Second language

Many people believe that children have the ability to become with a native-like proficiency in a second language almost within a night because during childhood knowledge is absorbed like a sponge by children’s brain (Genesee, Paradis and B. Crago, 2004, p.133). In contrast, only few adults can achieve a desirable result in their attempt to acquire a second language (European Science Foundation, 1993, p.8). In addition the learning environment is separated into two the formal and the informal both

explaining second language learning. During my introduction, key points from each of the 5 perspectives were discussed. The cognitive perspective was given priority as it contained many subcategories within itself. This section also allowed my group mates to connect theory and practice of second language learning. My group mates were able to connect to the noticing hypothesis, processability theory and the three principles of practice through their own personal experiences while learning a second language

Second language acquisition (SLA) has long been a topic of interest for many researchers such as linguists, psychologists, and educators. Through the study of SLA, researchers may better understand the basic properties of languages, how languages are processed in the brain, and how to facilitate the acquisition of a second language. A common topic of inquiry among SLA researchers is why some people seem to learn new languages with ease while others do not. This question is especially important

the same in all the languages despite its accidental variations.” So there is not much difference in the structure of a language. If a person has good command over the mother tongue, there are more possibilities to adapt, assimilate and accommodate second language without putting up much pressure on the learners. There are some similarities in syntax, phonology, morpheme, word inflection and various other aspects of the language. In this context of learning the second language, introspective learning

There has been a lot of research in Second Language Acquisition and there has many theories in this field. Since the 1970s more scholars have been very keen to explain the acquisition process. Particular attention has been given to the way we process information and this involves input and output. The major debate on this subject is what takes place in between the two stages. This essay will consider the contributions made by each of the above named scholars on the models of SLA. They each have their

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

optimizing the learning conditions, and thereby facilitating learners’ ongoing language attainment, whether teachers are aware of implementing timely, effective, and systematic interventions, I argue, plays an integral role. Even the seemingly inconspicuous marking codes may profoundly affect learners’ uptake rate. In brief, my research interest concerns the influence of corrective feedback on the advancement of second language learners’ productive skills. Inspired by Dr. Ronald H. Heck, I always attempt

English as a second language is becoming more popular all across the globe. It is not surprising, because English is the main language of business and commerce, trade, advertising, sport, of science, medicine, education, of popular music, entertainment, computers, video games and the Internet. Most of the scientific, technological and academic information in the world is available primarily in English. English unites and connects people from many different countries and cultures more so than other

in various ways. When it comes to being an educator in teaching a second language one has to be aware that learning another language is not easy. With learning another language comes lots of struggles and obstacles. The educator has to be prepared to help those students through their journey in helping them learn and improve the second language. Students learning the language will have various reasons for learning the second language, the way in which they learn it might be different, but as an educator

Language remains an integral part of human culture that our brains instill before we are born. Scientists have known for years fetuses can hear inside the womb, but they have discovered newborns possess the ability to cry in a way which mimics their native language (Cox). Scientists also recognize that as humans age learning a new skill―like a language―proves increasingly more difficult. Adults’ brains do not possess the same absorbency skills that children do (Baer). For this reason, I would advocate