The Article By Jan H. Hulstijn And Batia Laufer

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.

Low levels of processing include operations like counting the letters in words and higher levels of processing might include forming semantic relationships such as understanding what the words’ meaning is. According to Craig and Lockhart who formulated this theory memory recall would improve as the information is processed in greater depth. However it has been hard to define exactly what depth is and it has been found that there are other factors that make people remember things. (Zachmeister, E.B., Nyberg 1982)

All students need direct instruction of vocabulary, but it is especially imperative for ELLs. They need much more exposure to new vocabulary than their native-English-speaking classmates. ELLs need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new lexicon. Beginning ELLs and more advanced ELL students should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for these students. If they memorize the meanings of the words on a list, they will not be able to use the words in their own writing or verbal production until they really understand the meanings. When vocabulary instruction includes explicit, implicit, and strategy instruction, students are repeatedly exposed to the target vocabulary in a variety of contexts which increases their individual vocabulary development and the other resources that help in doing so is the Semantic Mapping primary focus on visual relationships, which is helpful to students from all backgrounds.

Vocabulary acquisition is one of the essential aspects of language proficiency. Having a knowledge of only grammatical structures is not sufficient to contribute to a successful language acquisition. There should be a certain amount of vocabulary knowledge which can aid a foreign language competence. Following these lines, beginners are pressured to store many words in their memory and prepare them for instant use. Oxford and Scarcella (1994) suggest that vocabulary learning strategies help users of a foreign language (FL) reach certain number of remembered words. Thus, the knowledge of various language strategies can potentially aid reaching a high FL proficiency.

Identify the key vocabulary (i.e., developmentally appropriate sounds, words, phrases, sentences, and paragraphs) essential for children to use during the learning segment.

o Provide activities which promote the development of vocabulary and the enhancement of language skills.

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.

Cognitive psychology studies the way people think an how memory plays a role in people's everyday lives. Memory is important, in both the short-term and the long-term, because without it all actions would have to be innate. Since it has been well-researched that both innate and experiential are needed for people to develop successfully (Sutton, 2008), memory of experiences and the lessons learned are important for every type of functioning. Memory, in the case of the article to be reviewed, is studied with regard to how students retain lists of vocabulary words in a Spanish class. This paper will look at all aspects of the article to determine how the author provided the given information.

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Because of the discoveries of new objects and experiences of new things, the development of vocabulary

Whereas according to Richards and Renandya (2002) (as cited in Rohmatillah, 2014), vocabulary is a core component of language proficiency and

The depth of processing hypothesis (Craik and Lockart, 1972; Craick and Tulvin, 1975) states that mental activities which require more elaborate thought, manipulation, or processing of a new word will help in the learning of a word. According to Krashen (1989), reading activity provides the comprehensible input that leads naturally to the acquisition. Huckin and Coady (1999) take a rather opposite view, and claim that "if vocabulary learning requires a precise coordination of form and meaning, it may not optimally occur with an activity like extensive reading that allows the reader to bypass such precision and effort". (

There are two ways of learning: incidental learning and intentional learning. Incidental learning is when the learner is not focused on intentionally learning vocabulary, the process of incidental learning is more of a natural process and it occurs when the learner is watching a movie or doing any other activity that is not directly focused on learning vocabulary. The intentional learning is when the learner is focused on learning from a book for instance and reading it with the purpose of memorizing and learning vocabulary. The purpose of this essay is to help promote incidental language learning for all future learners both outside and inside a classroom. We will look further into these two ways of learning and issues in this essay.

Conclusions: Teaching vocabulary based on Computer-Assisted Language Learning (CALL) was found to be significantly effective in improving learners ' vocabulary knowledge. CALL was more effective in terms of right brained learners. Also, right brained experimental group who