Language is used to communicate with others and is essentially human, but not limited to only human beings. As individuals learn English as their Second Language, they learn that language is acquired by all kinds of people in the same way. Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
As the limitation of the cognition and maturity, children learn language mostly from the outer environment stimulation created by their parents, educators and peers. The quality and quantity of language input, functioning as the stimulation, by interacting with the people around the children have a positive influence on children’s language learning (Bradley and Caldwell 1976; Clarke-Stewart 1973; McCartney 1984; and NICHD 2000). Therefore, it is beneficial for both parents and teachers to know how the interaction can improve the children’s English proficiency. Therefore, the purpose of this paper is to introduce the role of the interaction in early L2 development and the implication of the interaction of children in education. This paper is going to introduce the topic in three aspects.
While taking care of these children, I experienced language barriers and was faced with an amazing opportunity to witness children learning two languages first hand. I plan to discover the advantages or disadvantages of children being bilingual at a young age. I would like to investigate which language they are more fluent in and their strategies for increasing vocabulary in both languages. I would like to discover the techniques that they are using for increasing their Spanish vocabulary in addition to their English vocabulary. My strategy for this investigation is to spend time with the family and observe them.
Some of this factors are, age, motivation, and experience. There are various ways to learn a new language. However, in order to efficiently learn a new language a person need to understand the main language and linguistics concepts. A person cannot learn a new language with out understanding how the language works. Understanding these concepts can help create a relationship between the learner’s first and second language.
Learning a foreign language involves memorizing information which improves on people’s working memories where it deals with storage and processing of information over a period of time in order to strengthen mental as well. As the brains works out and function properly, it sharpen skills on reading, problem solving and negotiating by learning a new languages in life. Parents should support their kids to learn a foreign language instead of waiting until they are teens. As the brain of a young kid has several areas active in language acquisition. For instance, between two to six of young children have the abilities to learn a new languages much easier as they are very active receptors of the languages that exists surround them (Maxwell,
The benefits of learning a new language Learning a second language takes a lot of effort and time. But once you do, it brings many benefits and opportunities for you. Some researchers have shown that is easier for children to learn a second language (SHERRILL, 2014). However, it does not mean that adults can’t learn it. On the contrary, there are many adults who start learning a new language during adulthood.
He design a developmental expectation procedure to study mother's expectations. The study produced some interesting dara into the cultural differences in the two group's expectations.It showed that the Japanese mother's expectations for early achievement fell into categories of compliance, independence and emotional maturity. In contrast the American mothers expected social skills and verbal assertiveness to be ascertained at a younger age. Whiting and Edwards (1992) discussed the importance of cultural values and their influence on what is seen as an appropriate social behaviour. they explain different expectations of children's development in various cultures and why different cultures expect different things of their children.
If a student writes with an accent, they will speak with an accent. Much of language acquisition and learning new grammar relies heavily on the learner’s age and ability. Age affects how many students are able to absorb a language. The amount of outside factors that determine ways that we learn languages are insurmountable, it would be impossible to tailor grammar lessons and teachings to the class because each students has a different foundation (Ellis, 2006). Aside from background knowledge, age and cognitive levels also determine how and when students are able to learn new languages.
The first group is called “the Behaviorist school”. For them Children come into this world with a tabula rasa and that they are then shaped by the environment and slowly conditioned through either positive or negative reinforcement. They learn a language step by step through imitation, repetition, memorization, controlled drilling and reinforcement. They receive reinforcement from their parents after speaking correctly (operant conditioning), and he will want to continue speaking to get the same positive reaction. Thus language acquisition is a process of habit formation.
For teachers, non-linguistic cues or representations are an effective alternative method in the process of delivering language and content instruction. In this essay, I will discuss why non-linguistic representations work differently than linguistic methods. I will also evaluate selected Teachscape video to discuss how some teachers use these methods, tasks that allow English Language Learner students to develop authentic use of their new language, and the difference between a student-centered and a teacher-centered classroom. When a student learns a new concept, that information is stored in one of two ways - linguistically or non-linguistically. Traditional instructional methods present new concepts linguistically to students; in other words, by having them read and/or listen to the information they are expected to learn.