Achieving Attainment And Second Language Acquisition

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

He makes an important hypothesis that universal grammar (UG). UG is a characterization of these innate principle of language faculty, I-language. (5) He then postulates some detailed structure of UG. It is a system of conditions on grammars, constraints on the form and interpretation of grammar at all levels, from the deep structures of syntax, through the transformational component, to the rules that interpret syntactic structures semantically and phonetically. The study of linguistic universals, which is classified as formal or substantive, is the study of the properties of UG for a natural language. (6) Substantive universals concern the vocabulary for the description of language and a formal linguistic universal involve the character of the rules that appear in grammars and the ways in which they can be interconnected. Language-acquisition device uses primary linguistic data as the empirical basis for language learning to meet explanatory adequacy that is defined in UG, and to select one of the potential grammars, which is permitted by UG.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

The older the learner begins to acquire a second language, the less likely he or she is to achieve native-like proficiency. Several other factors might influence ultimate attainment post-puberty, such as motivation, learning style, and aptitude. However, age is the most reliable predictor of success or failure in second language acquisition.

Our native language is the language that we first begin using and developing around the age of 1 year old. In addition, if an L2 is learned during infancy then it is also considered a mother tongue. Acquisition “normally takes place during infancy and early childhood, at a time in which the child is maturing physically and mentally, and is simultaneously acquiring many other skills and much other knowledge of the world about him/her” (Mace-Matluck 697). When learning our first language, it is not by any means an isolated task in comparison to when learning an L2 where there is

While Third Language Acquisition has more to investigate as the roles of L1 and L2 serves as different function in L3 production and influence L3 learners in different

Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.

A plethora of scholars (e.g., Carter & McCarthy, 1988; McCarthy, 1990; Nation, 2010; Nation & Laufer 2012; Schmitt, 2010) in vocabulary learning, however, argue that vocabulary acquisition is the basic foundation of language learning because words are the building blocks of communication and without them, learners will not be able to express themselves and communicate by using a target language. Lexical errors are the most common among second language learners. In fact, vocabulary errors seem to be not only the most serious ones for students, but also the most disruptive ones for native speakers in terms of interpretation. As Gass (1988) observes, grammatical errors still result in understandable structures (e.g., she a girl), whereas vocabulary errors may interfere with communication (e.g., He tried to hold the

In addition, Gardner and Lambert argued that integrative motivation is more significant than instrumental motivation for learner acquirement of second language. It is can be given a description of Warden and Lin (2008), if learners have a compulsive purpose for learning second language and enjoy themselves, instead of pursuing a decent job or avoiding punishment. This behavior will obtain more contributions and goals than others with instrumental motivation. There are some evidences making sure that their theory exists in some of advantages in academic filed from a large amount of research.

The duration processes for the acquisition of these two languages are also different. It is commonly observed that first language acquisition is rather quick than second language acquisition. The reason behind this is that acquisition of first language is an instinctive process that children undergo. However, in second language the time interval can be varying because it lies on the time and age it started.

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.

The principles of L2 teaching philosophy has greatly changed from the ancient principles of the Grammar-Translation approach historically used for teaching Greek and Latin. All the teaching philosophies and subsequent methodologies are reactions to this limited due to three major drawbacks

Besides the acquisition-learning distinction theory by Krashen’s which differentiate the condition of second language acquisition (SLA) and second language learning (SLL), there are other theories which explain SLL in detail. Among the earliest theory suggested in relation to SLL is the behavioural theory of language learning which initiates by Skinner in 1950s as cited in Scarino and Liddicoat (2009). The theory suggests that human and animal learn in similar ways which are through the response to stimuli. The responses enhance the learning of the language where the repetition and reinforcement help the input to be comprehended by the learner through time.