Effects Of First Language Acquisition

With the increasing number of students that do not use English as their first language in schools today, especially high school students, teachers and students alike have been faced with challenges that have made slow and mostly unpleasant; the transition and settling in of the students and the adaptation to them by the teachers.

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.

'First Language Acquisition' or also known as the 'Child Language Acquisition' is a process whereby children from infancy through early school years acquire their first languages (Lightbown & Spada, 2006). The term 'First Language Acquisition' or 'FLA' can be referred to the field that investigates the process by which children develop to use words and sentences in

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

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.

To begin with, socioeconomic status is categorized an individual’s or family’s social status regarding income and occupation. I believe children from a low socioeconomic status have a disadvantage in learning language as opposed to a higher socioeconomic status. Language acquisition is the process that humans can perceive, dissect, and understand language. Much research has been conducted on infants and children to support this. According to Spencer, Clegg, and Stackhouse (2012), many young children in that are from areas of social disadvantage learn words at a different pace than their peers that are more advantaged. Many studies have been published to support this. However, one

Second language acquisition has become an increasingly active field of study in the past couple of decades. As the world became more dynamic and people from different cultural and linguistic backgrounds more connected, language played a crucial role in keeping those relations successful. Subsequently, knowledge of only one language has become rarely sufficient, resulting in growing bilingualism. As bilingualism has slowly become the new norm, the researchers have become engrossed in the field of second language acquisition. One of numerous important questions within that field is that of the role of the first language in second language acquisition. In this essay, I will pinpoint some of the theoretical approaches and studies that dealt with the question of the role of the first

First Language Acquisition has multiple layers on how the primary language is taught and learned. There are many individuals that have a wide range of theories and insights on how first language acquisition is developed and can be improved.

In the affective filter hypothesis, Krashen (1985) suggests that not only understanding the information being put forth is important, but places significance on the environment in which the information is being received. Krashen saw the student emotional state as an “adjustable filter that freely passes, impedes, or blocks input necessary for acquisition (1985, pg 130). The affective filter controls the amount of input that is received by the learner; the lower the affective filter, the more input and therefore meaningful learning can take place (Liu, 2015).

However, the influence of Stephen Krashen’s hypotheses of first and second language acquisition and his theory of acquired versus learned language can be seen clearly within this new language curriculum. Essentially,

The acquisition is an automatic process which is developed in the subconscious level, driven by the need of communication, very similar to the process of assimilation that happens with the acquisition of the first or mother language. Acquisition is basically the result of a natural communication where the learner is focused mainly on the meaning. It is also considered a implicit way of learning or ‘picking up’ language, where the formal teaching does not help, but it is more relevant and crucial in the development of second language execution.

The influence of learners’ first language (L1) plays a significant role in learning a second language (L2). In general, numerous studies have been investigating L1 transfer. In specific, the influence of Arabic, more specifically Saudi Arabic, in learning English has been examined to demonstrate the native language transfer in L2 learning (Binturki, 2008; Grami and Alzughaibi, 2012; among others).

There are two main theories behind why students make their errors in second language acquisition. The first is Contrastive Analysis (CA) and the second is the Creative Construction hypothesis. Each occurs in second language learning to some degree but the supporters of each theory debate how much of a role their theories play in second language acquisition (Folder, 60, 68). Strong supporters of CA would say that all errors are a result of the differences between the native language and the new language being studied where as strong supports of the Creative construction hypothesis would claim its primarily the students making their own judgments of the rules of the language with little influence from their native language. There are also weaker versions of each theory that concedes that errors occur as a result of the student’s native language and as a result of creative constructions (Folder, 66, 71).

First language acquisition is the first words that the child speaks or says and it’s the process by which the child learn, speaks and write, and it is the initial stages of language development in humans infants, children begin learning their language since they’re babies with uncorrected grammar until many years they will be able to learn the language with a perfect grammar after going to school and have some support with their family, on the psychology side, Many of psychologist have a different point of view in the first language acquisition and every psychologist have a different theory about the language acquisition. And some of the theorists says that the language is acquired while the other theorists said that the language is learnt, so every psychologist have a theory about the language acquisition, and in my essay I will be talking about the first language acquisition for the child, and if the language is learnt or acquired and more of things I will be talking about.