Working memory involves temporarily storing information as well as temporarily manipulating information. Thus, working memory is essential to learning a new language since it involves both temporarily remembering information as well as manipulating the information (as in producing the sounds just learned). Some languages have shorter phonemes, which may be the reason why it would be easier to remember some things in some languages rather than others. The average number of phonemes in English is 2 compared to 3 in Spanish. Thus, WM is crucial to learning languages, however “WM is not a unitary process and different subsystems can be distinguished; at least, (a) an executive frontal process, and (b) a memory storage process related to the left temporal lobe,” according to Ardila (“Working Memory” 2014, p. 229).
From early on, I knew English would be my kryptonite. I was never interested in the subject and the books assigned along with the endless research papers made me resent the “boring” subject even more. It seemed as though many of my teachers in the past did not care for our feelings towards the material we covered or how we grew as readers and writers. We had no say in what we wanted to do or what we wanted to get out of the class. I understand that we had standards and certain things we needed to cover by the end of the year, but it would have been helpful if the teachers cared about what we wanted to learn, not only about reading and writing, but about ourselves as well.
However, these techniques that I fostered as a child proved lacking when I entered middle school. It turns out that in comparison to my previous writing, I was no longer writing for my own self-improvement or joy; I was now writing to please someone who was grading the work. After many dissatisfying remarks about my writing, the self-conscious feelings I had as a child crept up on me once again. I felt the need to impress and be perfect. For every paper I wrote from then on, there was that little voice in the back of my head telling me that I had to try twice as hard because English was my second language.
My writing process has never been a straight road. There have always been a lot of twists and turns and a couple roadblocks thrown in along the way. The one constant is that I always start out with the brainstorming then a first draft. Senior year of high school, my English teacher stressed that there is no set formula stating what our writing should look like. This statement helped me greatly as I tried to improve my writing.
But nothing compared to the tedious work that I encountered my junior and senior year when I decided to challenge myself by taking AP English courses. Many people said it was just like any other English course with a little extra writing involved; my view was completely different. The AP English class... ... middle of paper ... ...bmit only the best papers. Everything that was learned, taught, and understood in English 1101 has now become a vital part of my educational journey. This english department has given me new insight on reading and writing that I could not obtain in high school; this english department has created a stronger more confident writer in me; this english department has taught me life long lessons that I will cherish now until I walk across that graduation stage.
In my mind, I never really liked trying to explain in full detail what something meant. Back in high school, my teachers always wanted me to explain my writing in such depth that a kindergartener would understand why Romeo and Juliet is a tragedy. Trying to explain my writing was always very tiring. I often would get bored trying to explain and just stop writing and do something else for a while. Most of the time in high school I didn’t like writing.
Naturally, I am not a great writer, it takes me days to develop what I believe to be the “perfect” paper. I have to make various outlines and really brainstorm what I am going to discuss. I have learned over the course of this semester that if you have good sentence structure, and excellent vocabulary, you can write less and still get the point across in your argument. Because I tend to overthink my papers, I do not use proper sentence structure and write excessively. In one of the first papers I wrote for this class, I felt as though my sentences were weak and I was repeating myself in every paragraph.
As I remembered, we as a class learned how to speak simple English words and phrases. At the same time we were taught how to say our names and learned the English alphabet. When we moved on to a different topic, which was speaking simple English sentences like “The sky is blue.” and “Roses are red. ” I became nervous for the reason that I don’t really know what a sentence was at that time and I never learned what goes in a sentence. Although at that time, remembering twenty-six letters of the alphabet and saying them was confusing and quite difficult.
Unless we are aware of the exact context in which it is being used, we would probably not agree on the subtle differences. Language is what we humans use as a symbol of communication. ds or language in general were designed by man in to fit articulate sounds, which we call words. Language is considered to be a communication of thoughts and feeling... ... middle of paper ... ...s method an efficient one. By showing the thoughts of what Chomsky and Adler said, I will show how many others have a different idea about language.
There are many ways where this can be advantageous. In one way, the mind creating interpretations of information is what allows for individuality and for different opinions in situations. Without the interpretations it would seem that human perception of events would be identical in every way. But besides the advantages there are also disadvantages, such as the fact that there are many ways in which th... ... middle of paper ... ...eriments that cover this topic and it seems as though there is evidence to support this fact. For example, English speakers will be more likely to use agentive descriptors than Spanish speakers due to their respective language structures (Fausey & Boroditsky, 2010, 155).