DRJBO's English Phonetiktalk is live

Added: 2026-05-27

[00:01:12]Hello. Good morning.

[00:01:15]How are you?

[00:01:18]Imad. Okay. Imad, how are you? Good morning.

[00:01:28]Hope you have your writing materials.

[00:01:34]Let's have our writing materials.

[00:01:37]Happy. How are you? Good morning. Happy good morning.

[00:01:47]Okay. Yes, you have your writing materials because we have a lot to write this morning. We're going to write a lot this morning and we're going to be fast.

[00:01:56]Okay.

[00:01:58]So, while we wait for others to join in because we start at um exactly 7. I hope you can hear me.

[00:02:08]I hope you can hear me.

[00:02:18]Okay. All right. That's good. I All right.

[00:02:25]Okay. Okay, as you come in, just press the like button, please.

[00:02:30]Okay, just press the like button. Thank you. Yeah, press the like button.

[00:02:39]Thank you.

[00:02:42]We have a lot to do this morning. We have a lot to write this morning and um we have to be ready with our writing materials. Please, let's press the like button. Since we're already five, I'm expecting to see five likes.

[00:03:00]So, this morning we are going to be looking at second language acquisition, but um let's wait for the others to join in.

[00:03:09]Press the like button. Yeah. Thank you.

[00:03:15]Come in with your writing materials, your bio, your paper, your books, your notebooks.

[00:03:22]because we'll have a test on what I'm going to teach this morning. Let your friends know that we're going to have a test on this and the test question will be given at the end of the class. So, you might want to hang on. Hello, Kudira. Kudatinoa.

[00:03:41]Hello, Rita.

[00:03:43]Good morning, Rita.

[00:03:46]Good morning, Kirati.

[00:03:54]Happy. You guys are welcome. Victory Benjamin.

[00:03:58]Hello.

[00:04:00]Just hit the like button. Thank you. As you do that, hit the like button. As you do that, we're going um into today's topic in about 3 minutes.

[00:04:18]Okay. Just press the like button as you come in.

[00:04:28]All right.

[00:04:33]Press the like button.

[00:04:45]Good morning everybody.

[00:04:50]Good morning.

[00:04:54]Press the like button as you come in.

[00:04:58]Today's topic is second language acquisition. I will begin in two minutes.

[00:05:05]Just hit the like button as you comment please.

[00:05:10]Okay. Our moderator is here this morning, David from Eena Campus.

[00:05:17]Thank you for joining in.

[00:05:22]David from a Kenwa campus. You're here to moderate today's live. Thank you for coming for joining. Thank you.

[00:05:31]Thank you. Just hit the like button.

[00:05:37]Hit the like button. Okay.

[00:05:41]In a minute we will begin.

[00:05:44]You know I don't do African time.

[00:05:47]No, no, no, no, no. I don't do African time.

[00:05:51]Even if we are just 10 here.

[00:05:55]Excuse me. I'll teach extensively.

[00:06:00]Even if we are just 10 here, I'll teach extensively.

[00:06:04]Okay.

[00:06:07]Victory Benjamin Retog Chino I happy.

[00:06:16]Yeah. Good morning official new please hit the like button as you come in and we'll begin right about now in less than one minute.

[00:06:28]less than one minute we'll begin today's live session and it is based on the topic Rachel good morning Grace good morning guys you're welcome welcome just hit the like button as you come in hit the like button thank you Raphael Happiness I good morning Rafael good morning and grace good morning Mariana good morning hit the like button as you come in hit the like button as you come in and yes it's 7:00 and today's topic is on second language acquisition second language acquisition that is today's topic okay and um recommended texts.

[00:07:30]Okay, I guess we are writing. Okay, make sure you have your writing materials.

[00:07:34]Make sure you have your writing materials.

[00:07:44]Just hit the like button. Okay, Jessica, thank you. Good morning to you, too.

[00:07:52]Best, good morning to you, too. Richie, good morning. Good morning.

[00:08:00]Today's topic is on second language acquisition and I'm going to mention some recommended texts that you can easily get online. Okay. Or yes, you can easily get them online. If I say if you are interested in the soft copy, I have the soft copy. As usual, nobody will come for the soft copy. So, I keep my soft copies to myself. Okay.

[00:08:23]So we have Rod Ellis 1997.

[00:08:28]Let's write please. Rod Ellis 1997.

[00:08:32]Second language acquisition.

[00:08:35]That's the title of that book. Second language acquisition. Oxford University Press.

[00:08:43]Excuse me. I'm yawning.

[00:08:46]Second language acquisition by um published by Oxford University Press.

[00:08:53]Okay.

[00:08:55]Then we also have this by the same author Rod Ellis 1994.

[00:09:02]1994.

[00:09:05]And the title of that book is the study of second language acquisition. They're both on second language acquisition. So you might want to use these two books and compare. Okay. So we have the first one Rod Ellis 1997 second language acquisition.

[00:09:23]Then the second recommended text is also by Rod Ellis 1994 the study of second language acquisition.

[00:09:33]So these are the two recommended texts for this particular topic. Okay. So that you go make your notes and um try to understand in-depth second language acquisition.

[00:09:50]Okay, good morning gu favor. You're all welcome. Okay, so having mentioned the um recommended texts that are specific for this particular topic, we'll go fully into what second language acquisition is.

[00:10:09]Okay. When the thought of second language acquisition comes to your mind, it means um it means there's a first language that you have, right? There's a first language. So, you're having a second language. Okay. So, S L A we have to take notes. I guess you're aware because we're having a test on this in our physical class and an assignment at the end of this um lecture. There's going to be an assignment at end of this lecture and there's going to be a test in our next physical class which is next week.

[00:10:49]Tuesday or Monday I think. I think Monday. Okay. So let's take notes. Let's take notes. Okay.

[00:10:56]All right. So SLA for short. Okay. You have to shorten it cuz I'm going to be very fast in dictating and um explaining as I'm dictating. Explaining as I'm dictating. Okay.

[00:11:08]All right. So, SLA refers to learning a second language after a first language has already been established.

[00:11:22]SLA refers to learning a second language after a first language has already been established. So you have your first language which is your mother tongue.

[00:11:39]Okay.

[00:11:41]Now now learning English now becomes your second language. Your first language is your native language. It's your indigenous language. It's your mother tongue. So we have NT for mother tongue and NT for native native language NL. Okay. So we have mother tongue empty NL native language. Yeah. Your first language.

[00:12:08]Just hit the like button as you come in.

[00:12:10]Thank you. Hit the like button. Thank you.

