Second language acquisition

As a second language learner myself, I am perhaps guilty of mispronunciation, guilty of having an accent, and most of all guilty of making numerous grammatical errors. Learning a completely new language is not easy. It takes time, knowledge, and a lot of effort and motivation in respect to the learner. There is a clear distinction between structured language learning in a classroom and language learning through immersion. Classroom learning is solely based on knowing and memorizing vocabulary words

proposed that for language to develop fully, it must be acquired before the start of puberty. His hypothesis was solely regarding first language (L1) acquisition. Johnson and Newport (1989) were among the first to question if and how this hypothesis applies to second language acquisition. They conducted a test with a group of 46 Chinese and Korean immigrants who had come to the United States at a variety of ages, ranging from 3 to 39, and learned English as a second language. To measure their

A Study of Learning Strategies in L2 Acquisition 【Abstract】With the concept of autonomy being part of the mainstream of research and practice within the field of language education, the study of learning strategies in L2 acquisition has drawn much attention. This paper discusses the issues covering the fundamental aspect: identification and classification of learning strategy. The problems are reviewed concerning the definition and classification of learning strategies and then the paper tentatively

about this important topic based on their results and conclusions? As Lightbrown and Spada(1990) suggested that language teaching went through a major change from focusing explicitly on teaching of language to teaching language in use. Language used to be taught through its grammar, then the focus shifted to interaction and meaning. Krashen came with the idea of teaching language naturally as young children do in their L1. Savingnon (1972) was one of the first researchers who stated the greatness

1. Background issues in Language Learning: Acquisition and learning, thinking about language 5.2. Conclusion 5.3. Need of the Society 5.4. Recommendation 5.5. CALT (Computer Assisted Language Testing) Ch.5. CONCLUSION 5.1. Background issues in Language Learning: Acquisition and learning, thinking about language Acquisition and learning 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

In his article, “My and Misconceptions about Second Language Learning,” published in 1992, Barry McLaughlin listed five major myths and misconceptions held by the general public, or specifically by some second language teachers, as well as some contradictory viewpoints about second language learning held by different scholars. In his five main arguments, he puts specific emphases on his suggestions for second language teachers about second language teaching and learning to dispel these five myths

Part IV Issues on Chinese Language Teaching As a state school situated in a low SES area, Loganlea SHS’s vocational education outperforms its academic education. Its disadvantaged geographic location make it very hard for the school to promote literacy and numeracy development among the majority of vocational students who are with low level of general skills and academic aspirations and lack of motivations. It is likely that subjects with cognitive engagement would not attract students by nature

audio, video, interactive whiteboards to online platforms). I will be analysing the effects of blended learning in the pedagogical process in terms of time-efficiency, increased outreach for language learning opportunities, motivation and autonomous learning, learner and personality types and crucially, in language learning increased accessibility of “Ethnographic methods such as the use of ‘authentic’ material and contact with native speakers ”. The 21st century pace of life has brought about a new

Technology in learning and teaching language Introduction The innovation of communication technology has had a major impact on teaching language and how it is learnt, causing a major paradigm shift in authorship and how language is disseminated in a community. This paper will critique the important issue on how language is related to technology and these are the status of what is referred to as CALL (Computer assisted learning language), its cultural influence, its effectiveness and theoretic overview

Introduction The acquisition of child language has become a heated debate in which many discuss how and when a child is able to learn both their first and even their second language. The critical period hypothesis is a theory which claims that after a certain age children will no longer be able to achieve a native level of fluency in any given language. This essay aims to dissect the evidence which supports and contradicts this, and will draw upon studies and experiments conducted on both human children