Why People Learn Other Languages

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.

Language acquiring, in terms of I-language, corresponds to the change of a subject's mind/brain state. To know the language L is for the subject's (H's) mind/brain, initially to be in a state So, to be set to a certain state SL. (4) One task of the brain sciences will be to explain what it is about H's brain (in particular, its language faculty) that corresponds to H's knowing L.

Some of the components of the interlanguage system may result from transfer of specific elements via which the learner is taught the second language.

Human beings are unique creatures as we possess the ability to communicate, to learn in more than one language. It is displeasing to say that the day when a gorilla is able to teach a bonobo in the language that a chimpanzee uses, may never arrive. The case was different for Koko, the gorilla and Kanzi, the bonobo as the American Sign Language was involved (Prince-Hughes, 1987). What sets human beings apart is that we are the same species that are inhabiting various regions around the world and thus, we inherit individual languages. Our arterial language is determined by many factors such as, race, ethnicity and even religion. However, the occurrence of a person learning in a non-native language does arise. For example, a child that is raised in Britain who learns English in school might have a family that is from the Philippines and thus, speaks Tagalog. The child may be more fluent in speaking Tagalog than English and thus, may lead to learning difficulties in school as an English Language Learner, which

Acquisition requires meaningful interaction or natural communication in the target language. In contrast, learning focuses on the grammatical aspects of the target language (McKenzie- Brown, 2006).

The Social Learning Theory gained prominence by Albert Bandura. The theory states that the social behavior displayed by people is predominantly learned by the observation and imitation of those they are surrounded by. This theory future explains that people are influenced by being rewarded or punished for their behavior. The social behavior is also influenced, according to this theory, by

People start learning foreign languages because of various reasons and for different purposes. But despite all their personal factors and goals, probably most of them will agree that at this time knowing foreign languages is very important. It can be because of the number of reasons. The first reason is that knowledge of a foreign language is a necessity nowadays. This factor may be applied to many learners, for example, students who have to pass their college entrance exams or it may be a compulsory module at university. Sometimes people have to know foreign languages in order to have a good job and get a higher salary or if they must know other languages except their native one because of their work, for example, diplomats or interpreters. Another reason is a strong will to be a part of

Some people ‘pick up’ second languages without going to lessons. Others go to language classes and study the language they wish to learn. Of the two situations, picking up a language is, it would appear, closer to first language acquisition than studying a language in a classroom is. The distinction between subconscious acquisition and conscious learning is still of concern. Stephen Krashen claimed that language which we acquire subconsciously is language we can easily use in spontaneous conversation because it is instantly available when we need it. Language that is learnt, on the other hand, where learnt means taught and studied as grammar and vocabulary, is not available for spontaneous use in this way.

It stems from the nativist assumption of the presence of a biological faculty in human that empower human the ability to acquire languages. In terms of the electrochemical changes of the brain, the neurological basis of the argument for CPH for second language acquisition seems sound because the noted change becomes steady at the age of 10-12. (Alene 17) The hypothesis comes with 2 interpretations. The first one concerns the age of acquisition of the language. The later in life a person learns a language, the more unlikely he or she could achieve native proficiency. The second interpretation further explains the effects of age on language acquisition. It relates the loss of the specific domain, or Universal Grammar, to the loss of neural plasticity due to the natural maturation of human. The lateralization of

Languages are learned mainly through imitation is a myth because we cannot begin to know what happens inside a child’s brain and there is no concrete evidence to say which approach dings the other finish line. Intuitive and power of learning comes from an individual. According to Chomsky (1977) humans represents as empty organisms that are easily manipulates. Perhaps, humans are unique with this inbuilt knowledge of language locked in our brain until it is triggered. Language Acquisition Device (LED) contains rules for all possible human languages. This is called as a set of Universal Grammar (UG) which allows them to select out the many grammatical rules of the language they hear spoken around them. Gradually, they construct the grammar of their own native language.

Besides the acquisition-learning distinction theory by Krashen’s which differentiate the condition of second language acquisition (SLA) and second language learning (SLL), there are also other theories which explain SLL in detail. Among the earliest theory suggested in relation to SLL is the behavioural theory of language learning which initiates by Skinner in the 1950s as cited in Scarino and Liddicoat (2009). The theory suggested that human and animal learn in similar ways which are through the response to stimuli. The responses enhanced the learning of the language where the repetition and reinforcement help the input to be comprehended by the learner through time.

Learning a new language can either be based on necessity or the willingness to learn a new language. Whether a student/adult care for the language or not, it is becoming very important in the process of obtaining a better job, or the need to learn a new culture. There are many concepts and ideas that go alongside the process of learning a new language. For that reason, this essay will try to explain through research why and how people learn English as a foreign language with the help of a former student.

b) Theory of acquisition – language is not an autonomous cognitive faculty, an understanding of learning process and the learners cognitive and functional prerequisites require consideration.

The author states that there are many parallels between complex nonlinear systems and second language acquisition (SLA). Both are regarded as by dynamic processes. The SLA process consists of many intermingling factors at play which define the course of developing the learner interlanguages, the native language, and the target language. Learning linguistics items is a dynamic process. Learners do not learn one item and then take on to the next. The learning curve is filled with ups and downs, growth and regression. A good example of this is when beginners acquiring English

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.