[00:12:13]So your second language is what you now learn.

[00:12:19]Okay. either deliberately or or rather either consciously or unconsciously like some of us we acquired English unconsciously.

[00:12:29]Okay. But now we are now learning the theoretical aspects the um learning English in details in the university.

[00:12:37]Okay. But of course you knew how to speak English even before you entered kindergarten.

[00:12:42]Okay. So second SLA refers I'll say that again so that we can all write Kenya is here. Hello. Hi from Kenya.

[00:12:53]So SLA refers to learning a second language after a first language is already established. Okay. It means the conscious like I said is either conscious or unconscious. It means the conscious or unconscious acquisition of a foreign language. So English is foreign to us. English is foreign to us. Okay. In some countries English is seen as uh we call such countries English that is being studied English as a language. But here English is our second language. Okay. So it means the conscious or unconscious acquisition of a foreign language in addition to the mother tongue that is sla I hope you're taking down notes just say yes if you're taking down notes say yes yes I'm taking down notes so it is it means the conscious or unconscious acquisition of a foreign language in addition to the mother tongue so whether Whether you can speak your mother tongue or not, you have a mother tongue. You have a native language. You have a first language. So, English now becomes your second language. Okay? So, it is often referred SA. Hence, it is is often referred to as L2. Write that down. Big letter L. L2.

[00:14:25]L2. So it is often referred to as L2 or second language acquisition.

[00:14:35]Now second language acquisition is also called sequential language learning. Okay. The fact that I mentioned earlier that you um have a first language and what follows next after you have established your first language what follows next is a second language. It means that you have acquired language in a sequence.

[00:14:59]Okay. Hence, SLA is also referred to as sequential language um learning.

[00:15:07]Sequential language learning. Take note of all of these because you know in our next in our physical class which is next week we're going to have a test on this and it's going to be a German. It's going to be a German test so that I can easily mark and give you back. Okay?

[00:15:21]It's going to be a German test. So there are some terminologies, there are some concepts that you should take note of.

[00:15:28]Okay. So we have SLA also referred to as sequential language learning. Okay.

[00:15:37]It is also um said that it is a subd discipline of applied linguistics.

[00:15:41]Remember we in applied linguistics.

[00:15:43]Hence we are in the category of um SLA. And remember in our previous class I had said that applied linguistics is divided it has two branches either micro or macro. Okay.

[00:15:57]And that we are looking at the macro that is all encompassing. Now the micro applied linguistics just focuses on second language acquisition foreign language um um acquisition ESL and EFL.

[00:16:12]Okay. But looking at SLA, it is a subd discipline of applied linguistics and the central theme and the central theme. Okay, let's hit the like button. Let's hit the like button. And the central theme of um second language acquisition is inter language. Take that down. The central theme Okay, type inter language as you take it down. Type inter language.

[00:16:48]The central theme of SLA or SL which is sequential language learning is inter language. Inter language. Yes, Jonathan, you're taking it down.

[00:17:01]Beautiful. Yeah. Take down your notes.

[00:17:04]Yeah. Happiness. Inter language. One word. Join it together. There's no um separation. Inter language is one word.

[00:17:11]Don't separate it with a space. Okay. So the central thing if you were to be asked what is the central theme of SLA?

[00:17:18]You should know that it is inter language. Hit the like button please.

[00:17:21]You should know that it is inter language. Okay. And I explained previously. Yes you have written it well. Believe. Yes. That's it. Rita one word together inter language. Don't separate it a space. So correct your correct yourselves.

[00:17:38]I said that inter language is the language that is like a bridge between your first language and your second language. Okay. So it's like a bridge in between. You have knowledge of your first language and then you have knowledge of your second language which you have not totally acquired. So what comes in between is your inter language.

[00:18:04]So the central theme of inter of SLA is inter language. Beautiful. Okay. So the goal the goal or the aim of SLA studies let's write the aim the major aim of SLA studies is to investigate how individuals learn different languages other than their mother tongue.

[00:18:38]So SLA is to investigate how we how individuals how we learn how we learn other languages apart from our mother tongue. That is the major goal of second language acquisition studies. So studies in SLA seem to or rather they they aim to investigate to understand how um people learn how people learn a second language other than their mother tongue.

[00:19:23]Okay. But before we proceed into factors that affect second language acquisition and also try to to look at um still discuss further um second language acquisition. It is necessary for us to make a distinction between acquisition and learning.

[00:19:44]Acquisition and learning. You can't hear me.

[00:19:50]It is necessary for us to make a distinction between acquisition and learning.

[00:19:58]Write acquisition and learning. Then hit the like button. Acquisition and learning. To acquire.

[00:20:07]Okay. Acquisition and learning. We want to give the differences now between acquisition and learning.

[00:20:17]Okay. So when we talk about acquisition h it means it is implicit.

[00:20:25]You don't deliberately set out to learn it.

[00:20:29]Okay. You don't deliberately set out.

[00:20:32]Yes. Acquisition and learning. Okay. So it is implicit.

[00:20:40]It is implicit. Now this presupposes that it is indirect.

[00:20:47]The way you acquired your mother tongue was done indirectly.

[00:20:52]Nobody took you to a classroom and sat you down and started teaching you your indigenous language whether it's Euroba, whether is Ebo or House. No, you just acquired it. So that's why we say that it is implicit.

[00:21:09]So acquisition is implicit. So most of us we acquired our our our native language. We even acquired English but it's just now that we are we now went to school just so that we know the rules.

[00:21:22]Okay. So acquisition is different from learning. So why acquisition is implicit?

[00:21:29]Learning is explicit.

[00:21:34]Write it. Write it down in your notebook and type it.

[00:21:38]While acquisition is implicit that is done indirectly, learning is explicit.

[00:21:49]It is direct teaching. You know that you are trying to learn something.

[00:21:54]Like those of that use Dualingo to learn another language.

[00:21:59]Okay? You are doing it explicitly. You are doing it directly.

[00:22:06]Okay? So learning is explicit, acquisition is implicit. So take note of that difference between acquisition and learning. Although in second language studies we use them um synonymously. We can say second language learning, we can say second language acquisition.

[00:22:24]Okay? Because we have a second language which is English and some of us we acquired it. We acquired it before we now started learning the theoretical aspect.

[00:22:36]Okay. So the first difference between acquisition and learning is that acquisition is implicit. Um while learning is explicit. Secondly, acquisition is subconscious.

