The Influence Of Learners ' First Language

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.

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.

To elaborate on this hypothesis, Brown (2000) argues that …the CAH claims that the principal barrier to second language acquisition is that the interference of the first language system with the second language system, and that a scientific, structural analysis of the two languages in question would yield a taxonomy of linguistic contrast between them which in turn would enable the linguist to predict the difficulties a learner

In the affective filter hypothesis, Krashen (1985) suggests that not only understanding the information being put forth is important, but places significance on the environment in which the information is being received. Krashen saw the student emotional state as an “adjustable filter that freely passes, impedes, or blocks input necessary for acquisition (1985, pg 130). The affective filter controls the amount of input that is received by the learner; the lower the affective filter, the more input and therefore meaningful learning can take place (Liu, 2015).

This paper aims to discuss the distinctive features in English phonology. The work consists of three parts. The first part discusses the notion of distinctive features with focusing on distinctive features composition and label, types of features , functions of features and approaches to define features. The second part discusses the categories of features while the third part discusses the developments of distinctive features theories.

Using person first language when addressing an individual with ASD reminds people that the individual with the disorder is in fact a living, functional individual that should not be defined, or limited by, their disability. Instead of using “my autistic brother”, people should say “my brother has autism”. In the first example, the disability be the first part, or the subject, which overpowers the individual being described. In the second example, the disability is a part of the individual, but doesn’t limit them to only that disability, or make the disability a problem. We can describe who they are in their life outside of the disability without limitations.

The study of acquiring a second language has been a topic of debate since it began being studied due to ambiguous results in research. A major debatable topic is if age is, in fact, a factor when attempting to acquire a second language. The Critical Period Hypothesis works to conclude that age is a factor when attempting to acquire a first language, but has often been refuted in connection with the acquisition of a second language. Within a student’s educational journey, it is often required that he or she must learn and study a foreign language. It is thought that if these students begin learning an L2 within a certain period of time then they will be able to reach a standard to that of a native speaker. But, there have researchers who have stated that age is not a major factor when attempting to acquire a second language, rather there are numerous factors that affect second language acquisition.

While many previous studies have focused on the production and/or perception of the epenthesized consonant clusters of non-words either word initially or word finally as a measure to test how language phonotactics affect phonological processing regardless of the speaker’s familiarity with the target language (Davidson 2006, Davidson, 2010, Fleischhacker, 2001, Tily and Kuperman, 2010, Dupoux, 1998) , none have focused on the role that speaker’s experience might play in both perception and production together in relation to the epenthetic vowel word initially and word finally at the same time. These studies fall basically on four basic categories: The production and/or perception of the initial epenthesized consonant clusters ( e.g Silveira, 2000, e.g Broselow 1992; Kiparsky 2003; Watson 2007) and the production and/or perception of the final consonant clusters (Kuijpers and van Donselaar (1997), Awbery 1984, Clements 1986; Ní Chiosáin 1995; Bosch and de Jong 1998).

Second language acquisition is a process that is extraordinarily complex and requires the cooperation of multiple learning factors. Altogether, these factors can be divided into three main domains-cognitive, psychomotor, and affective. The cognitive domain consists deals with the factors on learning, whereas the psychomotor deals with the physical aspects of learning. Although both of these domains are essential to the learning process, this paper will focus on the third domain-known as the affective domain. (the second principle). The affective domain is “the emotional side of human behavior… [and] the development of affective states or feelings involves a variety of personality factors, feelings both about ourselves and about others with whom we come into contact” (Brown 153). The factors of self-esteem, willingness, inhibition, risk taking, anxiety, and personality factors such as motivation and the tendency for extroversion or introversion are all part of the affective domain. This paper will explain all of these factors and their impact on the process of second language acquisition.

Introduction: Phonology analysis is helpful for Chinese learners who are learning English as a second language. Recently, the requirements for ESL learners to carry out the best solutions for second language learners are in great demand because those learners have the experience of listening to second language teaching. Hence this topic is really of significance for me,as a future teacher, to write about.

The current study looked at the phonological development of native Japanese speakers who speak English as a second language. Two subjects were given a word list of English words to read from and recorded. The recordings were then analyzed based on their divergence from English phonology. The recordings were also shown to native English speakers to rate the foreign accent of the subjects. The current study was conducted under the hypothesis that the speakers’ L1 would interfere with the phonological development in their L2, and looked at other factors such as speakers’ attitude and differences in natural ability.

Pronunciation is an essential part of language. According to Fries (1945), the main problem in learning a new language is not the vocabulary but it is instead the mastery of the sound system, which is to understand the stream of speech and to hear distinctive sound features. Pronunciation is important to avoid misunderstandings when communicating. It is seen as a prerequisite for the development of speaking skill (Celce-Murcia & Goodwin, 1991). Pronunciation, according to Microsoft Encarta 2007, means “the way in which a sound, word, or language is articulated, especially in conforming to an accepted standard”. According to Hinofotis and Bailey (1981, as cited by Celce-Murcia and Goodwin, 1991), one will not be able to

This study explores the acquisition of English grammatical morphemes by a Native Arabic speaker. What type of errors the L2 learner makes during acquisition? What percentage of each error they produce. To answer this question, I collected data from an adult named (Mayyadah) through spontaneous speech and a grammar test. Then, a re-testing will take place after L2 learner receive a training sessions on correct use of grammatical morphemes in English. The point of the latter step is to measure the effectiveness of more TL input.

Many research papers have talked about measuring stop consonants voicing. There are many researchers put their attention on figuring out the difficulties of pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008; Flege and Port, 1981; Al-Saidat, 2010).

Hardware involved extra time, worry and problems, and, for these reasons alone, its use gradually faded away.