ESOL Assignment

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.

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

The second portion of the article is all about the stages of second language acquisition of which there are 5. In order from low level of linguistic proficiency to high level of language proficiency the five levels – as stated by the article- are: Silent/Receptive/Pre-productive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. The article goes on to

There have always been two major approaches of language. There is the prescriptive approach where the prescriptive linguist believes that there is a way that language should be spoken and written. On the other hand, there is the descriptive approach where the descriptive linguist thinks that a language is the way native speakers of the language use it and the way they agree upon. The issue of whether putting relational words toward the end is adequate or not has the two methodologies debating if the rule should be a rule since the usage of the language in reality contradicts the rule. The speakers of the dialect are consummation sentences and provisos with a relational word, however the first manage says to never end a sentence with a relational word. This made a progressing wrangle about whether ending a sentence with a relational word is adequate or not. To better comprehend this perplexity, one must comprehend what a relational word is. The most fundamental definition of preposition is giving by Spear as he defines preposition as “a word that is used to create a relationship between a noun and other words in a sentence“ (77) . Probably the most widely recognized relational words are: on, in, to, by, for, with, at, of, from, as, under, over, about, above, beneath, behind, and between. Also, the general rule is that preposition stand before the word it governs. However, there are some grammarians and linguists and language experts who think that placing prepositions at the

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.

ii. The Monitor Hypothesis refers to the relationship between acquisition and learning. The role of the acquisition system is to initiate utterance and the role of the learning system is to serve as the monitor or editor. The idea behind the monitor hypothesis is that as individuals begin to produce language, an internal monitor watches over or edits information to ensure correct grammatical usage (Peregoy et al., 2008). It is said that the internal monitor is developed during the formal study of language. But, in order for the monitor to function properly, individuals must have sufficient time to think about utterances before producing them; focus on grammatical form; and have knowledge of the second language rules.

I remember reciting things, that in my mind, were perfectly correct. But because of the different structures of the languages, my phrasing was often incorrect. My father once said to a childhood friend, “Do you understand everything she says?” April, my friend, told him she did. Since my father understood the language, he knew the inaccuracy of the things I said. So, in response, he asked her if the things I said were right. April replied, “No, but I understand her.” Because April and I were about the same age, and we shared a carefree attitude, she allowed me to practice English. Only a few years stood between April and me. She was in the fifth grade when I was in the third. But this age difference never interfered with our unity. It’s difficult to grasp why she and I

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

Krashen & Terrell (1995) explore five hypotheses of second language acquisition theory in their chapter. These hypotheses include, “the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis” (Krashen & Terrell, 1995). The concepts outlined in this chapter provide a foundation of the process that English language learners (ELLs) are developing through. However, like all theory, it is up to myself as the classroom teacher, to translate this theoretical into a working

Numerous theories try to explain the process of language acquisition. These theories fall into one of two camps. The environmentalist (or connectionist) theory of language acquisition asserts that language is acquired through environmental factors (Halvaei et al. 811). Theorists in this camp believe that a child learns language by gaining information from the outside world and then forming associations between words and objects. The nativist (or rationalist) approach, on the other hand, asserts that it is innate factors that determine language acquisition. Noam Chomsky, often described as “the father of modern linguistics”, falls into this camp as he believes that speech is the result of hidden rules of language that are hidden somewhere in the brain (Rahmani and Abdolmanafi 2111). Steven Pinker, a colleague of Chomsky, is a renowned psychologist, cognitive scientist and linguist who discusses his own theories on language acquisition in his book Words and Rules.

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.

In order to describe the second language learning process, as Ellis (1985, p.165) says "the process includes using second language knowledge which is composed of production and

Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk.

NLP, with its roots in psychology and neurology, is about the way the brain works and how the brain can be trained for the purpose of betterment. It encompasses or is related to 'left / right brain' functions, 'visual / auditory / kinesthetic' learning styles, multiple intelligence and other areas of research which are attempting to identify modes of learning whilst recognizing the importance of the individual learner.