[00:22:50]You learn, you acquire a language subconsciously. You are not even conscious that you are learning the language. Just like when you're a child, you grew up learning English. Okay? You did that. You learned it sub your subconscious. Okay? So acquisition is subconscious but learning is conscious.

[00:23:09]So you consciously learn, you subconsciously acquire.

[00:23:15]I hope you are taking that notes.

[00:23:21]Okay. So you acquire subconsciously, you learn consciously. That's number two difference between acquisition and learning. Number three, acquisition is done in an informal situation.

[00:23:36]Acquisition is done in an informal situation.

[00:23:41]Okay? When you were learning your mother tongue, it was in your environment, in your house, you didn't need to go to school, you didn't need to go to a learning um institution.

[00:23:55]So acquisition is done in an informal situation but learning is done in a formal situation or instructional situation.

[00:24:09]Okay. So look this these number three difference.

[00:24:13]Acquisition is done in an informal situation but learning is done in a formal situation that is instructional.

[00:24:24]Number four, when it comes to acquisition, we use grammatical feel.

[00:24:34]Grammatical feel. You just feel that what you're saying is correct. Yeah, some of you when you're speaking your native language, you know when someone is speaking it wrongly and you know that you're saying the correct thing.

[00:24:50]Okay. So acquisition has to do with grammatical feel. You just feel you just know that what you are saying is the correct thing.

[00:25:01]You can't really explain how it is correct but you just know that is the correct thing.

[00:25:09]Okay. But when it comes to learning, learning uses grammatical rules.

[00:25:17]Learning uses grammatical rules.

[00:25:20]So you learn the rules. When you break the rules, you know, you follow the rules in learning like what you have been doing from year 1, year two, year three when were you were learning um the syntactic rules, morphological rules, phonological rules, all of that. You are expected to know the rules of a language to learn and be familiar with the rules of a language. Yes. Funa. FA grammatical feel you feel that it is correct that is for acquisition you just know that what you're saying is correct you can't really like explain the rules you can't really like explain the rules of your indigenous language can you explain the rules in Euroba even if you know some rules you can't really like go in depth into explaining the rules in your mother tongue that you acquired now this is different when it comes to learning. It uses grammatical rules. So we have grammatical feel and we have grammatical rules.

[00:26:28]Grammatical feel and grammatical rules.

[00:26:31]Grammatical feel for acquisition, grammatical rules for learning. Finally on the difference between acquisition and learning.

[00:26:42]under acquisition grammatical rules, grammatical field.

[00:26:48]Let's type that, please. We're not hitting the like button. Let's hit the like button and continue.

[00:26:57]Grammatical feel for acquisition, grammatical rules for learning. Thank you for hitting the like button. Thank you. Thank you. Thank you. Yeah.

[00:27:10]Thank you.

[00:27:12]Okay. So finally on the difference between acquisition and learning, acquisition depends on attitude.

[00:27:22]When you want to acquire a language, it depends on your attitude. If you are interested in that language, you learn it.

[00:27:30]But if you are not interested in the language, you can't acquire it.

[00:27:36]You can't acquire a language you are not interested in.

[00:27:41]So your attitude matters a lot. But if you're interested in Euroba, you really want to learn it, you really want to acquire it. Or if you grow up in Lagos and you're interested in language, you just find that in a short expanse of time, you are speaking your rubber. You have acquired it.

[00:28:02]You have acquired it because you're interested in the language.

[00:28:06]Okay? You didn't even need anybody to call you aside to teach you. Your ears are open to learning. Your ears are open to understanding. You make attempts to speak it. You acquire it subconsciously because of the positive attitude you have towards that language. But when it comes to learning, you now want to learn a language. For example, now you say ah you are interested in K drama. You want to learn Korean. You want to learn Korean.

[00:28:37]Your aptitude matters. Okay. It depends on how high what we call language acquisition device. How high it is, how fast, how quick you are to acquiring that in to learning that language. So while acquisition dep on attitude, learning depends on aptitude.

[00:29:05]Attitude versus aptitude. Can we type it? Attitude versus aptitude. So that I can know that you are following and you can hear what I'm saying. Attitude helps you to acquire a language fast.

[00:29:26]Aptitude. A p ti t u d e. Yes. Thank you, Raphael. Attitude versus aptitude.

[00:29:38]Attitude versus aptitude.

[00:29:42]So we have attitude for acquisition and we have a aptitude for learning.

[00:29:52]Okay. Yes. Yes. I can see you understand what we're saying.

[00:29:57]Yes. So, moving forward now that we know the difference between um learning and acquisition.

[00:30:08]I mentioned earlier on that we are going to use it interchangeably anyways. Okay?

[00:30:13]Because there are some of us that acquired we acquired the English language unconsciously. We just acquired the English language. Okay? And some of us actually learned the English language. You were instructed on how to speak the English language. Okay, for some of our viewers that are not in our department, you're instructed to teach to learn English. So, we're going to be using it interchangeably. So, when I say SLA, when I say second language acquisition, I say second language learning. I say sequential language learning is all the same thing. I'm using them synonymously.

[00:30:48]Okay. So now let's write let's write studies in SLA focus on describing linguistic usage.

[00:31:02]Studies in SLA focus on describing linguistic usage.

[00:31:11]What do we mean by linguistic usage? I hope we are writing. What do we mean by linguistic usage? It means competence.

[00:31:21]It means competence that is um it means competence and communicative competence. You are able to you know the rules of the language. You are also able to use it in the appropriate situation in the appropriate context. You use the language very well. You know how to use it. Not just knowing the rules but being able to use it. That's what we call communicative competence.

[00:31:53]So second language studies studies in second language acquisition focuses on describing linguistic usage that is competence communicative um competence.

[00:32:16]So once you have knowledge of the language, you know the abstract system, the way it operates of the language, that is what we call long.

[00:32:33]Long. L A N G U.

[00:32:38]Long. L A N G U.

[00:32:45]Now your mind should be going to Ferdinand the social. Feredinand the social long and parole.

[00:32:54]So we have long and parole. L A N G U and parole. P A R O L E. So lung is having knowledge of the abstract system of the language and parole is um being able to use it concrete use of that knowledge that you have.

[00:33:22]Can we type long and parole?

[00:33:26]Long and parole 400 level. We are struggling to get to 100. We are just 70 here. Tell your friends that we're having a test.

[00:33:35]We are having a test on today's topic in our next physical class and it's German OBJ.

[00:33:42]It's German OBJ. You know German OBJ.

[00:33:44]Once you know, you know. If you don't know, you can't guess. You are not expected to write anything much.

[00:33:50]Long, not language and speech. Long and parole.

