Learning a Secondary LaunguaeEssay Preview: Learning a Secondary LaunguaeReport this essayIntroductionSecondary language acquisition refers to the process of learning/acquiring a foreign language besides ones primary language, (Crabtree, 1999). Arguments have been put forward concerning the best time to acquire a second language, and ways through which this could be possibly achieved. Differences have continued to emerge among linguists and researchers when it comes to the factors that influence ones ability to acquire a second language. While others argue that ones age has a major influence in their ability to gain language, in the sense that the younger one is the higher chances of successfully acquiring a foreign language, others say that even adults can be trained a fresh, in order to have an easier time learning a second language.
Learning the English-based Vocabulary Reference for Advanced Students: In its primary setting, the English-based Vocabulary Reference focuses on the various types of languages learned through examination of foreign language vocabulary. In this section, we will outline the key concepts used by those who learn English, as well as offer a brief tutorial on what is going on in the English-based Vocabulary Reference. In order to make your own selection of vocabulary and get the most out of the Vocabulary Reference, you can purchase this course from the Microsoft Word Store.
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Using a Primary Language for Teaching: What Is Primary Language Acquisition?” (2003). English Gramma Research. Available at WebMD WebMD Website.
Getting Started with Vocabulary Reference: Basics http://www.dsllw.com/content/article/get_started_with_vocabulary_reference/getting_started_with_vocabulary_reference.htm In contrast, the majority of the international community has a fairly clear view of what happens for native speakers within the culture and the international community as a whole. At one point, this view is shared by nearly all. According to Peter O’Brien (1998), at one year of education there are about 60,000 speakers of a foreign language, and at this point, only about 20,000 are fluent enough to speak it. A major difference between the international community and the population at large can be conceptualized as what is known as the non-expert assessment process. Many of these are considered as independent experts, and in one country’s cultural diversity is said to have “developed over time” (O’Brien, 1999). However, in a small number, non-expert assessments of foreign language learning in this country tend to focus more on non-native-language learning (especially at the higher socio-economic levels, in a way that other countries do not typically have), and less on the social interaction process, which is in effect very different from how the community of native speakers can learn a foreign language (e.g., Zaventyn et al., 2008; and Brann, 2009; and Lechner et al., 2010; and Dominguez et al., 2010). This difference in perception of non-expert assessment can be seen in the number and quality of non-native-language education offered in foreign countries. The United Nations Educational, Scientific and Cultural Organization (1998) defines a “non-native” as a speaker who has never given a high level of attention, while a “native” can be defined as a native speaker who has only moderate or complete literacy from their own home. Some non-native speakers include persons who are non-native speakers. Among these “native speakers” are: children of foreign speakers of the native language in countries where their parents have the cultural background of the native speaker (e.g., Bosnia and Herzegovina, Albania, Azerbaijan and Belgrade) (Jostgren and Chatterley, 2002). Thus, it might be assumed that the absence of native speakers is generally attributable to the large number of immigrants who are not foreign speakers of that language, and that foreign immigrants will be mostly foreign-speaking. However, the lack of a non-native level of educational experience can also be explained by the fact that the non-native level of education is relatively low. It is difficult to think of some foreign-speakers, however, who are highly educated in such a way that their native language level is comparable to the native level of their non-native language level. Thus, although one can imagine an educated foreign speech speaker who has been fluent in all or many of the following languages, but whose non-native speakers are not very fluent in those terms : Hebrew, Catalan, Swedish, French, German, Italian and Spanish, who are non-native speakers but have very low social contacts of both their native native and foreign speakers, it is likely that the non-native level of educational experience is limited only to the people who have experienced one or two English and one or two Turkish dialects and languages simultaneously (Krucke et al., 2006; and O’Brien, 2002). However, the amount of non-native educational experience of non-native speakers may also vary according to the time interval and context of speakers and students
In contrast, the majority of the international community has a fairly clear view of what happens for native speakers within the culture and the international community as a whole. At one point, this view is shared by nearly all. According to Peter O’Brien (1998), at one year of education there are about 60,000 speakers of a foreign language, and at this point, only about 20,000 are fluent enough to speak it. A major difference between the international community and the population at large can be conceptualized as what is known as the non-expert assessment process. Many of these are considered as independent experts, and in one country’s cultural diversity is said to have “developed over time” (O’Brien, 1999). However, in a small number, non-expert assessments of foreign language learning in this country tend to focus more on non-native-language learning (especially at the higher socio-economic levels, in a way that other countries do not typically have), and less on the social interaction process, which is in effect very different from how the community of native speakers can learn a foreign language (e.g., Zaventyn et al., 2008; and Brann, 2009; and Lechner et al., 2010; and Dominguez et al., 2010). This difference in perception of non-expert assessment can be seen in the number and quality of non-native-language education offered in foreign countries. The United Nations Educational, Scientific and Cultural Organization (1998) defines a “non-native” as a speaker who has never given a high level of attention, while a “native” can be defined as a native speaker who has only moderate or complete literacy from their own home. Some non-native speakers include persons who are non-native speakers. Among these “native speakers” are: children of foreign speakers of the native language in countries where their parents have the cultural background of the native speaker (e.g., Bosnia and Herzegovina, Albania, Azerbaijan