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Each language has its own grammar rules, sentence structure and word usage. It is very difficult for a person to adopt a second language, because s/he has been influenced by the first language from birth. Accent is also one of the major hindrances in learning a second language. The individual differences among learners which effect second language acquisition are: age , personality, attitude and motivation, IQ and aptitude. The main difference affecting ESL is cultural, since culture and humour are so central to North American English. The basis of all language is verbal and aural. Grammatical rules are products of what "sounds good" to the human ear and is easy to say. Therefore, it's been my experience that the sound of a second language is the core stumbling block in learning that language. For example, Germans are often good at learning English with only a mild accent because of similarities in the sounds of the two language (not surprising, since German is one of the roots of English). French and Chinese speakers, however, have generally found it harder to lose their accents because their sonic qualities are so much different from English. Grammar and sentence structure, of course, also play a part. English is a more modern language than most -- its use of a limited alphabet to form all its words, its relatively simple grammatical rules (eg. no genders for nouns, no declensions) -- and these qualities make English computer-friendly, for example. Since each alphabet has a fairly limited number of pronunciations, it's easy in English to encounter a word one does not know and still have an idea on how to pronounce it. Older languages are often based on symbols and not alphabets (eg. Korean, Egyptian, Chinese, Arabic), which means you can't learn just 26 symbols and know every word in the language. When one encounters a symbol s/he doesn't know, there is often no way to "guess" how it sounds, so the learning curve is much steeper. There are other quirks in different languages. For example, Mandarin Chinese has four tones; the same phonetic spelling for a word potentially has four different meanings depending on how it's pronounced -- eg. "ma1" means "mother", but "ma3" means "horse". Cantonese Chinese, on the other hand, has nine tones, making it even more complicated. Latin has a very fluid sentence structure where the function of a noun in the sentence isn't determined by its position, but by its declension. For example, in English, "Mother gave Father food" is different from "Father gave Mother food", but the words themselves give you no hint as to their functions as subject or indirect object of the verb "to give". Their function is determined by their position in the syntax. However, in Latin, you can say "Father gave Mother food", yet if "Father" is in the "dative" case, then "Father" is the one to whom food is given, and "Mother" would be in the "nominative" case and is the subject of the verb "to give". So Latin is a language with a complex grammatical system, but simple alphabet; you only have to learn a few symbols (alphabets), but you have to learn a lot of rules on how to use them. By contrast, Chinese dispenses with even plurals, verb conjugations, and many articles and prepositions. In Chinese, you can say "Father give food Mother", or "Father give food child". The context of the sentence will determine whether "child" actually refers to more than one child. And the words "Father" and "child" do not, in themselves, show you which is the subject of the sentence. Thus, Chinese is a language with a very simple grammatical system, but a huge "alphabet"; you need to learn very few grammatical rules, but in order to communicate, you have to know a lot of symbols, because they are unique and various.
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Pattern and routines in second language acquisition?
In second language acquisition, it is common for learners to follow patterns and routines to help them integrate new language structures and vocabulary. This can involve regular practice activities, exposure to authentic materials, and setting specific goals for language development. By establishing routines, learners can gradually build their language skills and improve their overall proficiency in the second language.
What is the role of input in the learning of a second language?
Input plays a crucial role in second language learning as it exposes learners to new vocabulary, grammar structures, and cultural nuances. It helps learners acquire language skills and gain a better understanding of authentic language use in real-life contexts. By providing meaningful input, learners can improve their listening, speaking, reading, and writing skills in the target language.
Is motivation the most important factor in second language acquisition?
Motivation is an important factor in second language acquisition, as it can drive learners to actively engage with the language and persist in their learning efforts. However, other factors such as frequency of practice, exposure to the language, quality of instruction, and individual aptitude also play significant roles in language acquisition. Balancing these factors together is key to successful language learning.
Which is world's second largest spoken language?
English is the second most common language after Mandarin Chinese, if you include both primary and secondary speakers, but if you only count native learners, then it's Hindi.
What are the individual differences in L2 acquisition?
Individual differences in L2 acquisition refer to the ways in which individuals vary in their ability to acquire a second language. These differences can include age, cognitive abilities, motivation, prior language learning experience, personality traits, and language aptitude. Some individuals may have a natural ability to pick up languages quickly and easily, while others may struggle more and require additional effort and support.
Individual Differences in second language acquisition?
Individual differences in second language acquisition refer to the variations in how learners acquire a new language, including factors such as motivation, cognitive abilities, age, learning style, and previous language experiences. These differences can influence the speed, quality, and success of language learning for each individual. Understanding these variations can help educators tailor teaching methods to better meet the needs of diverse learners.
What are Emergent bilinguals?
"Emergent bilinguals" is the most recent term being used by linguists to describe foreign- and second- language students. Emergent bilinguals have previously been called "ELLs (English Language Learners)," "ESL (English as a Second Language) learners," and "ELD (English Literacy Development) learners."
Pattern and routines in second language acquisition?
In second language acquisition, it is common for learners to follow patterns and routines to help them integrate new language structures and vocabulary. This can involve regular practice activities, exposure to authentic materials, and setting specific goals for language development. By establishing routines, learners can gradually build their language skills and improve their overall proficiency in the second language.
What is the role of input in the learning of a second language?
Input plays a crucial role in second language learning as it exposes learners to new vocabulary, grammar structures, and cultural nuances. It helps learners acquire language skills and gain a better understanding of authentic language use in real-life contexts. By providing meaningful input, learners can improve their listening, speaking, reading, and writing skills in the target language.
Is motivation the most important factor in second language acquisition?
Motivation is an important factor in second language acquisition, as it can drive learners to actively engage with the language and persist in their learning efforts. However, other factors such as frequency of practice, exposure to the language, quality of instruction, and individual aptitude also play significant roles in language acquisition. Balancing these factors together is key to successful language learning.
What is the difference between ESL and ELL?
ESL: English as a Second Language ELL: English Language Learners They are related, but ESL is the subject, ELL the learners. You could say that ELLs study ESL.
Which is world's second largest spoken language?
English is the second most common language after Mandarin Chinese, if you include both primary and secondary speakers, but if you only count native learners, then it's Hindi.
Do you capitalize English Language Learners?
No, "English language learners" is not capitalized unless it begins a sentence or is part of a title. It is a common noun phrase describing students who are learning English as a second language. However, some educational contexts may use "English Language Learner" as a proper noun in specific programs or titles, but this is less common.
What are questions about contrastive analysis?
How do language learners' native language structures influence their acquisition of a second language? In what ways can contrastive analysis help identify areas of difficulty when learning a new language? How does contrastive analysis compare and contrast the linguistic features of different languages to aid in second language acquisition?
What are the individual differences in L2 acquisition?
Individual differences in L2 acquisition refer to the ways in which individuals vary in their ability to acquire a second language. These differences can include age, cognitive abilities, motivation, prior language learning experience, personality traits, and language aptitude. Some individuals may have a natural ability to pick up languages quickly and easily, while others may struggle more and require additional effort and support.
Why is knowing a second language helpful?
In this world of diversity, we can not always be dependant on just one language in areas such as jobs...knowing a second language opens more opportunity as and individual and as an employer.
What are the characteristics of interlanguage?
Interlanguage is a transitional system that learners use while acquiring a new language. It contains elements of both the native and target language, often resulting in errors or deviations from the target language norms. Interlanguage is dynamic and evolves as learners gain proficiency in the target language.