[00:33:56]Okay. It appears the typing is giving you guys language and speech.

[00:34:03]So in your notebooks you write L A N G U E and P A R O L E meaning the abstract system and the concrete use. So that is basically what um SLA studies in LLA focuses on long and parole. Okay. The typing here on the system on the on this platform is giving you language and speech which some somehow is close is similar. Okay. But in your notebooks you you write long and parole long meaning the abstract system and parole meaning the concrete use. Okay. This was proposed by Ferdinand Des.

[00:34:48]Okay. So this is what SLA focuses on.

[00:34:52]In other words, let's let's continue writing in our notebooks.

[00:34:57]In other words, there is in second lang studies in second language. Yes, someone was able to write long and parole, but you didn't spell your long well. Your long is L A N G U.

[00:35:16]L A N G U E, not L A U N G E.

[00:35:22]In other words, there is the characterization, description and explanation.

[00:35:32]We are writing, we are taking notes.

[00:35:35]In other words, there is the characterization, description and explanation of a learner's underlying knowledge.

[00:35:52]and his ability to use this lang this knowledge competently. I will take it again since we are writing.

[00:36:02]In other words, there is the characterization. Let's hit the like button. As you are writing, just hit the like button. In other words, there is the characterization, description and explanation of a learner's underlying knowledge and his ability to use this knowledge competently.

[00:36:32]So you have the knowledge and you are expected to use that knowledge competently.

[00:36:39]So second language studies in second language acquisition looks at characterization, description, explanation of your knowledge of a of a language and your ability to use it correctly. what we mean competently.

[00:36:56]That is what um studies in SLA focuses on. It looks at how you the characterization and description and explanation of your ability as a second language learner to use the knowledge of that language competently.

[00:37:16]Okay. So moving on, we must understand that many learners are multi-ingual.

[00:37:27]Many learners are multilingual. That you can speak more than two languages.

[00:37:34]Many learners are multilingual. Let's hit the like button. Many learners are multilingual in the sense that they have acquired competence in several languages. I hope we're writing. I will ask you what do we mean when we say or a speaker that has acquired several languages other than his first language is referred to as dash.

[00:38:04]A speaker that has acquired competence not just just know it anyhow that has acquired competence in several languages other than his first languages is called what?

[00:38:22]That's a likely um German obj question.

[00:38:25]Such a speaker is called a multilingual. Let's type multilingual there.

[00:38:35]If you can speak two languages, you are bilingual. Some of us are bilingual.

[00:38:45]Some of us are bilingual.

[00:38:54]Some of us are bilingual. Okay. So, multilingual. Yes. Beautiful. Thank you, Lean Oda. Multilingual. Multilingual.

[00:39:02]Multilingual. Yes. I wonder if there are multilingual in this class. Can speak English, you can speak Euroba, you can speak EU, you can speak. Is anybody like that here? Or you can speak three languages.

[00:39:16]English, Euroba, Eb. Yes, we could have multilingual in this class. Okay. So, they can speak a multilingual. They have become proficient.

[00:39:26]Okay. In more than one non-primary language.

[00:39:32]My primary language is English. So aside English, are you proficient in more than one other non- primary language? Then you are a multilingual.

[00:39:47]Yes, we have multilingual in this class.

[00:39:50]Favor, you're a top fan. Yes, we have multilingual. Okay. So the distinctions are therefore made between second language.

[00:40:03]The distinctions are therefore made. I said therefore that is they become proficient in more than one non primary language. A multilingual has become proficient that is competent in more than one nonprimary language. Okay. Therefore we can make distinctions between second language, third language and sometimes fourth language.

[00:40:35]Who is lost in? Why would you be lost?

[00:40:40]We are looking at the multilingual and we are saying that a multilingual they have acquired competence in several languages. And I also went ahead to say that they have become proficient in more than one nonprimary language. Non primary language. So you have your primary language using communicating.

[00:41:05]Then you have one, two, three or four other languages that you can also use in communicating. If you go to the east, you can speak EO. You go to the north, you can speak. You go to the west, you can speak um Yuruba. Okay? So you are proficient, you have competent. That is a multi-ingual. And I said that leads us to saying that we can have first language, we can have second language, we can have a third language and sometimes first language.

[00:41:37]Okay, so it's not just first language and second language.

[00:41:42]Putting into consideration the multilingual, we can have several other languages. Thank you for hitting the like button, people. I appreciate you're hitting the like button.

[00:41:51]It's a simple thing to do.

[00:41:54]Okay. So, moving on because we are moving gradually.

[00:42:00]A dissimilarity. Let's write let's take this down. Let's take this down. A dissimilarity is often made between second language acquisition which is SLA a Wow, we've reached up to 80. Okay, we haven't tested this. Maybe that's why they're now running into the class.

[00:42:23]We're having testing this next time in next class and it's a German OBJ. Please hit the like button as you come in. A dissimilarity.

[00:42:32]Okay, m you now understand. A dissimilarity is often made between second language acquisition. I hope you are writing. I hope you're hitting the like button. A dissimilarity is often made between second language acquisition and foreign language acquisition. F L A.

[00:42:52]So we have S L A and F L A. Let's type that. S L A and F L A.

[00:43:01]F L A means dash. That's a likely German German question. Next week. That's a likely German question. Yes. Official new keys.

[00:43:14]Thank you. S L A and F L A. SL A and L.

[00:43:20]Beautiful. Yes. So SL A means second language acquisition. L A means foreign language acquisition. S L A means second language acquisition. L A means foreign language acquisition.

[00:43:36]Okay. So put that. All right.

[00:43:40]Going further concerning this SLA and FLA that we are joyfully typing.

[00:43:48]In the case of SLA, the language performs an institutional and social function.

[00:44:00]That language performs an institutional and social function. So if you were to be asked SLA or FLA which one of these performs an institutional and social function it is SLA for example in Nigeria second language English is our second language it performs it's an our official language we use it for we use it in institutional in institutions okay it is used institutionally. It is used for social functions.

[00:44:41]It is used in official document. It is used in the court. It is used in the house of assembly. It is it performs a whole lot of functions.

[00:44:50]So English is a second language.

[00:44:53]We use it. So it is per English is performing an institutional and social function. So when you say second language then it means that that language is performing these two functions.

[00:45:11]In other words, let's write. In other words, it operates as a conventional and recognized means of communication.

[00:45:25]It operates as a conventional and recognized means of communication.

[00:45:33]We have all accepted that we use English to communicate. When you enter the classroom, you can't enter and start speaking Euroba to me. No. Euroba ego outside our national languages. Okay.

