REVISION Introduction Language learning process, or simply put, language acquisition has been explained by Farlex (2011) be mean “the process of learning a native or a second language.” Mahoney (2008) documents that “almost all human beings acquire a language (and sometimes more than one), to the level of native competency, before age 5.” This stresses the importance of starting the language learning process at the very early stages of a child…
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The most important factor for educationists however remain that the very natural devices can be adopted, enhanced and used in a pedagogical manner to make the academic training of language learning possible. Language learning therefore entails both natural and academic processes. Generally, language is acquired by the reinforcement of the child’s natural ability to learn language. For this reason, a child will not be able to speak any native language if he or she lives in say the forest since infancy and never hears anyone speak. In the same way, a child who was not born with natural language acquisition device cannot speak any native language no matter the effort put into making the person speak. This means that language learning process is indeed a two way affair. The cultural background of any child is very instrumental in the language learning process of that child. Indeed, there are research works that “demonstrate that values and customs are manifested not only in non-verbal communication but also in verbal communication in that native language influences the speakers’ ways of using a non-native language” (Gao, 1998). ...
atus than that of the culture in which they are learning the language make slower progress.” Culture may also affect language learning process in other ways such as the availability of native language. Thus, children who learn language in the midst of several other native languages are likely to master a particular language slowly. Again, if the language structure of a particular culture is too complicated, children are likely to learn slowly. Culture, would indeed remain important in language acquisition because “not all languages appear to share much in common, and their diversity seems to defy the idea that there could be something universal underlying all languages that is coded into our species at the gene-level” (Early Advantage, 2011). Culture would however remain very important because if for nothing at all, culture requires that every child learns a native language. • Plan and implement experiences (2-3 initially, then more at your discretion) through which the children can learn more about and extend their topic/s of interest. Record/document children’s responses and adult:child interactions during these experiences. Experiences of children Use of non-verbal gestures Verbal response to questions Children try to use stress to lay emphasis but stress is placed at the wrong places Intonation of children not very clear Children can spell 2 and 3 letter words. These experiences were observed through children’s interactions with adults. • Plan and implement strategies to introduce opportunities for talk, new vocabulary and print materials into these experiences to encourage emergent literacy understandings in the children. Record these strategies and children’s interactions (child: child, child: adult). The systematic strategies used in helping
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(“Language learning process Essay Example | Topics and Well Written Essays - 1250 words”, n.d.)
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(Language Learning Process Essay Example | Topics and Well Written Essays - 1250 Words)
“Language Learning Process Essay Example | Topics and Well Written Essays - 1250 Words”, n.d. https://studentshare.org/education/1433218-language-learning.
I had to improve my English while continuing with my other studies. I found this difficult at first because I did not have the necessary level of English to understand or interact in my other studies, later, however, I found that being immersed in English that was relevant and necessary for me helped my language learning processes.
This extraordinarily fast progress appears to ‘fly in the face’ of several acknowledged facts regarding the nature of language - so much so that it has turn out to be commonly recognized within the scientific society to consider language as well as learning as one of various totally unexplainable ambiguities that overwhelmed people in their lives
Second language is known as a language which is learnt apart from the mother or first language. For example, French is a second language for Americans and English is a second language for French people. Learning a second language involves a lot of efforts and endeavors.
It functions automatically. In contrast, the learned system is built via formal instruction, and involves conscious knowledge for the grammar rules. According to Krashen, these two systems operate independently, thus knowledge from one system cannot cross-over to the other.
Yet for a long period of time acquiring a second language was seen as natural to human beings, as somehow different from other types of knowledge. For this reason many of the psychological factors associated with the difficulties of learning a second language were minimalised or brushed aside.
The scope of this paper is limited to a particular teacher teaching a specific course in a constant environment. Since a lot of factors including the nature, style and background of teacher and students matter, this case shouldn't be seen as a case for all scenarios.
The quotation by Slobin indicates language has been a system for those who despite being destitute are able to grasp language just like the way a socially privileged child learns. Though this child learns the language as a resource, to which Chomsky indicates that those who follow him are subjected to learn the central characteristic of language.
In explaining this, we will consider some language theories presented by Lightbown and Spada, which concentrated on apprentices’ innate capacity while others emphasize the role of environment and social context (Lightbown, & Spada, 2012). Besides,
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