Second Language Acquiring Second Language learning process will start after learning the first language or native language. It involves a special purpose or some cause. For example in India people acquire English after the native language as it involves day to day communication also. And some people learn French or Latin in order to survive France or Latin American Countries. Second language learning may or may not involve class room instructions. Both are not one and same. Learning of second language process is different from learning Foreign Language. Second language learning process involves the learning of non–native language by the aid of non–native language speakers. In contrast, learning of Foreign Language learning involves the learning process in the environment of native language. The learning of First Language differs from others as a child is exposed to language rich environment over the many years. The richness of...show more content...
Syntax is the rules that govern the word order in sentences. Knowing the syntax will allow the individual to produce infinite number of sentences with correctness and comprehensibility.
Morphology studies the word formation. Morphemes represent the minimal meaning of a word. Semantics is the meaning of words. It includes word formation, meanings and combination of words. Pragmatics is the way of language used in the context. The skills of above varies from a mature speaker to novice speaker.
Models for acquiring Second Language Learning
a.Universal Grammar Model
b.Competition Model and
c.Monitor Model
Universal Grammar Model: Principles, conditions and properties of all human languages. Second Language Learners will base their language learning through the elements common to all languages. Different languages have various set of rules. Second language learners will base their second language acquisition on universal Grammar
Learning a foreign language involves developing new skills and going through different stages. The four skills you need to develop are listening, speaking, reading, and writing. You need to be able to understand when someone speaks the language you are learning. In addition to that, you need to be able to express yourself in that language. Most of the time, the written language is more complex than the spoken language. You want to be able to understand a text you read. Moreover, you want to be able to express your ideas in writing, with the right words and correct grammar. Acquiring these four skills requires various study patterns.
Building Vocabulary
First of all, you need to build vocabulary. Building vocabulary involveslearning the meaning of the words, their spelling, and pronunciation. Unlike in English, each word has a gender in many languages like French, Spanish, and German. You need to memorize the gender of a word in order to use it correctly. You also need to learn the conjugations of verbs and adjectives. That is where you cross the border between the vocabulary and grammar.
Studying Grammar
In order to learn a foreign language, you need to study its grammar, the structural rules of a language. Most of the time, grammar is a complicated subject to understand, to learn, and to use correctly. To make things even more complicated, you will need to memorize the exceptions to the grammar rules you learn.
Reading
If you have sufficient vocabulary and a good
English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English. I had English language classes in my secondary and high school years. I also took some private English learning courses throughout summers in my country, Turkey. However, I could not improve my English effectively as all Turkish students in Turkey. I fully agree that English will be learned most efficiently in the boundaries of an English–speaking country not in the home country because of some cases. Therefore, I came here, USA, to learn English better after graduation from my university. First, English is dealt with all the time while staying in an English–speaking...show more content...
Neither was I able to get their points, nor could they understand me. The reasons were that my Turkish English teachers are not the experts in pronunciation and there is no class focusing on speaking at state schools in Turkey. An experiment was performed by Major et al. about speaking and listening problems for international people. Four groups of one hundred listeners, whose native languages were Chinese, Spanish, Japanese, and American English, heard brief lectures presented in English by speakers with different native languages and answered questions based on the lectures. The results indicated that both native and nonnative listeners scored significantly lower on listening comprehension tests when they listened to nonnative speakers of English, and Chinese group scored significantly lower when listening to speakers who shared their native language. Only Spanish group did well when they listened to their native speaker (174). This experiment showed that learning English from a nonnative speaker may cause troubles in both listening and speaking parts of English. Additionally, I lacked of ability on word choice for the first couple of months in the USA. For example, I was using adjective "too" for positive circumstances " instead of "very" or "so", and I used to say "according to me" instead of "in my
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There is consistent debate as to whether language learning is innate or learned through social interactions (Atwood, 2016). This is the nature versus nurture debate, in which the nativist view states that language is built in whereas the social interactionist view states that exposure to practice is required for language learning (Atwood, 2016). In my perspective, social interactions are vital for children to develop their language abilities. There are various social factors which come into play to assist a child in learning, for example, culture, conventions, and other social interactions (Forrester, 2008). The more a child is exposed to situations where he or she is required to speak and think about their response, the more practice they...show more content...
