FOSSILIZATION IN L2 ACQUISITION There are several differences between first and second language acquisition: L1 is intuitive, natural, complete and trigger by birth. L2 in general is a choice, depends on the motivation of the learners and the difficult relies in achieving native proficiency. Related to second language acquisition, Selinker introduced the term ‘interlanguage’: "the process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape
1.0 Introduction First language acquisition (FLA) is defined as the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Second language acquisition (SLA) is the language learned after the first language (L1) where the language is used widely in the speech community. According to Houmanfar, Hayes, and Herbst (2005), the first and second languages are interrelated and the history of the first language is a participatory factor in the
research problem is based on the question: how does the Spanish language interfere in the English written production done by students in the course Written Communication III at the Paraiso Campus of the University of Costa Rica? From the foregoing, it is intended to assess and get results on the possible consequences of using structures of the Spanish language in the English written production and how the interference of the native language affects either positively or negatively on the student writing
acquiring a new language. Some key challenges involve not only the cognitive dimensions, but also the sociocultural and linguistic dimensions. The bilingual teachers must understand these challenges of their students face in order to meet the unique and individual needs of the language learners. The cognitive challenges consist of the interrelationships between the cognitive and sociocultural dimensions. Acquisition of a second language interrupts a child’s cognitive development in the first language
Listening skill is vital in language learning because aural input helps language acquisition and language use. Without understanding the input at the right level, any learning simply cannot begin. Spoken language provides a means of interaction for the learner, since learners must interact to achieve understanding, access to speakers of language is essential. Listening is an interactive process because for comprehension the brain acts on the impulses that bear various cognitive and affective mechanisms
today?s most widely-used language has regularly been a topic of wonderment and alarm to observers. Although the global dominance of English carries with it great possibilities, development, and increased knowledge, there are also prominent concerns about the negative impacts such a powerful language has on local cultures. For English Language Teaching practitioners, much of the discussion about linguistic and cultural imperialism spins around the issue of whether language teaching should involve culture
also to help learners to grasp the language. It is pertinent to know how children’s literature have been implemented into classroom and its pedagogical benefits. This paper expose some studies that show how teachers in development have used stories to help kids to learn English by developing language skills (Porras, 2010), and why many of the stories for infants are useful tools to activate students’ motivation and facilitate learning of a foreign language (Abu Rass and Holozman, 2010).
dyslexia have difficulties in reading because they have poor word decoding skills. Their difficulty in decoding words in most cases is due to problems processing the phonological sounds of words. As such dyslexia can be characterized as a disturbance in language function, which leads to difficulties in reading and the lack of reading leads to poor writing abilities (Helga Sigurmundsdóttir & Steinunn Torfadóttir, n.d.). As such students who are dyslexic are mainly struggling with difficulties in their phonological
and philosophies of teachers in second language learning. Technology is paramount in today’s society and is especially prevalent amongst the younger generation, who are quick to embrace the technology. This paper examines how teachers and students can adopt and use technology as a tool to assist with learning and to improve the overall experience. Furthermore, this research explores which technologies teachers and students who are teaching English as a second language can utilize in twenty-first-century
are combined. Study of bilingualism in children is important for our understanding of language development. There is adequate proof to suggest that the children acquiring a second language sequentially are increasing (Brice, 2002). Duchar & Clark (1992) stated that a Spanish-English bilingual child, who studied languages between the ages of 1.7 year & 2.3 years, developed separate voicing systems for two languages. Yavas (1995) studied the first 50 word period of his Portuguese/Turkish bilingual son