Second Language Acquisition Details of the assignment I belonged to a nation where English is not the mother tongue of the citizens. It is not an English speaking nation. But in my case the circumstances made me to learn English, and to take English as my medium of instruction…
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English is regarded as lingua franca and so notwithstanding your educational and cultural background, you have to obtain a minimum level skill in spoken and written English, if you want to be a global person. “For better or worse, by choice or force, English has ‘traveled’ to many parts of the world.” (Sharifian 2009) It is the circumstances which led me to become a multi lingual person. Learning English thoroughly and being a language teacher had never been my choice of career. English was not a completely new language for me as my parents knew English very well. I acquired the language in a quite easy and unconscious manner, as I had been learning English from the age of 6. I was born in Malaysia and later on my family transferred to Hong Kong, when I was just one year old. My kindergarten education was in Chinese medium. When we shifted to Hong Kong, my parents sent me to an International school. English then became my first language. The entire atmosphere in my school was utterly cosmopolitan. The students in our international school had come from different parts of the world. The teachers were from UK and they spoke to us in pure English. So we had an exposure to what we call a “Queen’s English.” I did not have to take much effort while learning English. It was a traditional method of teaching which the teachers used. Apart from that, it would not be difficult for me to grasp English. It was because the entire culture in my school was English. The books prescribed in our curriculum were typical language books, which consisted of innumerable pictures. It was really wonderful to read them and to watch the pictures. We would be having different tables, quizzes, games as our exercises. I was learning English very comfortably and naturally like I learnt my mother tongue. The medium of instruction was English, hence every subject was taught in English itself. Though I have never been a language person, I could speak English fluently. I could read English very comfortably. My listening skill developed automatically, as I was hearing English constantly in my school, and later, in the places where I travelled. As long as writing is concerned I was a little bit behind. For me, English had been the source of communication with my peers. I had absolutely no problem in speaking English. The atmosphere in the school was global and multicultural. We had no choice but to communicate in English with each other. I was accompanied by the children from different parts of the world. Among them, some children were from India, Philippines, Korea, and Japan. Some of them were also from United States and England. When we were in school, we used to learn lots of nursery rhymes and Christian rhymes as it was a Christian school. When the teachers would sing the rhymes, we would repeat them. We would follow the same accents. Thus we got acquainted with the accents and pronunciation without any effort. Acquisition of English as a foreign language was really not a matter of concern for me. In our school, French was another language for study. To be frank, I used to get bored. I was not good in French. Consequently, I know French very little. English and French actually are the language of same family. But like English I could not be fluent in French. It might be firstly because I was not a language person and secondly because we taught French as other language and it was not our medium of instruc
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“Second Language Acquisition Thesis Example | Topics and Well Written Essays - 4500 Words”, n.d. https://studentshare.org/english/1393356-second-language-acquisition.
Second Language Learning.
Second language learning English language learners are increasing all over the world as the need to acquire English as a second language increases. A good number of these students represent approximately ten percent of students in the United States of America.
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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.
The administrative team at RYSS has approved a tutoring program for summer school students. Tutoring fits into the larger context of education because (a) tutoring helps students who are struggling while allowing them to engage in a challenging, rigorous learning experience; (b) tutoring assists students in moving toward grade level achievement, and (c) tutoring builds successful students so that they move from success to success
This study will make use of the descriptive correlation method of research to answer the following questions: What are the relative strengths and weaknesses identified in the literature with respect to bilingual program models; Which bilingual program model or models are most likely to promote the transition into English classrooms and student achievement; and to what extent do participants in the program experience a positive transition to mainstream classrooms
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In this regard, this research focuses on teaching English in Saudi Arabia, and in particular, the connection between language and culture is examined. It is observed that in Saudi Arabia, the teaching of
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Due to the financial connections between Quebec and Brazil, these people are likely to settle in that region, even though many opted for other large cities. Females made up a big proportion of early immigrants because the background and schooling vital for
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