The Different Factors of Individual Language Learners in 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.

(3) Strategies of second language learning. Some of the rules in the learner’s interlanguage may result from the application of language learning strategies ‘as a tendency on the part of the learners to reduce the target language (TL) to a simpler system’

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.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

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

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

Acquiring second language has its impact on the social and cultural knowledge. One of the theories that concern with that knowledge is the sociocultural theory that was originated by the Russian psychologist L. S. Vygotsky. The theory explains how individual mental functioning is related to cultural, institutional, and historical context. SCT has three main areas. These are: interaction, ZPD, and scaffolding.

Second Language Acquisition or SLA is a term used to describe learning a second language. There are a number of ways in which one can learn a second language, and in this essay I am going to discuss the links and relationship between second language acquisition and computer-assisted language learning, with particular focus on the pedagogical aspects. The most obvious approach to learning a second language is undoubtedly through the Pedagogic Design, or learning from a teacher in a structured classroom environment. Computer-Assisted Language Learning is another commonly used resource for language learning, and this is regularly referred to as CALL. The

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

Some of the challenges that many second language learners have to face with have to do with aspects of the form-to-function and function-to-form mapping, or the concept-oriented approach. Kathleen Bardovi-Harlig describes the main point of it that “adult learners of second languages have access to the full range of semantic concepts from their previous linguistic and cognitive experience.” However, Von Stutterheim and Klein argue that “a second language learner- in contrast to a child learning his first language- does not have to acquire the underlying concepts. What he has to acquire is a specific way and a specific means of expressing them” (VanPatten and Williams, 2015). The form-to-function analysis states that forms (particular lexical items/units) will develop, or be used by learners, before they actually know how to use them in any way resembling native speaker patterns of usage. There are arguments about the directionality of the system. In other words, learners will most likely map in both directions at different times depending on their learning situation as well as their background knowledge, including knowledge of their L1. Therefore, somebody learning a language very similar to their first language will probably be able to use the forms of their first language to help decide what some of the functions are and vice versa. For someone trying to learn a new language which is quite different from their native language they might actually need to rely on functions

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.

Since the 1900’s many theorists have carried out research into language development and many theories are still being used in the classroom to develop strategies which are highly effective in ‘Second Language acquisition’ (SLA). An example of this is Cummins’ (1981) Iceberg Model which identified two types of language proficiency. The first type is called basic interpersonal communication skills (BICS) and the second type is called ‘cognitive academic language proficiency’ (CALP). EAL children can take up to one – two years to gain BICS, and between five – seven years to gain CALP.

Language acquisition is the process of receiving and producing the languages they should understand well the words and the sentences to communicate with each other. It is the process whereby children achieve a fluent control of their native language. The first language is defined as the primary language -not necessary mother tongue which the speaker first acquires and use. There is a great difference between first and second language acquisition. First language acquisition refers to the way children learn their native language. Second language acquisition refers to the learning of another language or languages besides the native language

Krashen used the natural approach to explain the process of second language acquisition. Krashen’s model basically consists of two parts. In the first part, the language acquisition device the comprehensible input triggered and this starts children’s language development. This process is affected by the anxiety factor, which he called affective filter. In the second part, the acquired language combined with the intentional learning result in the language output. In this process, the intentional learning monitors students’ output. Specifically speaking, his model proposes that a low affective filter or a low anxiety is good for children’s acquisition. He further believes that the learned knowledge hinders our acquisition and needs to be avoided (Brown, 2014). This argument indicates that teachers had better avoid such monitoring as correcting students’ responses since it hinders students’ acquisition. Also, Krashen argues that it is good for children to acquire the language subconsciously. Besides, he asserts that children follow a natural order to acquire the rules of the language.

Different factors can affect second language acquisition in ELLs. It is important to determine what may hinder an ELLs students success in a K-12 setting. One issue is negative transfer and the differences between the L1 and English may cause an interference. However, that is just one of the issues. This research addresses the impact school environment may have on SLA.