Second language acquisition

The topic of a critical period for language learning is a hotbed of discussion; there is substantial evidence to support the idea that certain elements of language are “easier” (or even critical) for people to learn and master at younger ages, such as syntax and phonology, but the debate rages on as to whether this is evidence of a critical period of overall language learning, and whether the critical period applies to the learning of a second language (Newport, 2002). The implications of such research

In fact, all against grammar arguments based their hypothesis either upon the theory of second language acquisition or the communicative approach which constituted a revolution in both theoretical and applied linguistics. This revolution, as Ferguson (2005) mentioned, gave rise to a phenomenon known as ‘grammar phobia’. Nevertheless, some linguists (e.g., Lapkin, Hart, & Swain, 1991; Swain & Lapkin, 1998) conducted research into teaching outcomes in French immersion programmes and found that learners

reflect on the article “Preschool World Language Learners’ Engagement with Language: What are the Possibilities? The prevailing thought that younger is better when acquiring a second language is shared by language education professionals, parents, and administrators (Kearney & Ahn, 2014). Although studies show evidence that a young learner does not have unlimited advantages due to age, beginning the learning process earlier gives opportunity for attainment of language abilities throughout the lifespan

use of the L1 in language teaching methods In this section, we briefly review some of the methods used throughout the history of language teaching (Cook 2001; Richards and Rodgers 2001; Howatt 2004 ). The reason for this review is twofold: firstly, it explains the history as well as the development of the debate surrounding the use of the L1. Secondly, since one of the questions that prompted the new directions in language teaching is ―what should the role of the native language be? (Richards and

A career as an educator is a highly rewarding and equally challenging position, a teacher is not only responsible for the academic success of their pupils but the social development as well, this is especially true as a second language teacher. It is through my own experience as a student and a prospective teacher that I’ve developed my own beliefs and philosophy about teaching. I believe that there are certain things that can’t be compromised or short sold for example, classroom environment and

2.3 Vocabulary Learning Strategies for English Language Learners Vocabulary acquisition can lead the process of learning to read, comprehend, and write. They all are connected and related to each other because acquisition of vocabulary is an initial process for ELLs to become literate in reading and writing. Knowing and learning new vocabulary words with meanings is a kind of gateway to a new environment and surroundings, and also ELLs feel associated with a new community. Teaching and

Philosophy of Education Jihyae Choe Liberty University TESL 419   Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who established

Educational Research: A Critical Analysis of The Canadian Modern Language Review 5.8 million Canadians are reported to be able to communicate in both of Canada’s official languages (Statistics Canada, 2012). With this substantial population of second language (L2) communicators, comes a distinct need to continue to build knowledge and understanding of the complexities of teaching and learning in a second language. The Canadian Modern Language Review (CMLR) offers its readers a wide variety of publications

taught as a second language (L2) and gains insights from the tremendously rich literature of applied linguistics (Ellis & Shintani, 2014). I firmly believe that a reflective practitioner ought to think like a researcher when critically examining and reexamining the effectiveness of pedagogical principles and techniques through practices (Bailey, Curtis, & Nunan, 2001). The theorization of my own practices has resulted in an integrated approach — content-based, communicative, community language learning

Do you believe that artificial intelligence research can solve this problem? Language consists of many constituents and each of them is full of disagreements and irregularities. At this stage Hatch et el. is trying to find a pattern amongst these irregularities of components. Scholars did not reach an end for language its, there is no conclusive definition for language, Which could show us that we do not know language fully or even near fully. Hatch is saying why do not we try to put all SLA theories