English As A Second / Foreign 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.

Acquisition of an L2 (second language), has always been an important issue in the field of linguistics, and its relationship with an L1 (First language) is what concerns Vivian Cook in the chapter called “The relationship between first and second language learning revisited”.

As defined by Gass and Selinker, Second Language Acquisition “refers to the learning of nonnative language after learning of the native language” (2008: 7). Two main problems are often discussed when defining SLA: the distinction between second and third, fourth, etc. language acquisition, and second versus foreign language acquisition. According to Ellis, in many communities it is quite common to speak more than one language, therefore some learners acquire “more than one ‘second’ language” (Ellis 2015: 6). For this reason, the term Second Language Acquisition is used as an all-inclusive term “for learning any language after the first” (Ellis 2015: 6). Kees de Bot, Lowie and Verspoor note that in some definitions it is indicated that second language acquisition “typically takes place in a setting in which the language to be learned is the language spoken in the local community” and usually in a natural, non-instructed environment. As a contrast, foreign language acquisition occurs when the learner is not a part of the local community of the target language and the setting is controlled (de Bot et al. 2005: 7). However, in the paper I will not be making a distinction between second and foreign language acquisition as the difference has not been indicated in any of the theories chosen for

Cunningham (2003) remarks “While there may indeed be some negative effects from using translation,… there is a place in the learning environment for translation. With careful application aimed at specific goals and situations, translation can contribute to the students' acquisition of the target language, at all levels.” According to this, there are different situations in which students are more comfortable by using L1. While there are clear advantages on the communicative approach, not every student feels on a “safety” environment to apply their L2 knowledge, and by giving them the chance to have a transition from both languages, they feel that they have something to more familiar – native language – to rely

There are around 7,000 languages found in the 192 countries in the world (Grosjean 2010). The humans’ different way to communicate with each other according to the environment setting is called a language. The U.S is a diverse country and people who live in the U.S speaks many different languages. “Even with its large immigrant population and a long history of immigration, the general public in the united states does not support the use of multiple languages” (Freeman and Freeman 142). When immigrants come to the Unites States with different first language, the teachers provide them instruction in English which they don’t know. When they don’t understand anything in English, they start failing their classes. Their teachers put them into special needs program because they think that they need special and disability services.

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.

Simply put, Filipino learners of English language may find an edge through transferring their knowledge about the Filipino language and applying similar concepts on learning English. Similarly, the difficulties may arise whenever there are concepts applicable in learning Filipino which are, consequently, inapplicable in learning English. And that is the grounds of the conduction of this study.

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

L1 Learners in the native language environment, people in this environment are native speakers. For acquisition of L1, child learners have no pressure and competition. They do not worry about the level of mother tongue reached, because they are native speakers. In contrast, most of L2 learners rarely in such language environment, they are often in a highly competitive, stressful learning environment. They are learning another language in the first language environment. Moreover, L2 learners study language in the classroom, not a best language learning environment. For example, most of the Chinese students learn English in junior school or high school. Except of their weekly English class, students do not have a good foreign language environment. L1learners can learn language anywhere, and actual use first language, they learned the language in the real life. Most of L2 learners lack the regular practice, so they have to learn by rote.

The first stage in the L2 development is the home language stage. In this stage the home language or L1, is used by the child in the classroom along with their peers and adults. Now this does not tend to last, since children realize that there the communication is not successful. The next period is the nonverbal period, where children begin to acquired the second language receptively, so there is little to no language being spoken by the child. Gestures are more than likely used during this period in order to communicate until they are able to learn a certain amount of words from the second language. The third stage is the period of telegraphic and formulaic use. This is where imitation comes into play, as children use single words in order

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

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.

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

It’s the seventh grade. Next year, the entire class of students would be required in incorporate a foreign language into their curriculum. Would it be Italian, French, Spanish, or German? Most chose Spanish because a majority of upperclassmen thought it was “easy”. For some people, they chose Italian simply because of the fact that most of their family spoke it, and they wanted to be able to interact with them in the way they were most used to. Others in school would pick French because it would help with ballet pronunciations and understandings. But are Italian and French the best second languages to learn for other people? Many may be wondering, “What are the most useful secondary languages I should learn?” English speakers should find a language that is commonly spoken in many countries, and can potentially help them get ahead in the field they desire. One would want to pick a common language, so when faced with interaction with a non English speaker, they can still have and maintain conversations. Spanish, French, Mandarin, and Arabic are the most useful second languages to learn because they are commonly spoken around the world, can be learned relatively easily, can help to land people jobs, and can provide insight among a variety of cultures.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and