Factors Affect Second Language Learning

Learning a second language will help the pupil develop positive qualities and improve their English skills.In Why Another Learn Language? ,the author Samantha Roberts,illustrates

The languages and skills learned will benefit them immensely in the future, but while conducting research about the success in learning a foreign language, I learned that a greater problem was the student’s engagement and motivation in learning a foreign language like Spanish. I started with a topic I found very interesting but soon realized there was an enormous problem in the process of getting to the success a foreign language brings. Student engagement and motivation in learning a foreign language then became the focus of my research and observations where I learned important tools I will take on in my future in teaching. Without the motivation and engagement a student has and is receiving by the instructor, the student won’t be exposed to the benefits of a foreign 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.

Motivation can help the learners to set their specific goals, it affects the choices that student make.

Also, how much the student perceives the need of the new language can have a great impact on how willing they are to learn it. In terms of his own advancement in perhaps obtaining a job where it may be necessary to know English, or meeting some other goal, which is

Prior to this class was I assumed language acquisition was gained strictly in a classroom setting. I was wrong, grasping of language can be grasped with social interactions, for instance at work or on the playground. Furthermore, there are different aspects involved with attaining a language in and out of the classroom. When instrumental and integrative motivation is desired, personal awareness will be developed.

Strategies 5 and 6 help to motivate the child’s learning of the new language as well as providing the student with the confidence in their ability to continue learning and practicing in their own accord.

I agree that learning vocabulary through extensive reading is best. Extensive reading leaves students to discover words on their own. Extensive reading also encourages motivation because students will be left with words they are familiar with. From there, they will be curious of their meanings. When students come across an unfamiliar word, they go to great lengths to discover its meaning; students looked them up in the dictionary, look for contextual clues, and pay attention to the prefixes and suffixes. The tricky thing about extensive reading is that not all students will be inclined to simply read extensively. However, the majority of children can benefit therefore, it should be the ideal method of teaching vocabulary and exceptions can be addressed. Teachers should promote extensive reading because it can lead to more vocabulary growth than other programs that involve explicit instruction. (Krashen, 1989). Extensive reading is also best because it allows teachers to be flexible with the material and lesson plans. It can be done in or out of the classroom for homework. Many teachers have

Second language acquisition is a process whereby people learn an additional language on top of their native ones. Learning a second language can be functional to oneself especially when communicating with a person whom you do not have a common language with. In acquiring the second language, there will be difficulties that one might face as compared to acquiring the first language, which makes it harder to acquire. Our mother tongue is easier to learn as we would have been brought up by our parents or grandparents that speak the language. Learning a second language can be difficult as we are not brought up for that language and would not know the basis of it. Some factors that makes it hard is the age of the learner, experience, the cognitive

There is no doubt that learning a new language is one of the goals and priorities people aspire to, and it is a fact that achieving so is not easy. The difficulty of this matter varies from person to person. This variation depends on the motives and means which each individual intends to use throughout his or her learning journey. The motives that drive a person into learning a new language carry a great deal of importance within. For example, people who learn a new language for travelling and tourism, or just for the love of it, would probably have more capacity to absorb and remember what they have learned over the people who are being forced by other people, or the educational system into learning.

With the further description of integrative and instrumental motivation, it refers to the wish of the learner to interact and communicate with the natives of the target language for the assimilation of the language. On the other hand, the instrumental motivation is described with the functional point of view of getting a better job and handsome salary or getting the success in the examination and for getting supremacy and good status in the society (Keblawi,

As mentioned before, my early interaction with people and the upbringing made me confident with my language, French. Despite the fact that learning the first language sounds to be more natural, it is worth noting that the environment stands in as a motivating factor. The Cognitive Evaluation theory explains the impact of external consequences especially on internal motivation. The theory is

classroom. It’s not until recent years that general education teachers realize that ELL students do not learn the same way as their native speaking English classmates because of their lack of English proficiency. (Brown, 2003) One of the factors that affect how ELLs learn is age and there are also several factors such as gender, L1 literacy, social context, and personality. In this term paper I will discuss how age and personality affect second language acquisition and the factors can be used in the language classroom to facilitate second language acquisition.

Motivation was firstly studied by Gardner & Lambert in 1959. During the past decades, L2 motivation has been a focus in the empirical studies under the context of second language learning. In terms of L2 motivation, Researches on the time dimension of L2 motivation are essential to our developing investigations of L2 motivation throughout the lengthy process of learning and teaching (Ghenghesh, 2010). This essay is a review about Judit Kormos and Kara Crizer work named Age-related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Leaning Behavior in 2008 on the motivation of learning English as a foreign language (EFL) among three different age group population in Hungary. They also verify the validity of Dornyei’s L2 motivational self system. The system