Second Language Learning Strategies Essay

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.

First, children¡¯s acquisition of language is an innate mechanism that enables a child to analyze language and extract the basic rules of grammar, granted by Chomsky. It basically states that humans are born with a language acquisition device that, the ability to learn a language rapidly as children. However, there is one important controversy in language acquisition concerns how we acquire language; since Chomsky fails to adequately explain individual differences. From the behaviorists¡¯ perspectives, the language is learned like other learned behaviors. It is learned through operant

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.

Most students come from different cultural background where they seldom speak English as their first language. Teachers have to look for a variety of instructional strategies that will meet the learning needs of every student depending on their learning needs by taking into considerations their readiness to learn, learning style and learning

Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.

The first part of the student questionnaire sought elicit data about the student’s intrinsic motivation, the second sought elicit data about the student’s extrinsic motivation, the third sought out information on the student’s attitude toward learning English, and the fourth sought to measure the student’s opinion about the teacher.

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

university. The findings showed that contextual factors such as learners ' self-beliefs and social support had an influence on the self-regulatory strategies they used. Bown highlighted that in the context of individualized instruction, the most important self-regulatory strategy the learners must employ is structuring the learning environment to meet their language learning needs. Due to the isolation felt by the learners in this self-instructed language learning context, they needed to deal with negative emotions like avoidance with positive self-talk. Self-regulation and motivation of adult language learners of different proficiency levels in English language learning was investigated in Mezei 's (2008) classroom-based study. The case study findings showed that a learner within the upper intermediate level is more conscious of her language learning processes and more competent in regulating her language learning than the pre-intermediate learner. She self-initiated her learning process by using effective learning strategies to achieve her intrinsic language learning goal. The learner with a higher proficiency level practiced self-reflection, and thus was more aware of her language strengths and specific areas to improve. However, this

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.

He believed that whether a strategy is helpful or not depends on the specific context in which it is appropriately used. In order to use a strategy effectively, learners have to consider three important conditions: whether the strategy relates well to the second language task at hand, whether the strategy fits the particular students’ learning style preferences to one degree or another, or whether the students employ the strategy and link it with other strategies well.

This paper discusses the previous research on second language learning in children and adults. It

Vocabulary acquisition can lead the process of learning to read, comprehend, and write. They all are connected and related to each other because acquisition of vocabulary is an initial process for ELLs to become literate in reading and writing. Knowing and learning new vocabulary words with meanings is a kind of gateway to a new environment and surroundings, and also ELLs feel associated with a new community. Teaching and learning vocabulary with meanings through using different strategies help ELLs to retain meaning of words for a longer period of time; it helps them to advance in academic and social contexts.

Besides the acquisition-learning distinction theory by Krashen’s which differentiate the condition of second language acquisition (SLA) and second language learning (SLL), there are also other theories which explain SLL in detail. Among the earliest theory suggested in relation to SLL is the behavioural theory of language learning which initiates by Skinner in the 1950s as cited in Scarino and Liddicoat (2009). The theory suggested that human and animal learn in similar ways which are through the response to stimuli. The responses enhanced the learning of the language where the repetition and reinforcement help the input to be comprehended by the learner through time.

Krashan believes that language and literacy can be acquired or learned. These two approaches are contrasting. He says Acquisition happens subconsciously and the knowledge is gained and placed in the brain without knowing it. As for the learning approach, it is having knowledge of the language. Grammar and Acquired Competence

Some of the challenges that many second language learners have to face with have to do with aspects of the form-to-function and function-to-form mapping, or the concept-oriented approach. Kathleen Bardovi-Harlig describes the main point of it that “adult learners of second languages have access to the full range of semantic concepts from their previous linguistic and cognitive experience.” However, Von Stutterheim and Klein argue that “a second language learner- in contrast to a child learning his first language- does not have to acquire the underlying concepts. What he has to acquire is a specific way and a specific means of expressing them” (VanPatten and Williams, 2015). The form-to-function analysis states that forms (particular lexical items/units) will develop, or be used by learners, before they actually know how to use them in any way resembling native speaker patterns of usage. There are arguments about the directionality of the system. In other words, learners will most likely map in both directions at different times depending on their learning situation as well as their background knowledge, including knowledge of their L1. Therefore, somebody learning a language very similar to their first language will probably be able to use the forms of their first language to help decide what some of the functions are and vice versa. For someone trying to learn a new language which is quite different from their native language they might actually need to rely on functions