This essay Language Acquisition and Various Influences on Student Learning talks that language development in human beings occurs as a biologically controlled behavior in an individual; the individuals are genetically predisposed to learn some language. …
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This essay declares that children invent the learning rules through making initial mistakes and correcting themselves as they develop. Various aspects of language acquisition have been identified by theorists that make it a biologically controlled process. Two of these aspects are significant for language educators in creating an environment that promotes learning among students. Firstly, it has to be stressed that language acquisition is innate and it is not generated by external events. However, its development requires a rich environment that exposes the learner more to the language. Secondly, it is also noted that direct teaching and intensive practice do not have significant positive effects on the language acquisition process. These aspects imply that a proper language acquisition will then be enhanced through creation of some classroom environment that favors interaction between the students themselves.
This paper discusses that developing such a climate will involve examination different factors affecting learning and their mutual relations. The influence of social and emotional factors on the learning process can no longer be ignored. Such negligence results in the development of some instructional gap and the students attempt to fill this gap in their devised mechanisms that do not support the learning process. Some degree of mutual relationship occurs among intellectual, social, and emotional processes as they affect the learning process. ...
The learning process occurs in some social context that is dynamic in nature so that an individual with complex cognition will be able to learn and adapt to the changing needs of the social contexts of learning as opposed to the less complex individuals (Love & Love, 1996). Aspects of the social setup such as the culture of a community may affect a student’s beliefs, attitudes, or motivations towards the learning process. These are detrimental to the learning process if carried into the classroom environment. On the other hand, the individuals with complex cognition have better skills of understanding the perspectives of other people. This implies that good cognition can help students adapt to new social settings, which is essential for learning. The relationship between cognition and the social process is also evident in classroom discussions. A good proportion of learning in students occurs in the classroom discussions, where students share their experiences that they feel the other individuals need to learn. Through the discussions, a student is able to learn more of the concept or determine if it is well understood Emotions also have effects on the learning and development processes in students since the feeling states, and thinking states cannot be separated easily (Love & Love, 1996). The emotional and rational minds of an individual often act in a balanced manner to guide the individual through life decisions. While emotions will strive to inform and guide the rational operations, rational mind will try to refine the input from emotional mind before initiating an operation (Love & Love, 1996). Negative emotions such as depression, when carried into the classroom, will suppress the learning process. The students will not be able to
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The oral factor of communication is the most apparent, although it is just a single component of a much bigger structure that consists of “visual, social, and behavioral skills” (Klinger et al, 2008). The capability to understand facial as well as postural signs appropriately in addition to matching these signs with one’s personal verbal language is necessary for knowledgeable communication.
This has made more people to focus on learning a second language for reasons like securing employment, business interactions, social networking, and general education. In order to improve the teaching methods of a second language, it is important to see how language is acquired, especially how the first language of a learner influences his/her second language acquisition.
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.
In the community, the individual who can talk using a second language usually gain more friends and have more affiliations.
But there are also some people who seem to patronise their own language so much that they refuse or find it hard to learn a second language.
As exciting and straightforward as this may appear foreign students living abroad come up against numerous barriers in their quest to become bilingual. At an age when peer pressures can pinch a hole in motivation and bring on anxiety full force, foreign exchange students have the added burden of being far from their families and cultural.
Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).
Constructivism may be seen to be particularly relevant in the field of learning and mastering a second language, since the required degree of competency and communicative skills are likely to be acquired only through the employment of an
Likewise it is also important to distinguish these learning disabilities from learning difficulties because the diagnosis will determine the corrective teaching methods used. The purpose of this research is therefore to compare and contrast dyslexia and
According to the report psycholinguist and developmental psychologist studies the acquisition of native languages. Although, there is no clear explanation of how infants learn to speak. Most explanation is based on the inference that infants have a natural tendency of understanding grammar and observation that infants simulate what they hear and learn from others.
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