Second Language Acquisition ( Sla )

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.

Learning a second language is something that numerous people have attempted to do throughout the years. The motivation for doing this, be it intrinsic or extrinsic, varies from student to student. Learning a second language becomes effective when teachers are able to identify students’ individual learning problems, apply diverse methods and approaches to solve them, and nourish students’ learning motivation.

Age, Rate and Eventual Attainment in Second Language Acquisition Author(s): Stephen D. Krashen, Michael A. Long and Robin C. Scarcella Reviewed work(s): Source: TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 573-582 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586451 . Accessed: 09/01/2013 08:48

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Before describing the socio-educational model and its revisions, Figure 1 above represents what Gardner considers to be the fundamental model of language learning. The model proposes that there are two primary individual differences variables in language learning: ability and motivation. It is proposed that individuals with higher levels of ability such as intelligence and language aptitude will tend to be more successful at learning the language than the students who are less “endowed”. Similarly, students with higher levels of motivation will do better than the students with lower levels, because they will expend more effort, will be more persistent, will be more attentive, will enjoy the experience more, will be goal directed, will want more

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

Students who are more introverted may observe and listen to others until they are more confident of what to say. Teachers need to understand that the outgoing student may not be as fluent as he or she seems to be and that the more introverted student may be more proficient in their second language than they appear to be. Although it will take time, both types of students will learn to speak their second language proficiently. While these students are learning, they will make mistakes. The article states that if teachers correct the mistakes directly, it may discourage students from trying out their new language skills. Modeling the correct language is a much better way of correcting mistakes then using direct correction.

The Error Analysis in Second Language Acquisition was recognized and named as “The significance of learner errors” by Corder and his colleagues. Further Corder delineated that it has two objectives: one is theoretical and the other is applied. The theoretical objective serves to explain what and how a learner learns when he studies a second language. The applied objective serves to enable the learner to learn more efficiently by exploiting our knowledge of his dialect for pedagogical purposes (Corder, 1974:122).

Language acquisition is a piece of the greatest parts of human advancement. However, the process of learning a language faces a lot of difficulty. First language acquisition is the process whereby children acquire their original languages. All humans have an ability to gain a language（or languages, for many learn more than one in the environment in which they are raised.）. All normal humans have the probability to learn extra languages, similarly with other field of study such as math or science, some people are better at learning second languages than others. Rather than obtaining, learning happens effectively and intentionally through explicit instruction and education. As such, older children and adults past the critical period

Second language acquisition is a process whereby people learn an additional language on top of their native ones. Learning a second language can be functional to oneself especially when communicating with a person whom you do not have a common language with. In acquiring the second language, there will be difficulties that one might face as compared to acquiring the first language, which makes it harder to acquire. Our mother tongue is easier to learn as we would have been brought up by our parents or grandparents that speak the language. Learning a second language can be difficult as we are not brought up for that language and would not know the basis of it. Some factors that makes it hard is the age of the learner, experience, the cognitive

This article review is about the Digest, published in 1992, by Barry McLaughlin, which is based on Santa Cruz’s “Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn.” The digest discusses the myths and misconceptions about children and second language acquisition in five main points, trying to make teachers of second language learners avoid having unrealistic expectations of the process of children learning second language. There are five myths that are pointed out by the author.

An interesting phenomenon in the research of second language acquisition is that learners seem to acquire English grammatical morphemes in a certain order, regardless of their native languages, ages, and learning environments. Furthermore, technique of instruction and data collection seem to have little effect on the acquisition order. This study attempts to investigate the morpheme acquisition order in the writing of Arabic students learning English at king Faisal University, KSA. Data collected from twenty placements tests is examined for fourteen grammatical morphemes and the participants from Saudi Arabian male students at king Faisal University. The acquisition order obtained is compared to orders, found in previous studies. The study does not find a significant correlation between second language acquisition order and first language acquisition order, but high correlations between this study’s sequence and those in five other second language acquisition studies give further strength to the idea of a universal ESL morpheme acquisition order.

Many researchers have hypothesized that language could be acquired only within a critical period, which is from early infancy to puberty. If this is true, this should be extended to second language acquisition as well, and, if so, young children should be better at acquiring the second language than adults, and the individuals who started to learn the second language in their early childhood should reach higher levels of proficiency in the second language compare to those who started to learn the language in their adulthood. If this prediction is true, it would importantly demonstrate that children should be exposed to language with rich vocabulary and grammar within the critical period, and foreign language exposure at school should take place in early grades in order to maximize their opportunity to learn the language effectively. However, the self-motivation and the value of learning the language may differ depending on the individuals and those factors can limit or expand the exposure to the target language. In this paper, I would like to discuss the correlation between the age that bilingual individuals are exposed to the second language as well as their motivation, and the value of learning the second language. I would like to suggest that regardless of the age that individuals are exposed to the second language, if one values the importance of learning the target language and maximize their exposure to it, they can reach to the native level of

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 second language(L2) learners often struggle to identify possible grammars in their second languages. In particular, they fail to form a sentence with an appropriate functional morpheme (Lardiere, 1998; White, 2003). A functional morpheme refers to a morpheme which performs some kind of grammatical function, playing a role in lexical change. It consists of the function words in the language such as definite markers. The inflection of a definite marker, in other words, definiteness, distinguishes a nominal phrase (NP) between identifiable and non-identifiable. That is, whether or not, a referent is identifiable or previously introduced in the discourse. In addition to identifiability, definiteness is expected to incorporate other notion,