Article Review On Myths And Misconceptions About Second Language Learning

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.

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

Throughout the years, education has progressed immensely. It is critical to obtain as much information as possible to have future success. Nowadays, as people from other countries continue to migrate to the United States, it is becoming more crucial than ever to obtain an additional language, even simply to appear more marketable and have something to set an applicant apart from their competitors. Being acquainted with a whole different language makes an individual have much more success than a student who only knows one language. Because it is evident children learn a new language more easily at a younger age, and tend to have a greater memory, having a mandated foreign language at an early age brings success with all the concepts and ideas

When discussing about “In other words”, Bialystok and Hakuta state that there is some thought that children who may appear to be learning a second languge very quickly at a vey young age (before the age of 5). They further state that accompanied by the loss of their first language, have really replaced the first language with the second language.

A child 's brain is always growing and absorbing new information. Thus meaning early education is a fundamental part of a child’s development. Experts say that one of the best ways for children to expand their minds and grow their opportunities is to learn a foreign language (Kathleen M. Marcos). While starting school can be intimidating for a child, it can seem even more daunting starting their education in a language different from what is spoken at home. However, the few challenges that come along with this experience are greatly outweighed by the benefits. Most research conclusively shows that there are many ways in which foreign language education aids in different aspects of a child’s life . There are four main areas in which children benefit from: academic, social, cognitive and personal. While it seems that learning a second language creates a well-rounded child who receives a number of benefits, the process does not come without any difficulty. It is speculated by some guardians, although not yet proven through research, that children who start learning in a bilingual home may begin speaking later than their monolingual counterparts (Multilingual Children 's Association). Despite this speculation, experts have shown that learning a foreign language may be challenging for young minds, the benefits are far greater in regards to their futures (Damon Verial).

The acquisition of child language has become a heated debate in which many discuss how and when a child is able to learn both their first and even their second language. The critical period hypothesis is a theory which claims that after a certain age children will no longer be able to achieve a native level of fluency in any given language. This essay aims to dissect the evidence which supports and contradicts this, and will draw upon studies and experiments conducted on both human children and even more broadly in a number of different species. As children approach the age of 17/18 months their ability to learn language is accelerated and they enter the ‘vocabulary spurt’ (lasting several months) during which they can acquire on average 10 new ‘naming’ words a day (Beverly A. Goldeld and J. Steven Reznick, 1990, Early lexical acquisition: rate, content, and the vocabulary spurt, Journal of Child Language). This phenomena appears to be limited to children of this age, however could this occur in older children or adolescents, who have experienced a lack of exposure to language or, who are attempting to learn a second language? Is this speed of acquisition solely restricted to those in this particular (‘sensitive’) stage of their lives?

The ESL learner in the mainstream school: Discuss the nature of an ESL Learner and the cultural considerations teachers need to be aware of which may impact on the learner’s second language acquisition and, therefore, inform classroom practice.

What this research article states does not change in any way the effect that has been suggested by the biological basis for language acquisition. There is almost without a doubt a period during which a person is more likely to have the ability to master a language. Therefore, what this article suggests is not going to revolutionize the field of child psychology. The suggestion that children be taught a second language at an early

This essay looks at what ultimate attainment is possible in a second language or if it is possible at all. Exploring how language acquisition takes place in a child’s life to how similar it is to second language acquisition in an adult’s life. By looking at the critical period in ones life, pieces will start to form together making it quite possible to believe that the theory of ultimate attainment actually does exist and that it may or may not be possible in a second language depending on the circumstances and the human capacity. It is unlikely that researchers and experts will never come up with a definite answer as to whether L2A is possible or not but one thing is for sure there is more evidence and studies to be found.

This paper discusses the previous research on second language learning in children and adults. It first discusses the differences in language learning among children and adults in regards to the central period hypothesis. This hypothesis suggests that children are able to acquire language faster at an earlier age rather than beginning later in life. Then further examining language learning in children (implicitly) and in adults (explicitly), and that language learning is visible certain brain areas. This paper proposes a future experiment on children and adults with foreign word learning while their neurological responses are measured by functional magnetic resonance imaging (fMRI).

