Acquisition barriers:
1. Syntax structure.
2.Phonetics.
3.Morphemes.
4.Semantic concepts.
These are the obvious reasons for the problems experienced in second language acquisition, and most of them are related that people attempt to learn another language during their teenage or adult years, in a few hours each week of school time, and they have a lot of other things to take care of, instead a child learns via the constant interaction that he or she experiences, and has not many things else to do. Besides the adult or teenage people have an already known language available for most of their daily communicative requirements.
There are other reasons, for example the suggestion that adults tongues get stiff from pronouncing one type of language and just cannot cope with the sounds of another language. However there is not physical evidence to support this.
Maybe the primary difficulty for most people can be captured in terms of a distinction between acquisition and learning.
The term acquisition refers to the gradual development of ability in a language by using it naturally in communicative situations. Instead the term learning applies to the conscious process of accumulating knowledge of the vocabulary and grammar of a language.
Activities related with learning have traditionally been used in language teaching in schools, and if they are successful tend to result in knowledge about the language studied.
Activities related with acquisition are those experienced by the young child and by those who pick up another language from long periods spent in social interaction, the language used daily, in Another Country.
Those whose second language experience is primarily a learning one tend not to develop the proficiency of those who have had an acquiring experience.
However, even in ideal acquisition situations, very few adults seem to reach native like proficiency in using a second language. There are suggestions that some features, for example vocabulary or grammar, of a second language are easier to acquire than other, for example phonology. Sometimes this is taken as evidence that after the critical period has passed, around puberty, it becomes very difficult to acquire another language fully. It has been demonstrated that students in their early teens are quicker and more effective second language learners than, for example 7 year olds. It may be, of course, that the acquisition of a second language requires a combination of factors. The optimum age may be during the years 11-16 when the flexibility of the language acquisition faculty has not been completely lost, and the maturation of cognitive skills allows more effective working out of the regular features of the second language encountered.
Yet during this optimum age, there may exist an acquisition barrier of quite a different sort. Teenagers are typically much more self conscious than young children. If there is a strong element of unwillingness or embarrassment in attempting to produce the different sounds of other languages, then it may override whatever physical and cognitive abilities there are. If this self-consciousness is combined with a lack of empathy with the foreign culture, then the subtle effects of not wanting to sound like a Russian or an American may strongly inhibit the acquisition process.
Studies in Second Language Acquisition was created in 1978.
project X
Yes, second language acquisition is fundamentally different from first language acquisition. In first language acquisition, children acquire language naturally and effortlessly through exposure and interaction with their environment. In second language acquisition, however, learners are consciously and intentionally acquiring a new language, often in an instructional setting, which involves different cognitive processes and strategies.
The language of choice for second language acquisition could be Spanish itself for a presentation, especially when discussing popular second languages to learn in the US.
James Coady has written: 'Second language vocabulary acquisition' -- subject(s): Study and teaching, Second language acquisition, Language and languages, Vocabulary
Bastian Kruidenier has written: 'The effect of context on the composition and role of orientations in second language acquisition' -- subject(s): Second language acquisition
Thomas Loebel has written: 'First before second' -- subject(s): Foreign speakers, Study and teaching, Second language acquisition, Language acquisition, English language, Literacy
Graeme Keith Porte has written: 'Appraising research in second language learning' -- subject(s): Methodology, Research, Second language acquisition 'Appraising research in second language learning' -- subject(s): Methodology, Second language acquisition, Research
Ernesto Macaro has written: 'Continuum companion to second language acquisition' -- subject(s): Study and teaching, Second language acquisition, Language and languages, Research 'Learner strategies for foreign language students'
I think it is when you learn a second language. Like, if you speak English as your first language, then learn to speak Spanish fluently, you acquired Spanish as your second language.
John H. Schumann has written: 'The neurobiology of affect in language' -- subject(s): Biolinguistics, Second language acquisition, Language acquisition
Psycholinguistics is the study of how the brain learns, uses, and understands languages. This includes the study of first language acquisition and second language acquisition, among other things, such as language production. Second language acquisition is a more specific topic - learning a non-native language. This is one of the topics studied by psycholinguists.