolescents in this stage
continue to develop, although the pace of growth may slow down. Socially,
they become more independent from their families and form deeper, more
intimate relationships with peers. They may also start exploring romantic
relationships. Cognitively, they begin to think more critically and abstractly,
questioning authority and societal norms.
c) Late Adolescence (18-21 years old): This phase marks the transition into
young adulthood. Physically, individuals typically reach their adult height, and
their bodies mature sexually. Socially, they start to take on adult roles and
responsibilities, such as pursuing higher education or entering the workforce.
Cognitively, they continue to develop critical thinking skills and solidify their
identity, values, and beliefs.
1.1.2. Conception of Language Learning:My conception of language learning is
influenced by a socio-constructivist approach, where language acquisition is seen
as a dynamic process shaped by social interaction and cognitive development. I
believe in the importance of meaningful communication, authentic tasks, and
scaffolding to support learners as they acquire language skills. Additionally, I draw
from theories such as Krashen's input hypothesis and Vygotsky's sociocultural
theory, which emphasize the role of comprehensible input and social interaction
in language acquisition.
1.1.3 Impact on Teaching Practices:Given the developmental characteristics of
adolescent learners, my teaching practices would be tailored to meet their needs
and foster their language development effectively. For example:
a. Incorporating Social Interaction: I would create opportunities for peer
collaboration, group discussions, and pair work to facilitate language practice
and social interaction, recognizing the importance of peer relationships
during adolescence.
b. Providing Meaningful Input: I would expose learners to authentic language
input through engaging texts, multimedia resources, and real-world tasks,
aligning with Krashen's input hypothesis to promote language acquisition.
c. Scaffolding and Differentiation: Recognizing the cognitive variability among
adolescent learners, I would provide scaffolding and support to help them
progress from simpler to more complex language tasks, while also
differentiating instruction to meet individual learning needs.
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