The probability of the child being capable of producing self–repairs is dependent on the factor that the adult does not respond, for instance, the child is looking for cues, and actions to respond, if there is no response this may act as a cue that a word was used incorrectly (Forrester, 2008). In this analysis, I was initially looking to find an interaction between an adult and a child that would demonstrate how the way an adult interacts and creates an appropriate environment for the child to learn. For example, I was looking for how the way adults' change the way they speak when talking to a child in comparison to talking to an adult, known as infant–directed speech. This was clearly evident in the conversations I observed with a mother and her three daughters, but I noticed in their social interactions that the mother was also trying to correct her children, and the children were also correcting themselves when they made a mistake. The way the children were corrected by others and corrected themselves may be why they have such an extensive vocabulary at a young age. After watching numerous videos of this Youtuber, who posts daily videos which including her three daughters, I realized that perhaps it is these interactions and the corrections which helped her children in their language abilities. There were also differences in the way the repairs were done depending on the
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Language is a key part of any family, community, culture and the human race. Without language the world today would be much different. From cavemen, to the Egyptian use of hieroglyphics, to Old English, to more than 6,500 languages spoken around the world today, the advances that humans have made in language is remarkable and inspiring. The ability to speak, read, write and understand more than one language is also remarkable and expands the liberties in life, especially for young people. High school students should be required to take at least two years of a foreign language class in order to graduate, as many recent studies support the benefits of doing so. Students who have learned a foreign language in high school have proven to have a...show more content...
Requiring two years of foreign language study for high school graduation would benefit students greatly as they move onto college. Acceptance rate, ability to succeed in and graduation rate would increase greatly if all college students were bilingual. Some students would argue that taking a foreign language class in high school would not benefit them after graduation, as they plan to study a major in which being multilingual is not essential. This may seem reasonable as some majors, such as cosmetology or psychology may not ever use a foreign language nor require further study of a foreign language. However, studies have shown that studying a foreign language builds more skills than just language. Memorization, critical thinking and interpretation skills improve immensely in those students who take a foreign language class in high school ("Benefits and Opportunities" 1). Students can then use these skills to improve academic performance in other areas, improving overall college success. Globalization has recently reached the corporate world, and seemed to be instantaneous. Around 40 percent of large U.S. companies have reached overseas, allowing them to profit from the markets of foreign countries. Due to the rapid increase of companies becoming multinational, major businesses seek to hire employees who are able to speak more than one language, as multilingual candidates are equipped Get more content
Effects of learning Languages
Learning another language is not only learning different words for the same things, but learning another way to think about things. A bilingual person is more than one person. Whenever we are learning a new language, it means that we have started a new life with a different vision. If we learn a language, we understand much about culture or life of a country. If we know one language we are one person, if we know two languages, we are two people. As an instance; if there is a job vacancy that requires two people knowing two languages and you know two languages, then you are qualified for that job. Learning a new language seems like we are starting a new journey toward our future life. I am always passionate about learning a new language, and when I start learning a new language everything is changed.
Firstly, I was the only one in my family who started learning a new language in early ages. Without knowing Dari, which in my native language, I had started learning Urdu. When I was living in Pakistan, I was having to learn Urdu to go to school. My first journey headed for...show more content...
When I was learning English, I used to watch lots of English movies, and Korean dramas. When I completed upper–intermediate levels in English, I started teaching in a language academy in Kabul. During my teaching experience at that academy, there was a colleague of mine who was also too interested in Korean language. Korean language was certainly totally different from English and Urdu, but somehow we are able to communicate with each other in Urdu. The funny thing was that the others were not able to understand us, when we told jokes in Korean. Since I knew Korean a bit, I was invited to the Korean Embassy to study a one–month Korean language course for free. I went there to study Korean and later the Embassy employed me for an organization named Central Statistics organization Get more content
As a future educator, it is important for me to make my classroom a great learning environment for all of my students. Growing up, I would always enjoy hands–on activities in the classroom. I remember looking forward to different holidays because we would be able to participate in an arts and crafts activities while being able to learn about the holiday we were celebrating. Until I started learning more about English Language Learners, I never realized how these activities can be more difficult for some students. Because certain lessons inside of the classroom can be more difficult for ELLs, I think it is extremely important to be able to help them learn the material to the best of their ability. I remember some of my classmates that weren't fluent in English being taken out of the classroom for a few hours to learn separately. Because my school was small, I was able to see these students improve in their English language as they became older. Despite this, I never thought about the many difficulties many of them were overcoming at the time. I've wanted to be a teacher for as long as I can remember, and now that I am attending college to become one, I am realizing the different aspects of teaching that I have never thought of. Teaching ELLs is something that never crossed my mind when I thought of becoming a teacher, however, after learning about the growing amount of ELLs in the Unites States, I think it is necessary to allow them the same educational opportunities as
The overall aim of this research is to explore historical and contemporary discourses of social policies of identity, assimilation, multiculturalism and sense of belonging in relationship to the 'practices of the everyday' (Lewis 2004) and to explore how the individuals make sense of their world through and by their experiences and practices of it. I will particularly focus on the area of language learning as a part of identity formation to find out how participants are involved in the act of making their language learning possible in spite of all the challenges. By this I mean not to reveal what 'really' happens, but rather to analyse participant's accounts in relation to the political discourses surrounding language, assimilation and...show more content...
