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The environment that language acquisition occurs in, whether it is a first or a second language being acquired, is also hugely influential on the development of that language. It is only in context that a language with inherent ambiguities can be understood at a level of fluency, and if the environment surrounding the language learner does not help to reinforce the rules and/or vocabulary of that language, then language acquisition becomes more difficult (Freeman & Freeman 2004; Wilson 2000). In addition, things as basic and yet fundamental to all types of learning such as anxiety levels and self-confidence can also have huge effects on language learning, especially during second language acquisition (Wilson 2000).
My views generally align with the dominant view in this course, namely that second language acquisition is best facilitated by instilling the linguistic concepts known to assist in first language acquisition into second language learners (Freeman & Freeman 2004). Immersion seems to be the best method for language acquisition via these mechanisms, but there are also several suggested methods and modes of instruction that seem likely to work in developing the same innate grammatical understanding of a second language on a conscious basis just as they work on an entirely subconscious basis during first language acquisition (Freeman & Freeman 2004; Wilson 2000). I tend to disagree with the assertion made by some that first language acquisition follows a nearly...
This view is based on my personal experience with my siblings and other young children I have observed (not in empirical research settings, it must be admitted); I have perceived several different apparent methods of learning language, where some children develop certain skills and understandings at one time, and others in a different order. In general, however, this does not necessarily exclude many of the larger conclusions and assertions made by the authors and researchers covered in this course.
There is still a lot of learning left -- both for me and in the field as a whole -- before a complete understanding of language acquisition can be achieved. The fact that first language acquisition is so innate is an encouraging fact, however, and promises to lead to still better methods of teaching second languages. As our understanding of one type increases, our skill in teaching the other will only improve.
References
Freeman, D. & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann.
Galasso, J. (2003). "First and second language acquisition." Techni Studios. Accessed 17 September 2009. http://www.csun.edu/~galasso/lang1.htm
Wilson, R. (2000). "A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition." Language impact. http://www.languageimpact.com/articles/rw/krashenbk.htm
" (Collier, 1995) Academic work through the progression of each grade brings expansion to the vocabulary, sociolinguistic, and discourse dimensions to the language higher cognition. Academic knowledge and development "transfer from the first language to the second language" (Collier, 1994) making it more efficient that academic work is developed through the first language of the student with teaching of the second language occurring during other times of the school day
The Natural Order hypothesis posits that there is a "natural order" that is predictable when it comes to acquiring grammatical structures. The Input hypothesis is completely in relation to the Acquisition hypothesis and it is especially vital to the understanding of how one learns a second language. Krashen (1997) believes that "if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible
The reality is that the universal grammar theory attempts to lay general structures that can be traced among languages. Therefore, if a constant 'X' is true then 'Y' will be equally true. It puts down how all languages expand when subjected to a given set of fundamental principles. With these principles, universal grammar enables us to try out word order prediction in languages, the phonemes, syntax etc. Several linguists hold
In the final analysis, people have been learning how to acquire language for millennia without the assistance of scientific investigation, but the need for young people to do so quickly in an increasingly multicultural country and globalized marketplace is more important than ever before because they will probably have to learn a second (or third) language at their earliest opportunity. References Birdsong, D. (1999). Second language acquisition and the critical period
These people are also, reportedly, more creative, and also excellent at problem solving. One Moroccan individual was injured in an accident, she was a bi-lingual, and she could speak both French and Arabic before the accident. During her recovery, she found to her amazement, tat she could speak French one day but not Arabic, and one day, Arabic and not French. After three months, she could speak both fluently. Today,
Second Language Acquisition Advantages and Disadvantages of Bringing up Children Bilingually Much of the debate on bilingual education is wasteful, ironic, hypocritical, and regressive. It is wasteful because instead of directing attention to sound educational practices, it has led to advocating specific "models" based solely on what language should be used for what purpose. It is ironic because most attacks on bilingual education arise from an unfounded apprehension that English will be