Second Language Acquisition

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.

With successive bilingualism a child has the advantage of their first language as a base. They use this to both analyze and develop the second.  For example, the child knows that language is organized in a particular order.  The more mature a child is they also have a better vocabulary base, acoustic perception, and comprehension. Therefore they would make fewer errors in a second language.

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.

One of the reasons for this stereotype can be attributed to the older adult and the teacher, they have doubts about their ability to learn a foreign language. Although most people have accepted the generalization of learning as “the younger the better” (Schleppegrell, M., 1987), this is not the case when it comes to learning language. There have been studies that have determined that aging does not decline a person’s learning ability. The way older adults learn a new skill is the only adjustments that need to be made. These studies also show that older adults learn at a more rapid rate than children (Krashen, Long, and Scarcella, 1979). There are two reasons why being a poor language learner is attributed to adults, and those are “a theory of the brain and how it matures, and classroom practices that discriminate against the older learner” (Schleppegrell, M., 1987). The "critical period" hypothesis that was put forth in the 1960 's was based on then-current theories of brain development, and argued that the brain lost "cerebral plasticity" after puberty, making second language acquisition more difficult as an adult than as a child (Lenneberg, 1967). Due to advances in the study of neurology, it has been determined that adults have superior language learning capabilities. These studies and facts should dispel any accepted stereotypes related to older adults and their ability to learn foreign languages.

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

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

First of all, children will learn easier and faster any language in this age. It is obvious that kids in this age have an incredible ability to learn anything than old one. They can learn any language and became as a native speaker very easy. Oppositely, it is harder with teenager or adults. For example, my kids speak two languages. They speak English as a mother language

It is challenging for ELLs to learn English and the academic content at the same time. And ,the degree of challenge for ELLs depends on the personal, experiential, and contextual factors. Besides, stidents’ linguistic, cognitive, social, and emotional tasks are also related to the process in second language and cultural acquisition.Consequently, educators should use different strategies in different content area such as, math, science, social studies, and language arts in order to assist ELLs to achieve academic success.

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

Learning a second language is beneficial at all ages. Once you have been fluent in a second language, you can grab numerous of opportunities and benefits in it. Whatever your age, learning a second language can give lots of advantages especially in today’s global society. You can have the opportunity to get better job prospects, improved your understanding from all over the world and experience new culture. However, you have to learn second a second language in a best way in order to make you to easily understand what you have leant. Acquisition method is a best way to learn second language. Acquiring means learn or develop a skill, habit or quality in an informal way and the process of learning second language through experience instead of remembering, memorizing and understanding the rules of the language. Indeed, learning second language through acquisition is the best because it is more exciting, can learn new word without being forced, and learners can learn a second

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.

The older the learner begins to acquire a second language, the less likely he or she is to achieve native-like proficiency. Several other factors might influence ultimate attainment post-puberty, such as motivation, learning style, and aptitude. However, age is the most reliable predictor of success or failure in second language acquisition.

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

As a child develops, their brain has different stages of expansion and maturity. Each child must learn to do certain things at different points in their growth to keep up with other children their age. Language development in children is often a controversial topic among many psychologists and educated individuals of society. Research shows, “...debate over the ultimate causes of age-related phenomenon, ...some claiming that it is due to general cognitive declines that continue over the lifespan” (Larson-Hill). Students taking foreign language courses at a younger age will keep more information due to their brain development and growth stages, rather than a student who is in high school.

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.