[00:45:47]The English is our is institutional institutionalized is our um official language. Okay. So it operates as a conventional and recognized means of communication.

[00:46:04]So we have all recognized that English is a second language and it is used as a means as a recognized means of communication.

[00:46:16]Okay. On the other hand, when it comes to FLA, which is foreign language acquisition, when it comes to FLA, FLAS in places where English does not play a major role in the society.

[00:46:43]L A foreign language acquisition.

[00:46:48]It occurs in places where English does not play a major role in the society.

[00:46:59]So there are societies like that where English does not play a major role.

[00:47:05]Okay. Like South Korea, Russia, they use their languages.

[00:47:10]Okay. So there we say that English is a foreign language. It's only of recent that place in places like South Korea started trying to really make English fully grounded. Okay. So L occurs in places where English does not play a major role in the society in the society. However, in such societies, it is seen as being predominantly learned only in a classroom setting.

[00:47:47]So, where we find it is predominantly learned.

[00:47:53]It's not institutionalized.

[00:47:55]Okay? Doesn't play social function. No, it is predominantly learned only in a classroom setting.

[00:48:07]So know these differences. Thank you for hitting the like button. I appreciate.

[00:48:11]Thank you. So it is only in a classroom setting that you find them speaking English, using English, learning English. Okay. So that's different between SLA and F L A. Okay.

[00:48:39]Let's now quickly look at a few advantages of second language acquisition.

[00:48:47]Let's look at a few advantage of second language acquisition. Okay. The first is that acquiring a second language improves an individual's cognitive abilities.

[00:49:04]When we talk of cognition, we are talking about your brain. You are tasking your brain. You are working your brain to learn to acquire a new language. So it improves your cognitive abilities.

[00:49:20]Okay? You want to learn. You want to find out how they speak. You want to know how they place their subject, their verb, whether it's exchange, whether you just want to learn. You are tasking your brain. You are improving your cognitive abilities. So that in the process of deliberately learning, consciously learning or trying to acquire a second language, you are oiling the wheels of your cognitive abilities.

[00:49:47]Okay? So if you are interested in a language or you just love this particular language try make attempt at your spare time make attempt to want to learn watch movies where they speak that language try to speak you are oil in the wheels of your cognitive abilities okay so acquiring a second language improves an individual's cognitive abilities such as I hope we are writing I hope we are writing.

[00:50:21]Are we writing such as memory and ability to proer solutions to some problems memory you are helping I don't know how to explain it now you are tasking your brain okay it help it will help your memory you quickly want to recall ah how is this pronounced again how do they pronounce this in this language so you're tasking your brain okay and as you're tasking your brain it's helping you to to improve that ability to want to profer solution because you are thinking. So when it comes to acquiring a second language, there's an improvement in your cognitive abilities.

[00:51:04]That's number one advantage. Good. Good.

[00:51:06]We are writing. Number one advantage.

[00:51:09]Number two advantage. It provides avenue for the exposure to other cultures. You are exposed to other cultures. how people do their thing, how they pay respect, how they honor their elders.

[00:51:24]You are exposed to other cultures. This is how you say this. When you are taking this, you don't do it this way because when you are speaking like this, when you are speaking Euroba, you use this word for elders. You don't use this word for your junior. You you see you are exposed to other cultures. Okay? And the opportunity to interact with people from different clims. Okay. So when you are you you become familiar with a second language for example Euroba and you meet a Euroba speaking person you are compelled to become you know to interact with such people.

[00:52:04]Okay. So it provides exposure to different cultures. That's number two.

[00:52:08]The first one is that it improves or increases an individual's cognitive abilities. Second one is that it um um it provides avenues for the exposure to all the cultures and it encourages inclusion.

[00:52:26]It encourages inclusion. What do we mean by inclusion? When you are in the gathering of house people for example and you speak the language you feel included. Okay. So it encourages inclusion in different societies. If you are in worry and you don't speak Robo, you have been learning how to speak Robo and to an extent you can understand it.

[00:52:49]You join them in interacting. Okay. It makes you feel included. Don't you feel excluded when they speaking one language? You you don't you don't even know what they are saying. You don't understand they saying whether they want to sell you or you don't even know. But when you can speak that language, you have this sense of belonging. You have this sense of inclusion. Okay. So pick a language today and learn. Okay, pick a language and learn. You know how great it is to be able to think in another language. Not just English. I mean English, we are already used to English.

[00:53:22]It's even becoming boring to us if not boring already. Imagine trying to acquire another language. Hello from Uganda.

[00:53:33]Okay, so we have viewers from Uganda. We have viewers from Kenya listening to us.

[00:53:37]So imagine how awesome it is being able to think in another language. Okay, imagine you can think in South Korean.

[00:53:46]Can think in Korean.

[00:53:52]Okay. So one, two, three, four. Number four. Advantage in terms of second language acquisition studies and research. Our understanding of language learning and development is broadened. I'll take that again. In terms of second language acquisition studies and research, our understanding of language learning and development is broadened. Let me take that one advantage final time in terms of second language acquisition studies and research. Just like now we are studying second language acquisition. Our understanding of language learning is broadened. Our understanding of language development is broadened. Okay.

[00:54:49]So that by the time we start looking at some second language um acquisition theories you begin to understand learning how learning takes place how um development in language takes place in an individual. So we have these four advantages of second language acquisition. Okay. The first is that um it improves our cognitive abilities. The second is that it um exposes us to different culture which is quite exciting. Okay. The the next is that it gives us that um feeling of inclusion. Okay. And the fourth is that our um knowledge of language learning and development is broadened.

[00:55:42]Okay. So these are the four advantages of second language acquisition.

[00:55:51]Now I want to look at factors affecting second language acquisition. We quickly do that. Okay. We have um two major branches. External factors and internal factors. Okay. Now this is going to broaden your knowledge about language learning and acquisition. Okay. External factors and internal factors. Can we type that?

[00:56:19]External and internal factors.

[00:56:23]External and internal factors.

[00:56:28]External and internal factors.

[00:56:32]Let's type that. Let's hit the like button as we type that. External and internal factors.

[00:56:39]Beautiful. Raphael. Raphael. Very active. Deborah active. Sandra active.

[00:56:46]Leanne. Oh, what a beautiful name.

[00:56:49]Leanne active. A being a being. Di from Belsa.

[00:56:57]Victory. Benita.

[00:57:02]Richie.

[00:57:03]Favor Gift. Esa.

