Second Language Acquisition

Personal Second Language Acquisition Theory Research Paper Thesis and Introduction 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.

Personal Second Language Acquisition Theory Research Paper Thesis and Introduction 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.

Following are the theories of second language acquisition: • Behaviorism theory: behaviorism theory introduced to the stimulus response theory which helped in understanding the language as an organized structure and acquisition as a matter of habit development. Behaviorism theory ignores internal mechanism which takes linguistic surroundings and shaped stimulus into account. According

Language carries the beauty and persona of our thought process and the study of Linguistics helps us develop insights, appreciate and analyze many aspects of this powerful medium of expression. My fascination with Second Language Acquisition (SLA) began with the course ‘Language Acquisition and Learning’ that I took while I

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.

In the video titled The Four Stages of Acquiring Language, in which I observed. The first stage is “Babbling” one syllable sounds. I observed an infant at 4 months of age babbling. According to the CDC, at 4 months of age infants begin babbling, they can babble with expression and copy sounds he/she hears. Infants at this age can cry in different ways to express hunger, pain or being tired.

Hola, yes all U.S. students should be required to learn a second language. There are many benefits of learning a new language. You can grow your vocabulary skills and learn about a whole new culture! As a matter of fact, we should all be equal.

1.The clear purpose of the plan stated with authentic language Gadsden County has a very committed ESOL program. Gadsden County has created an ELL program that is comparable to non-ELL students, with the focus on acquiring English and mastering academic success. A Home Langue Survey is sent home to all students to identify all possible needs for language assistance. Once a child has been identified for needing extra language assistance, an English Language Proficiency assessment is give to get a proper level of language acquisition. Gadsden County ensures that all teachers and administrators are properly trained to teach the ELL students and competent of understanding cultural differences. The Gadsden county ELL program takes every opportunity to ensure that language translations are available for parents and students and give necessary resources to ensure success.

1. How can language and content instruction be coordinated to generate acquisition of social and cognitive academic languages?

The sociocultural theory of second language acquisition has provided me with the strongest reasons for reconsidering my previous views on second language learning. Vygotsky proposed a sociocultural theory that is very influential within the field of second language learning. The focus was on the idea that all learning is primarily social. The connections between people and the sociocultural context in which they interact with one another are crucial. Through interaction in shared experiences new knowledge is obtained. This perspective emphasizes the social nature of learning and examines the complex and dynamic social interaction involved in the process of learning a second language. According to Vygotsky the cognitive and social processes in acquiring a second language are inseparable. Social interaction has a vital role in the process of cognitive development.

Second Language Acquisition and Age Impact on its Acquisition Ika Ulil M 20111111042 Abstract 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

The Influence of Age Factors on Second Language Acquisition Xu Bailin 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.

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.

My seminar provided an overview of chapter 4- explaining second language learning. During my introduction, key points from each of the 5 perspectives were discussed. The cognitive perspective was given priority as it contained many subcategories within itself. This section also allowed my group mates to connect theory and practice of second language learning. My group mates were able to connect to the noticing hypothesis, processability theory and the three principles of practice through their own personal experiences while learning a second language. The first discussion question asked my group members to evaluate their own understanding of how language learning occurs and compare it with the perspectives we covered. The second discussion question provided them a chance to assess each perspective and think of one weakness and one strength for each. Overall if I were to re-do my seminar, I would like to provide more attention to the other perspectives. I would add more discussion questions in order to stimulate more in-depth discussions. Similarly, adding supplemental information from an outside source to further discussion and connect the theories to pedagogy. Additionally, I would create an activity that focused more on teaching of a second language and how these theories have influenced the current practices used.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students