The Language Learning Activities - Report Example

To a certain extent, it may be held that no spoken language – as written language is altogether a different thing – is significantly more difficult to learn. Proof of this is that we have learned our mother tongues without too much trouble, and adults who speak one or more languages learn their second or third tongues more easily if these (languages) have a close relation to their mother tongue. But, of course, as linguists would also point out, each language presents one with a different set of challenges pertinent to pronunciation, vocabulary, grammar, spelling, and writing system (see Ager, 2005).

In fact, aside from the intellectual demands of language learning, it is similarly emotionally demanding (Thomson et al., 1999). The good thing, however, is that there are different available methods by which we learn a language – such as by taking language classes, reading books, watching movies, and studying language online or with available Internet software, among others.This paper is about three language learning activities that are designed to facilitate language learning. Found in a separate sheet, these activities will be briefly discussed by mentioning their aim, their focus as regards the area of language learning where they are designed to be of help, and the supposed level of the language learner who could use them.

Too, this paper is going to succinctly touch on the social interaction theory and chunking theory of language acquisition as these theories may provide the framework in trying to understand the underpinning principles of the said three language learning activitiesThe Language Learning ActivitiesThe first language learning activity (see Wilson, 2000) is intended to build one’s vocabulary and help one to have more complicated forms of connected speech. While it aims for vocabulary acquisition, it is meant though for those who have known more or less a few hundred words.

It is actually following the process of the series method, which in essence builds on the earlier efforts to learn the basic vocabularies and tries to rely on real-life experiences to learn more about the language (Wilson, 2000).