Second language acquisition is the chapter I am interested in. In this chapter, there are many main points. Firstly, I know the meaning of some words such as second language learning, acquisition and learning as well as I know that there are many barriers when we learn the second language. Secondly, the chapter helps me understand and know some factords which affect the second language learning. They are students’ embarrassment, dull textbooks, unpleasant classroom surrounding, an exhausting schedule
(1978) for investigating the factors responsible for good command at English language. However it was concluded that immersion, motivation and self -study are the most important factors which are responsible for successful second language acquisition. This study was also supported by Malaka (2001, cited in Golam ,2012) who investigated the factors affecting the teaching-learning English at high school level in
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 acquisition of the
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 acquisition of the
Second Language Acquisition Ana María Mateos Bermejo Index Introduction 1 Second Language Acquisition 2 Age 2 Characteristics of the learner: Mindset (aptitude), ZPD and scaffolding. 3 Characteristics of the learner: learning categories 5 Environment 6 Conclusion 7 Bibliography 7 Introduction Second language learning may be very different from one user to another. There is a fact that researchers have been bearing in mind in every research and this is the one of age. As it have been said, it
Nowadays, more and more people start to learn a second language either to enhance their competitions or to know about others’ cultures. The process of acquiring a second language is quite different from the way one forms his or her first language. Due to individual differences, it is hard to conclude how long one should spend on acquiring a second language. However, no matter how fast or slow one’s learning pace is, he or she must go through five stages to become a “near-native” speaker or writer
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
communicate with each other using language which is biologically inherited. However, human language is different since it is a symbolic system that is learned and not inherited. When we speak about symbolism of language, we mean that language can be represented by letters that stand for certain sounds. To be clearer, this easy sheds light on the concept of language in general and its definitions, what constituent's language has, and what linguistics is. Language can be identified as a means of human
In second language acquisition, it is a key tenet to explore how individual differences influence on students’ learning. There is no doubt that each person is different from each other in many ways and, of course, being different does not only mean having different learning styles, but also acquiring a foreign language differently. Consequently, individual differences have a strong impact on students’ language acquisition and their overall performance in school, being of crucial importance to take
Danchev (1982) argues that translation/transfer is a natural phenomenon in second language acquisition, especially in beginning levels and that methodology should not necessarily be used against this. Teachers can support this natural phenomenon by using what Danchev calls “functional translation” (transferring meaning into L2, instead of word by word) to facilitate their comprehension by making a relation with their native language. As Jack C. Richards said, quoting Richard Schmidt (1990), who argues