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This enables a tutor to use the same technique either in learning or making then learn new things. Schulze (2003) points out that a tutor should understand most comfortable way in which a learner can acquire new knowledge. Additionally, acquiring a new language may be a requirement in the classroom and a tutor should be able to understand the learn preference of the learner.
The concept of universal grammar may be useful in the way in which the universe shares in the same language and understanding. However, acquiring and implementing effectively universal grammar may be a difficult task due to the difficulties that might be experienced enabling all people to adapt new and common language. In the modern teaching practice learners adopt new cultures. For this reason, they have diverse languages. A tutor has a responsibility of ensuring that there are no language barriers in the classroom setting
By implementing a universal grammar the teaching practice could be changed significantly. The teaching practice could permanently eradicate the language barrier in the system. Relating to the compilation of Cook (1985), a universal language may equip tutors with the opportunity to embrace a more diverse teaching environment. Education has been globalized which has made it a more language affiliated sector. For this reason, tutors should be enabled to handle learners from diverse cultures
In my teaching practice, universal grammar may be an important inclusion in the system. On many occasions the practice encounters students with different first and second languages. For this reason, a tutor should be able to understand the most preferred language by students. Cook (1985) continues to argue that making a student understands a universal language at a young age may be an important possession in the future when they seek education.
In the article, Vivian Cook raised issues on the will and ability of a learner to learn a second and third language. In addressing
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“Transfer” can be defined as a fundamental process to language performance, a construction strategy or a communication strategy (Gass and Selinker 1983), or a limitation on the hypotheses that learners will devise about the target language). Transfer can happen from the national language (L1) to L2 or from L2 to L1 (Cook 2002).
She is trying to teach them vocabulary regarding food. She makes them look at the map and point out a place at the map. A child touch somewhere on the map and the slide moves on to the food specialty of that country. She targets at their imaginative skills by asking them to name the food they see on the screen.
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.
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).
Without a shadow of a doubt, the future of mankind learning a second language besides his native tongue depends on the medium of instruction that is to be utilized, and not to mention the characteristics of teachers that will interact with the second language learners.
The research was composed of 88 students subjected to 71/2 hours or 3 weeks of Spanish formal exposure. A questionnaire was dispensed after the experiment and following the final posttest to ensure that they were indeed second language learners from formal exposure to avoid any significant amount of any deviating independent variables.
the reference of the concept as Second Language Acquisition, this concept does not necessarily mean the process of acquiring a second language only, but also the process of acquiring a third, fourth, fifth or other subsequent languages. The common argument has been that the