Second Language Acquisition

The existence of the filter can be proven by examining language classrooms where a group of students all receive the same input but not all of them manage to acquire the same proficiency in the language. This result proves the existence of the “affective filter” and shows that it closes the “Language acquisition device” to the input. (S. Krashen, 2013)

Acquiring second language is different with first language development. These differences are the learning environment, learning development, interlanguage, learning goal, knowledge transfer and others.

The language acquisition talks about how all humans learn a fully developed language when they are all toddlers. The reason why they learn that language is because of the social group the toddlers were raised in. For example, a toddler raised in Mexico will learn to speak Spanish. The language acquisition device starts to shut down as we grow older. It is a lot harder for a teenager to learn a different language than it is for a younger child. The language acquisition

Concerning the feelings, which students experience when speaking English, one can conclude that they are quite mixed. On the one hand, they stress, and on the other hand, they are satisfied the most often. Evidently, it depends on the type of personality, age, level of proficiency and students’ general interpersonal skills. Hence, it is impossible to unequivocally state whether learners experience more positive or more negative feelings. However, they seem to have tendency to experience slightly more negatives ones. Interviewees said also that students when

Many theories have been put forward in the field of second language motivation to relate l2 learners’ goals to their motivational behaviors in learning the target language.

This paper will focus on the difficulties on learning a second language (L2 - being bilingual) and how the first language (L1) interferes with the second language. Furthermore, this paper will outline what the key factors are which cause such problems and how they can be mitigated.

Self-confidence is another important key in the affective filter. According to Peirce (1995), self-confidence ascends from positive experiences within the second language itself. Peirce argues, however, that issues with the theory exist as there is an “artificial distinction” between the individual identity and the social identity (1995, pg. 11). She

Second language acquisition and learning has been the topic of interest for many years. More and more people are becoming bilinguals for various purposes such as personal, academic or economic reasons. Therefore, in order to initiate and maintain communication with other people, there is a need to learn a second

60-70) of Monitor Model. This experimental hypothesis states that there are many factors that affect the language learning process that are social attitude towards language, motivation, self-confidence and anxiety level of learners. These factors have a greater impact on the language learning and their positive use can give highly favorable result. This Monitor Model is cited frequently by the researchers but the drawback of this model is that it does not explain the definition of language learning motivation and its effects on language

Teaching English as a foreign language (EFL) is a process full of obstacles that lead the teachers regret due to the factors that inhibit a healthy learning environment such as “Affective filters” and empowered by motivation. In seeking the best way to teach a second or foreign language (L2) with the rising demand for language learning in a short period of time, a wide variety of interpretations and applications have come up. Marckwardt (1972, p.5) called this duration of searching for the best method of language teaching as “changing winds and shifting sands” since every quarter of a century, a new approach appeared and each new approach or method escaped from the old but took with it some of the positive aspects of the previous practice.

Language acquisition is the way in which humans perceive and understand a certain language, as well as producing and using words and sentences in order to communicate with one another. The way in which people learn another language is known as Second Language Acquisition, this refers to someone learning a language other than their mother tongue. A very important aspect within this process is cross-linguistic influence. Cross-linguistic influence is a term used to describe the various ways that certain language systems in the brain interact with and influence one and other. It explains how they can affect either the linguistic performance or the linguistic development of the learner, if not both. This most commonly refers to two separate languages, for example the effect that French has on a native speaker trying to learn another language such as Italian.

The study of motivation in the area second language (L2) acquisition has seen much attention by researchers over the past decades. There is a general consesus that motivation is the driving fource that enables learners to expend the sustained effort it takes to learn another language (GD 2008; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013), and motivation gives the competetivie edge to leanrning (Moskovsky, Alrabai, Paolini, & Ratcheva, 2013). However

Concerning the differences in second language acquisition between children and adults, McLaughlin proposes similar approaches to question the validity of the younger-is-better hypothesis and the idea that one learns quicker with more exposure time. In terms of biological development and cognitive development, he refers to studies that suggest

School environment does have an effect on a student acquiring language. Factors such as students feeling stigmatized and lack of support for students and teachers can have negative results.

According to Kern (2006), technology intensively changes and extends the levels and the breadth of exposure that students and any other categories of learners can get in terms of a targeted language. As a result, All approach of second language acquisition theorize on the essence of changes in the input of technological changes in languages and the effect of learner’s acquisition may have on the language (Thomas and Reinders, 2010:47).