Importance Of Interlanguageization

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.

The second portion of the article is all about the stages of second language acquisition of which there are 5. In order from low level of linguistic proficiency to high level of language proficiency the five levels – as stated by the article- are: Silent/Receptive/Pre-productive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. The article goes on to

(3) Strategies of second language learning. Some of the rules in the learner’s interlanguage may result from the application of language learning strategies ‘as a tendency on the part of the learners to reduce the target language (TL) to a simpler system’

With the drastic measures that non-native language learners are driven towards, it illustrates how the demand of a certain inflection in an individual’s voice is valued. Nonetheless, studies conducted with semantic development in non-heritage language learners provides evidence that information is processed slower, which implies that learning a non-native language is a long procedure. The spectrum of issue associated with learning a non-native language is undeniably an ongoing concern that requires the attention of many, as ignorance would only exacerbate the matter at

Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing.

Learning a foreign language is very useful for young people today with rising global connections. For that reason, many universities offer foreign language classes to improve young people’s language skills. Thereby (or therefore?) , I wanted to observe a language class at my university. On the 1st week of July, I went to a Japanese language classroom in the Wellman Hall. After the brief grammar lecture, the instructor used social learning activities(?) by dividing the class into groups of 3 students. Throughout the group activity, the instructor observed the use of grammar and provided feedback. At the corner, I observed a group creating a dialog based on the PowerPoint instruction. Once the instructor stated a time limit for the activity, the students started to come up with several different sentences, correcting each other’s whenever someone made a mistake. For the most of the time, students would use the grammar correctly, but sometimes they used wrong verb tenses or used wrong passive forms. Throughout this activity, the students displayed active learning by participating in a group activity and even joked about how some words sound like a funny word. For the next activity, the Vygotsky’s theory, Zone of Proximal Development was used when the instructor made students read after the audio file, sounding each word out loud. Students listened to the audio file first, then sound out the words. Some students seemed to struggle with several words written in Kanji (Chinese

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.

Children begin by mimicking what they hear their parents say to their best ability which may include repeating random phrases. Moreover, this then indicates that children do in fact absorb a colossal amount of phraseology from adults but instead of regurgitating sentences back, they eliminate rules and create their own grammar to create new utterances. In society today, it is perceived that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment, which suggests that correction and guidance from adults is indeed compulsory for the child to apprehend their first language. In the same way that children learn to walk, language is also believed to simply develop at the appropriate time according to each child’s natural biological clock. This outlook also gives credit to a Language Acquisition Device (LAD) which is believed to be attained by each child. This delineates how language acquisition is so easily, naturally and quickly achievable in children all over the world. Furthermore, Noam

There are many distinctions between the processes of learning and acquisition. For instance, the terms are generally used to separate first language acquisition from second language learning, and implied within this distinction is the gap between children of 0-5 years learning their mother tongue, and those beyond puberty who may begin at this stage to learn a second language, or more. The process is a conscious one in learning whereas it is subconscious in acquisition and in language acquisition the focus is on communication or reception of a message as opposed to syntax and grammar as is the case in language learning. Moreover, the context is usually crucial and meaningful in language acquisition, but need not be important to the same extent in language learning. Motivation, too, is a factor that may broaden the gulf between learning and acquisition, but need not be factor that may broaden the gulf between learning and acquisition, as for the latter the

content, and not only on language. Each is interwoven, even if the emphasis is greater on one

Interference results from the fact that old habits (the first language) must be unlearned before new habits (the second language) can be mastered (Dulat and Burt 1972). An important issue is whether in learning a second language a person inevitably uses first language and that error results from the interference of the first language? Taylor (1975) pointed out that while learning a language people over generalize language rules, reduce grammatical redundancies, and omit those rules that they have not learned.

Language is acquired through steps, and is a gradual, lengthy process, and one that involves a lot of apparent 'errors '. Those who strive to own cultural and linguistic competence and to live

Language is a very important feature of business as companies need to coordinate activities internally, communicate with each other and connect with customers and suppliers.

Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner 's errors have long been interested for second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner 's output and this includes his/her correct and incorrect utterances. There are two major approaches to the study of learner 's errors, namely contrastive analysis and error analysis. Error analysis cannot be studied properly without touching upon the notion of contrastive analysis. Contrastive analysis and error analysis have been commonly recognized as branches of Applied Linguistic Science.