and Belgrade) (Jostgren and Chatterley, 2002). Thus, it might be assumed that the absence of native speakers is generally attributable to the large number of immigrants who are not foreign speakers of that language, and that foreign immigrants will be mostly foreign-speaking. However, the lack of a non-native level of educational experience can also be explained by the fact that the non-native level of education is relatively low. It is difficult to think of some foreign-speakers, however, who are highly educated in such a way that their native language level is comparable to the native level of their non-native language level. Thus, although one can imagine an educated foreign speech speaker who has been fluent in all or many of the following languages, but whose non-native speakers are not very fluent in those terms : Hebrew, Catalan, Swedish, French, German, Italian and Spanish, who are non-native speakers but have very low social contacts of both their native native and foreign speakers, it is likely that the non-native level of educational experience is limited only to the people who have experienced one or two English and one or two Turkish dialects and languages simultaneously (Krucke et al., 2006; and O’Brien, 2002). However, the amount of non-native educational experience of non-native speakers may also vary according to the time interval and context of speakers and students
In contrast, the majority of the international community has a fairly clear view of what happens for native speakers within the culture and the international community as a whole. At one point, this view is shared by nearly all. According to Peter O’Brien (1998), at one year of education there are about 60,000 speakers of a foreign language, and at this point, only about 20,000 are fluent enough to speak it. A major difference between the international community and the population at large can be conceptualized as what is known as the non-expert assessment process. Many of these are considered as independent experts, and in one country’s cultural diversity is said to have “developed over time” (O’Brien, 1999). However, in a small number, non-expert assessments of foreign language learning in this country tend to focus more on non-native-language learning (especially at the higher socio-economic levels, in a way that other countries do not typically have), and less on the social interaction process, which is in effect very different from how the community of native speakers can learn a foreign language (e.g., Zaventyn et al., 2008; and Brann, 2009; and Lechner et al., 2010; and Dominguez et al., 2010). This difference in perception of non-expert assessment can be seen in the number and quality of non-native-language education offered in foreign countries. The United Nations Educational, Scientific and Cultural Organization (1998) defines a “non-native” as a speaker who has never given a high level of attention, while a “native” can be defined as a native speaker who has only moderate or complete literacy from their own home. Some non-native speakers include persons who are non-native speakers. Among these “native speakers” are: children of foreign speakers of the native language in countries where their parents have the cultural background of the native speaker (e.g., Bosnia and Herzegovina, Albania, Azerbaijan and Belgrade) (Jostgren and Chatterley, 2002). Thus, it might be assumed that the absence of native speakers is generally attributable to the large number of immigrants who are not foreign speakers of that language, and that foreign immigrants will be mostly foreign-speaking. However, the lack of a non-native level of educational experience can also be explained by the fact that the non-native level of education is relatively low. It is difficult to think of some foreign-speakers, however, who are highly educated in such a way that their native language level is comparable to the native level of their non-native language level. Thus, although one can imagine an educated foreign speech speaker who has been fluent in all or many of the following languages, but whose non-native speakers are not very fluent in those terms : Hebrew, Catalan, Swedish, French, German, Italian and Spanish, who are non-native speakers but have very low social contacts of both their native native and foreign speakers, it is likely that the non-native level of educational experience is limited only to the people who have experienced one or two English and one or two Turkish dialects and languages simultaneously (Krucke et al., 2006; and O’Brien, 2002). However, the amount of non-native educational experience of non-native speakers may also vary according to the time interval and context of speakers and students
What does it take to learn a new language?According to Noam Chomsky, a linguist and political activist, the process of language acquisition is a function of the brain that one is born with. He also estimates that for there to be ease of acquisition and fluency on the speakers side, it is necessary that language be acquired between the ages of 3 to 10 years. After this period, he says, proper language grasp is practically unattainable (Crabtree, 1999).
More research has placed importance in both the input and output processes. In terms of input, it is important that the learner be exposed to input that is intelligible. Listening to, and even reading works written in the second language enable the learner to grasp both vocabulary and grammar. Aside from this, it is important that the learners output is studied. This ensures positive feedback that gives correction to any mistakes by the learner. Moreover, it is also of importance that meaning be found during communication. The learner has to be able to cipher and decipher what they are saying and also what is being said.
How then can one learn a Secondary Language?Despite the differences between linguists and researchers when it comes to language acquisition, what most of them agree on is the fact that for language acquisition to occur there has to be a great amount of interaction between the learner and the native speakers of the language. This brings one to the conclusion that the classroom is not the best place to learn a foreign language. The teaching of a language in class means that the learners are exposed to other learners who are also poor speakers of the language they are trying to acquire. Furthermore, most instructors offer instructions and corrections in the learners first language.
Language requires practice in an environment full of spontaneity, in which one has to carry out a conversation that had not been practiced before. Interaction helps the learner to build up subconscious knowledge of the second language. Unlike in a classroom environment in which one has time and is more bent on using the right form, interaction allows for practice hence, fluency, since one is more focused on making meaning.
A secondary language may also be acquired through music and books (Kaufmann, 2002). Reading books written in the