[00:57:06]Rita Odogu. Marana. External and internal factors. blessing beautiful Aro Okafo. Now we'll begin with external factors. Okay, we just spend five minutes in external factors. Internal factors spend under five minutes hopefully and we will be done into this class. Don't leave the class. There is an assignment.

[00:57:27]Okay. And we'll take our attendance. All right. External factors are also referred to as social factors. Right?

[00:57:35]External factors are also referred to as social factors. These factors are outside of the individual. I hope you're writing. I'm trying to be fast so that we end this class in the next 10 minutes.

[00:57:52]These factors are outside of the individual. Okay? It involves the environment in which learning is taking place. Right? First, okay, these factors are outside of the individual. Okay? It has nothing to do with you actually these factors that are affecting your learning. There are some factors affecting your learning if you decide to learn a second language. Now there are some factors that will affect your learning. Okay.

[00:58:21]That will either help you or that will either hinder you. Okay. So external factors are also called social factors.

[00:58:28]That's a likely German question.

[00:58:30]External factors are also called what?

[00:58:33]External factors are also called dash.

[00:58:36]Social factors are also referred to as dash. You see likely exam question. So if you don't attend this class, how will you know?

[00:58:44]If you don't attend this class, how will you know? How will you prepare for next week's test? How? So external factors are also called social factors. Okay?

[00:58:54]And they are these factors are outside of the individual. Not you. It has nothing to do with you. Okay? It has nothing to do with you. They're outside of the individual. And they refer to the environment in which learning takes place.

[00:59:11]refer to the environment in which learning takes place. For example, we have the natural versus educational setting. The natural setting is like your house, the marketplace, your church, your environment.

[00:59:30]Okay? That's the natural setting versus the educational setting which is the classroom.

[00:59:38]All of these factors, they are external factors that can affect your um acquiring or learning a second language.

[00:59:47]Okay. So, you have the natural setting versus the educational setting. The natural setting versus the educational setting. Okay? Meaning we have your family house among your family members, your parents, your siblings, then you have the school environment, then you have the social environment, maybe where you go to a party, anywhere you can acquire, it can affect your acquisition of a language. So all of these settings, whether natural or educational, they can affect your language acquisition.

[01:00:25]Yes, thank you Ruth for saying that.

[01:00:27]natural setting versus educational setting. Natural setting is the normal setting where you find yourself naturally.

[01:00:34]Okay? Or your school environment can affect your acquisition.

[01:00:40]Okay?

[01:00:43]All right. Then we have teaching strategies. Remember we are looking at external factors. The first is natural versus educational setting. The second is teaching strategies. You know how you are taught a language can affect you.

[01:00:59]Okay? Either that the teacher does not know how to pronounce certain sounds or the teacher is not knowledgeable about certain sounds or is not knowledgeable about some rules. So how you are taught teaching strategies affects you can affect your acquisition.

[01:01:18]Teaching strategies write it type it teaching strategies. Quickly let's move on. Teaching strategies.

[01:01:28]Teaching strategies.

[01:01:32]Hit the like button and type. Yes. Thank you. Someone is listening. Thank you, Susan. Yeah. Teaching strategies. Dolly.

[01:01:39]Thank you, Leanne. Beautiful name.

[01:01:42]Teaching strategies.

[01:01:45]Victory.

[01:01:47]Official kiss. Sandra Edo. All of you that are I I've already known your name just with this one class. Marian Rita Richie some people are just watching they are not even active.

[01:02:00]Esther then number three access to native speakers.

[01:02:08]Access to native speakers. Now this is more this is important when it comes to phonetics and phology especially acquiring the sound of a language.

[01:02:17]Whether it's Urobo, whether is Mishakiri, whether is Ebo, having access to the native speaker of that language can help improve or can damage your knowledge.

[01:02:32]Okay? So once you have access to the native speaker, you get the correct pronunciation, you get the right tone, you get the right accent, you know when to stress, know when not to stress, stress placement, all the supra segmental features, all those segmental features in all manner of languages.

[01:02:49]Having access to the native speaker is prominent is paramount rather is paramount and it is significant. Victory thank you. Access to native speaker is number three. Then number four, motivation from school.

[01:03:05]If you are not motivated to learn a language in school by your family, by the society, you cannot learn properly or learning will stop. There will be fossilization.

[01:03:18]What we call fossilization.

[01:03:21]Learning will stop. Excuse me.

[01:03:26]So motivation is number what? Four.

[01:03:29]Number four. One, two, three, four.

[01:03:31]Okay.

[01:03:34]Then the learning curriculum, excuse me.

[01:03:40]The learning curriculum, what supposed to learn. If it's not all encompassing, especially in school curriculum and that curriculum has not touched some areas, there will be some gaps in you acquiring that language. Okay. So these are all the external factors namely natural versus educational setting. Two, teaching strategies. Three, access to native speaker. Four, motivation from school or motivation from society. There are some some some societies that are not interested in you learning their language. They are not interested. They not motivating you. Euroba people, they motivate a lot. They want you to speak their language. They will speak it to you whether you can understand or not.

[01:04:24]So you get a lot of motivation. Maybe that's why if you are in the west you learn Euroba very fast. You learn it very fast because the people are motivating you to speak it. But in bin city here those states they don't motivate you. If you can't speak bini they speak pin. That's why we can't it's difficult for us to learn bini. I've been staying in bin city my entire life.

[01:04:46]I cannot speak bini because I didn't get motivation from the bini people. I I wasn't motivated.

[01:04:53]Okay. So we have natural versus educational setting, teaching strategies, access to native speaker, motivation and learning curriculum.

[01:05:02]These five external factors or social factors affect our our um learning or our second language acquisition.

[01:05:13]Now moving over to internal factors which is our final topic. Internal factors. These are factors that the learner brings with him to the learning situation. So these factors are now about you the individual.

[01:05:30]These factors internal factors or innate factors internal factors or innate factors like that internal factors or innate factors.

[01:05:43]The first one was external factors or social factors. This second one now that root is typing is internal factors or innate factors.

[01:05:57]Internal factors or innate factors.

[01:06:00]Okay. Are we together now?

[01:06:03]Now is the opposite of external factors.

[01:06:08]Because these factors is they are about you. These factors, these are factors that a learner brings with him to the learning situation.

[01:06:23]It's about you.

[01:06:25]Number one factor, your age.

[01:06:28]Your age. It's about your age.

[01:06:32]Okay. Now, there is a particular time, an optimal time for language acquisition that terminates at puberty. There's a particular time, a particular period, okay, which is called critical period hypothesis.

