Developmental Patterns Of A Second Language

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.

Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.

Age, Rate and Eventual Attainment in Second Language Acquisition Author(s): Stephen D. Krashen, Michael A. Long and Robin C. Scarcella Reviewed work(s): Source: TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 573-582 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586451 . Accessed: 09/01/2013 08:48

Nativist McLaughlin (1984) claims that children whose ages are from two to six, can develop their language competences naturally, so at the time they start their formal education process, they have already mastered them. The author states that during these ages, children are so curious that they start creating and experimenting with language. She also affirms that second language acquisition takes place when children's listening and speaking skills have been well established in their mother tongue before being exposed to a second one.

Selinker, (1972),used the name interlanguage to a developing system of the second languagelearners. The analysis of a learner's system of interlanguage shows that it has some features of the target language and some features of the first language.( Lightbown and Spada, 2013:43). It has been found to be systematic, but the it is also dynamic, continually developing whenever learners receive more input and revise his/her knowledge about the rules of second language (ibid:43).

367 families who seem to adopt similar sorts of strategies (e.g., OPOL, or One Parent

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

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.

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

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 same general sequence of language development, although of course there is variation in the

Babies are not born talking, they learn language, starting immediately from birth. How does this process take place? When do children master the skills needed for using language successfully? What stages do they go through as they learn to understand and talk? Do the languages they learn affect the way they think? This edition of Eve Clark's highly successful textbook focuses on children's acquisition of a first language, the stages of development they go through, and how they use language as they learn. It reports on recent findings in each area covered, includes a completely new chapter on the acquisition of two languages and shows how speech to children differs by social class. Skilfully integrating actual data with coverage of current theories and debates, it is an essential guide to studying language acquisition for those working in linguistics, developmental psychology and cognitive science.

Second language acquisition is a process by which people learn a second language. It refers to any language learned in addition to the first language and the differences between both processes. Second language acquisition is a controversial issue; since, there is no a general agreement about how and when it takes place. Several theories and models have tried to explain the facts that may be involved

There has been much research conducted in the field of second language acquisition relating to the age factor, and it seems that the link between the two has been altered over time. To understand how and why this shift has occurred, it will be helpful to look at some of the older theories that hypothesise the idea of a critical period in which a second language is acquired, and compare this notion to more recent studies that provide a basis for the conclusion that age is not necessarily a critical factor in successful second language learning and that the idea that ‘younger = better’ is not absolute.

According to Zukowski (2013), language development refers to the process of learning in early life where infants acquire various forms, meaning and word usage. In addition, language refers to the different utterances in regards to linguistic input. Language development in childhood focuses on major arguments in