This period is also marked by the routine involvement of women in the labour market which was a British phenomenon and a novel way of life to the Gujarati women along with other South Asian and Afro–Caribbean migrant women. Gujarati women who arrived to the UK during that period and who were aged between forty and sixty had few formal educational qualifications and limited grasp of English. Although, they were employed, they were confined to a range of semi or unskilled jobs such as machinists, packers and finishers. (Warrier, 1994). However, most women aged between twenty–five and forty tended to be better qualified and much more accomplished in English (Ramji 2006). Their skills in English clearly appeared to be a key factor in these women's employability and resultant life–style. Furthermore, their place of origin, whether they were direct migrants from either rural or urban part of Gujarat or twice migrants from East Africa, also made a huge difference to their social status in the UK. Lyon's research (1972) shows that there is a sharp distinction between Africans and Indians settled in the UK. The 'twice migrants' (Bhachu 1988) appear to differ strikingly from their once–migrant peers. Most of the twice–migrants entered as more or less complete family units had educational qualifications of some sort, many spoke English fluently, and most men (and some women) had professional, technical or commercial employment before leaving Africa. The twice
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English Language Teaching Methods
Many countries in Asia like China, Japan, UAE, Sri Lanka, Singapore etc., adopted English as a foreign language not as a second language. Because considering English as a second language and as a Foreign Language is different in their view point. They view that outside of the classroom, English is not that much useful. They teach all the subjects in their mother tongue but in India if one is unable to speak in English he becomes a tabooed person. Many Asian countries treat the pupil's age, sex, race, attitude, intelligence and grasping power in teaching English. Indian teachers neglect this aspect. For ex: a speaker from Hyderabad emphasizes more vowels before many words because of the influence of Urdu. Straight – Istraight. And a Bihari pronounces 'sh' as 's' because of the influence of Kharboli. Teachers don't take into consideration of this aspect and mistreat students. So teachers have to choose the methodology as suit their classroom and environment. If teacher takes all the factors into consideration classroom becomes more meaningful. All the methods are not meaningful when teacher choose them as per the needs of the classroom.
Methods of English Language Teaching...show more content...
Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching–learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher– student role becomes the centre in bringing out the maximum within the limited time in a
Schools in the United States of America (USA) are facing many challenges, because of the increasing numbers of the English Language Learner (ELL) students. School administrators are trying hard to provide an equal opportunity education to their students. Furthermore, educators are looking forward in providing several methods and technique to help their students to succeed in their academic learning skills. There are many factors that need to focus on and it can be the fundamental when trying to build powerful resolutions, such as parents and community resources, social influences, native language, etc.
ELL Families and SchoolsTeaching is a call, where teachers need to have an understanding about each individual student's cultural...show more content...
By allowing the ELL students to use their native and their second language in reading, and writing it will make them move along this new process. Reading and writing experience should be context related and meaningful in order for them to be effective in their learning, even though, they can transfer the literacy skills that they have obtained in their native language towards their second language while they are exposed to more learning experiences.
Many challenges are faced by the ELL students and their families by being in a new environment, such as a new language, school, food, beliefs, life style, etc., where they feel that they need to deviate from their home language and their culture, absolutely not, they need to be conceited, revered, treasured. In this matter, our role as educators is to be prepared to work effectively with families (Katz & Bauch, n.d., p. 189), in providing the effective support, and assistant with the full understanding of the new changes in their new environments. On the other hand, social cultural pressure could be increased if students do not have another native individual to relate to; students need to have a teacher who will assist and guide them in learning new a language; without allowing them to lose their cultural identity.
Fund of Knowledge for Teaching (FKT) created for teachers, anthropologists, and teacher educators to gain more knowledge about their students' community experiences, and curricula
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