[01:06:51]Critical period hypothesis abbreviated as CPH.

[01:06:59]Okay, we are under the internal factor of age now as typed by blessing age. We are looking at age and I'm saying that there's an optimal time for language acquisition that terminates at puberty.

[01:07:14]Okay. And it is called critical period hypothesis CPH.

[01:07:23]So I can say CPH means dash or critical period hypothesis means what? The optimal time for language acquisition that terminates at puberty. Now that time you can easily learn a language.

[01:07:42]You can easily learn a language and sound like a native speaker of that language.

[01:07:49]Okay? That's when you see when they give birth to some Nigerian children abroad or they carry some Nigerian children and they go and stay abroad for years and years when they were children and their accent change. They sound like a native speaker because they acquire that language at that critical period. Not the one that will go to UK, spend two weeks and come back and start for that nobody understands. Not that type. Okay.

[01:08:13]So your age matters a lot. Okay. So that's an internal factor. It's very easy for you at that age to acquire a language. It's not as if after you pass that age, you cannot acquire a language even. But it is very spontaneous. It is very easy to acquire that language within that optimal time for language acquisition. Okay. Critical period hypothesis. Yes, victory. It is hypothesis. Critical period hypothesis.

[01:08:45]Okay. So we have a connection between age and the effortlessness of language.

[01:08:51]It is very effortless for you to acquire that language. Okay? It's very effortless. Number two is cognition.

[01:09:02]Cognition that is your intelligence.

[01:09:05]Is cognition that is your intelligence, your IQ.

[01:09:12]The greater the cognitive abilities or intelligence in language learning, the faster the ability in learning.

[01:09:20]The greater your ability in language learning, the faster the faster or the easier the ability in learning.

[01:09:34]Now this ability that has to do with your cognition or your intelligence or your IQ is what is referred to as L A D. So this innate language ability is called L A D.

[01:09:54]L A D L A D is stronger in some students than in others. That's why you see some people beautiful L A it means language acquisition device.

[01:10:13]It is stronger in some students but it's not as strong in some other students. That's why you see some people fast they've acquired a new language.

[01:10:24]Sharp sharp they've acquired a new language. Okay. So we have L a means language acquisition device which is the innate language ability to acquire a language.

[01:10:42]The innate language ability L a language acquisition device. Okay.

[01:10:49]It was proposed by Chsky in 1960. In the 1960s, okay, it was proposed by Chsky in the 1960s. And it is the mental capacity. I hope we are writing. It is the mental capacity that enables an infant to acquire and produce language.

[01:11:10]That is why you see a baby growing up, he has that language acquisition device.

[01:11:16]He has that language acquisition device.

[01:11:19]So it is stronger in some individuals and it is not as strong in some individuals but in some individuals it is very strong very very strong. Okay.

[01:11:29]So it was proposed by Chsky in the 1960s and it is the mental capacity that enables an individual or an infant to acquire and produce language.

[01:11:44]Number three remember we're looking at factors. We have looked at the number one factor was what? Age.

[01:11:51]The number two factor is cognition. Now number three factor is motivation.

[01:11:59]Motivation. And motivation can be intrinsic or exttrinsic.

[01:12:06]That's right. Because we we have to round up this classes. We have to round up this class. Motivation can be intrinsic or extrinsic. When it is intrinsic, it means you are motivating yourself to learn.

[01:12:20]You are motivating yourself to learn.

[01:12:22]Okay? So motivation can be intrinsic.

[01:12:25]For example, you need to go to Japan.

[01:12:27]You need to further your studies in Japan. You need to further your studies in China. You need to go to somewhere and go and further your studies in Canada. You will motivate yourself to learn their language. you motivate yourself to learn French because there are some areas in Canada that they they require you to learn French before you can they can give you um um scholarship or access into their country. Okay. So you you motivate yourself to learn French. If you want to go to Japan, you motivate yourself to learn Japan. Okay?

[01:12:55]There are some scholarships in Korea that they can't give you a scholarship except you can speak their language. So you have to motivate yourself and that motivation is intrinsic.

[01:13:06]Okay. Then we have extrinsic.

[01:13:10]Okay. So when we talk about intrinsic, let me go over this again. When we talk about intrinsic, that motivation, it shows that you are interested in that language. But when we talk about in exttrinsic, okay, looking at that um those it appears I've mixed up the example. When we talk about exttrinsic, it means there's an external um reason why you have to learn that language. Okay? So let's not mix it up.

[01:13:34]I mixed it up initially. Intrinsic has to do with you are motivating yourself.

[01:13:40]You just have interest in that language.

[01:13:42]You just love that language. That is intrinsic. But when it comes to exttrinsic, then you can now make reference to those examples I gave initially where there's an external reason why you need to learn the language like those scholarships I mentioned. You have to go to Japan, you have to go to Korea and Canada and all of that. Something is motivating you externally. You need to learn the language. Okay. So, we have motivation.

[01:14:07]Number three, we have personality. Number four, we have personality. Your personality can affect. There are some people that are introverts.

[01:14:19]They find it they can't really express themsel when they can't when they having difficulties in understanding a language. They keep it to themselves.

[01:14:28]You can't grow when you say ah I can't pronounce this word. You keep it to yourself. You don't even practice out.

[01:14:37]You speak the language to native speakers so that they can correct you.

[01:14:41]But you don't want to be seen as making a mistake. Okay? So your personality affects you. But you see the extroverts the extroverts their personality if they like they make mistake if like they pronounce it correctly. They will ask the the native speaker am I pronouncing it well? Am I please correct me if I'm wrong? Okay. So, the extrovert seems to acquire the language faster because of their personality. But the introvert is more introverted. He won't want to be seen as making errors. You won't want to be seen as making mistakes and all of that. He's more introverted and on most occasions is um learning pace. His learning pace is um slow. Okay. So, we have personality. Then we have attitude.

[01:15:22]Your attitude towards a language can affect whether you want to learn that language. either positive or negative attitude. If you go to if you if you travel and you go to a particular place and you don't like the people, you won't you won't learn the language. You have a a negative uh attitude towards the people, towards the culture, towards the the the place, you won't learn the language. But when your attitude is positive, you love the people, you love their culture, you love the way they do, you will learn the language faster.

[01:15:49]Okay? Then learning styles. Finally, learning styles.

[01:15:56]Finally, we have learning styles. This has to do with the mental styles of learning.

[01:16:04]The mental styles of learning. Do you know that there are some people that they must listen.