The study of acquiring a second language has been a topic of debate since it began being studied due to ambiguous results in research. A major debatable topic is if age is, in fact, a factor when attempting to acquire a second language. The Critical Period Hypothesis works to conclude that age is a factor when attempting to acquire a first language, but has often been refuted in connection with the acquisition of a second language. Within a student’s educational journey, it is often required that he or she must learn and study a foreign language. It is thought that if these students begin learning an L2 within a certain period of time then they will be able to reach a standard to that of a native speaker. But, there have researchers who have stated that age is not a major factor when attempting to acquire a second language, rather there are numerous factors that affect second language acquisition.

Michael Gove, a politician and an author, once proclaimed, “Learning a foreign language, and the culture that goes with it, is one of the most useful things we can do to broaden the empathy and imaginative sympathy and cultural outlook of children” (Brainy Quote). Young children, adolescents, and adults are all being taught foreign languages around the world either by themselves or a teacher, but one certain generation should be learning the language in school. Preschools teaching foreign language increase the brains of children and he/she’s knowledge of life. Considering that, “. . . in five years the average school student gets only about 540 hours (the equivalent of only about 2 months at 8 hours a day) of exposure to the foreign language they are learning” (Nagel). Most high school students forget what they learned or are just are not interested in the language. Students are compelled to take a language in high school while still participating in extracurricular activities, sports, etc. However, children pick up languages and are additionally capable of remembering languages if taught exceedingly young. Furthermore, adolescents/adults who do not take a language would be superior if they learned a foreign language earlier in life. Learning foreign languages overall can help with the growing global economy as well. Although it may not seem important, learning foreign languages as preschoolers rather than adolescents is more advantageous for mastering a foreign language,

There are various factors that affect how proficient the child becomes in the second language, two primary factors are the amount of exposure as well as the quality of the second language (Genesse, Paradis, & Crago, 2011, p.131). Additionally, success in dual language development is determined by linguistic factors, psychological factors, as well as social factors that will be further discussed in terms of Abel’s second language acquisition process.

Learning second language or foreign language provides great benefits. It helps the child to get aware of many different cultures and enjoy economic opportunities. Teachers must be aware of how children acquire second language. Unfortunately, Teachers, sometimes have miraculous expectations on children about second language learning. That is because there are some myths and misconceptions about second language learning. It is explained by Barry McLaughlin in his article, “Myths and misconceptions about second language learning: what every teacher needs to unlearn.” He describes how children would be harmed if teachers has unrealistic expectations of the process of second language learning and he says that those intuitive assumption will effect on children other academic skills and knowledge. In his words “As any adult who has tried to learn another language can verify, second language learning can be a frustrating experience. This is no less the case for children, although there is a widespread belief that children are facile second language learners.” Teachers still have to communicate with the children by using their primary language in the school while teaching the second language, if they do not do so, because of non-communication children’s grades may be lowered and may lead to children feel embarrassed. It seems that some teachers and parents in Saudi Arabia strongly believe in those myths and misconceptions that a child is a better learner of foreign language, and

The notion of “critical period” closely connecting with “plasticity” for language acquisition is a period, somewhere in childhood or at puberty, after which leaning language becomes markdly more difficult. First proposed by Lenneberg in 1967, Critical Period Hypothesis predicts that “younger is bertter”, complete acquisition of speech can occur only before the end of neurological plasticity and speech acquired after this event will be acquired more slowly and will be less successful. He notes that the age at which persistent aaphasic symptoms result from left-hemisphere injury is approximately the same age,around puberty, at which “foreign accent” became likely in SLA. Researchers differ over when this eriod comes to an end. A particularly convincing study made by Johnson and Newport suggests that the period ends at about age 15. grammaticality judgment was tested in a large group of subjects who had immigrated to the United States at