[01:16:11]They must listen to the teacher or the instructor or the person teaching them before they can understand. They are called audio learners. Write it in your notebook and type it and press the like button.

[01:16:27]They are called audio learners. They must listen before they can understand and before they can learn. They must have to listen to some sort of speech talk audio. They are called audio learners.

[01:16:43]Yes, learning styles is the final. They called audio learners. Good. Then do you know that there are some people if they don't write they won't understand. So as you are teaching them they must write. You want to explain something to them they must write. They are called kinesthetic learners. Kinesthetic learners. K I N E S T H E T I C.

[01:17:15]K I N E S T H E T I C. Kinesthetic learners.

[01:17:27]These are learners that we have to write before they understand.

[01:17:32]There's nothing wrong. is just your mental style of learning.

[01:17:38]While some people want to listen is the person's mental style of learning. Some people want to write as you are talking is the person's mental style of learning. And then we have visual learning. Some people want to see.

[01:17:55]Some people want to see.

[01:17:58]They learn fast by watching videos.

[01:18:02]Okay, there's people that learn fast by watching videos.

[01:18:07]So you have the audio learners that must listen. The person will keep listening to the language, listening to the speakers continuously, they learn fast.

[01:18:15]Even in class here in our own learning environment here, some people like listening or when you go for night class or someone is expected to teach you, you tell the person to explain it to you, you rather hear the person teach you, speak to you. Okay? is the person's mental style of learning is the person's cognitive style of learning. The kinesesthetic learner you must write is the person's um mental style of learning and the visual learner you must watch.

[01:18:44]You must watch something. Okay. So these are the different internal factors that will affect your acquiring or your learning a second language. Okay. These factors affect your acquiring or learning a second language. So we have the external factors which were about four or five. Then we have these internal factors. They're about 1 2 3 4 5 6 7 or thereabout. Okay. So we have all of these factors affecting you. So I need you to take down this assignment now.

[01:19:20]Okay. Hit the like button. I want to I want to dictate an assignment. Hit the like button. Hit the like button.

[01:19:33]Yes, it is possible for these factors to to change.

[01:19:38]Although I don't particularly understand what you mean by the factors changing with time.

[01:19:51]So whatever questions you have you just note them down so that when we meet in our physical class we will tackle those questions okay to save us time hit the like button please okay now take down this assignment so this assignment will be submitted in a physical class immediately after we have done our German OBJ test the test will not go outside of what I taught this morning we looked at SLA we looked at um we l we looked at we tried try defining second language acquisition. Okay, we looked at we tried defining second language acquisition.

[01:20:32]Then we looked at the difference between acquisition and learning. Okay, we looked at lung and parole. We mentioned lung and parole. that is in the course of our explaining second language acquisition.

[01:20:50]We also try to look at the multilingual and the bilingual.

[01:20:55]Then we looked at uh we tried to compare SL SLA and FLA. We try we did that. We try to compare SLA and FLA. We also looked at the advantages of SLA. looked at the advantages of SLA and we looked at factors affecting second language acquisition. Under that we looked at internal factors which were one, two, three, four, five of them. Looked at external factors which are also called social factors. We looked at external factors also called social factors. And finally we looked at internal factors.

[01:21:33]Okay. Also called what? Innate factors.

[01:21:36]And we mentioned age. We mentioned cognition. Under cognition, we looked at the language acquisition device which is L A. We looked at motivation. We looked at personality. We looked at attitude, aptitude and learning styles. We looked at seven factors that are um internal which has to do with the individual, what he brings to the table. We looked at all of these. And we have come to the end of today's class. I need you to take down this now. You're going to write this down in not more than one page.

[01:22:07]Write this down before we drop our surnames as attendants.

[01:22:13]We're going to drop our surnames only as attendance.

[01:22:17]As you take this down, you drop your surnames as attendance. Your surnames only as attendance in not more than one page.

[01:22:29]Examine.

[01:22:32]Are we writing?

[01:22:41]Are we writing?

[01:22:44]Okay, good. In not more than one page, examine the intrinsic factors affecting learners of or the in examine the intrinsic factors affecting second language learners.

[01:23:11]Examine the intrinsic intrinsic examine. You want to examine the intrinsic factors.

[01:23:24]I didn't say you should just list. When we examine the way I've explained it, I pick one factor. I will examine it. I will explain. You will explain it and you situate it. You give examples. Okay?

[01:23:38]You examine it in not more than one Fuska page.

[01:23:43]In not more than one FUSA page. Examine the intrinsic factors affecting second language learners or SLA. SLA or second language learners, whatever way you want to put it. Okay. In not more than one page, examine the intrinsic factors affecting second language learners. Okay. Thank you blessing for typing that. Thank you blessing for typing that. Okay. So now just type in your surname only. Please don't type in your other names so that it will be easy for me to identify and collect. Thank god we are all art students here. So I don't need your math number. Just type in your surname. Beautiful. Just type in your surname and you quietly exit the class and tell me bye. Type in your surname. Say bye and we'll see you in our next physical class next week.

[01:24:47]Type in your surname only. Only your surname please. Only your surname please. Thank you.

[01:24:54]Only your surname please.

[01:24:58]Bye. Bye. Fable. Bye T.

[01:25:02]Bye. Bye guys.

[01:25:05]Okay, type in your surname. Hit the like button if you haven't. Please hit the like button. Type in your surname and see you in our next physical class. Go back and read, study what I gave. We have a German OBJ. We have a German OBJ so that it'll be very easy for me to mark and give you back your scripts.

[01:25:22]Okay? to go back and look at all what we've done and um try to understand them and um you know what it means to to to to guess questions that are most likely to come out. Okay. Thank you. I'll have a nice day. You too. Thank you. A divine favor. Thank you. Okola.

[01:25:48]Thank you guys. Thank you guys. Okay.

[01:25:51]and come to class with your onepage assignments. Thank you for today's class.

[01:26:06]Thank you. Bye, Francis. Bye.

[01:26:12]Bye. Thank you for today's class.

[01:26:16]Bye, guys.

[01:26:25]Okay.

[01:26:28]S precious.

[01:26:30]Bye guys.

[01:26:34]See you in our next physical class next week. By God's grace.

[01:26:43]Thank you for being so active.

[01:26:46]Bye.

[01:26:51]Okay. Bye, guys. See you.

[01:26:56]See you.

[01:27:02]Yes.

[01:27:04]Why?

[01:27:07]What time?

[01:27:10]122.

[01:27:14]Hm.

[01:27:19]Why won't you stay? Why won't you stay?