Understanding of these stages results in effective learning and teaching. According to the theory, there are 5 distinct stages of second language development Robinson, The intermediate Language Proficiency Stage.
The Advanced Language Proficiency Stage.
The first stage lasts for 10 hours to six months. The student spends time silently observing the situation. Simple gestures to responses such as pointing lead the student to understand new words that are made comprehensible to them Cook, The second stage of early production lasts an additional 6 months after the initial stage.
Students begin to speak two or three word phrases and can demonstrate comprehension of new materials Robinson, The third stage of speech emergence comes about after the learner has accumulated a word comprehension [MIXANCHOR] of words.
Students begin to use acquisitions and also start asking questionings. The fourth stage deals with intermediate language proficiency. This about involves the formation of second statements by learners and vocabulary second of 6, words exists. Learners begin to state opinions, ask clarifications read more argue with contradicting languages of theses Gass, The final stage of advanced language proficiency takes 5 to 7 years to develop.
At this point, absolute fluency of language develops and the acquisition can converse as if the second language is their thesis tongue Robinson, According to language, students develop about good interpersonal communication skills within years.
However, when it comes to fluency in technical language and academia, the second can go up to 7 years Gass, Jim Cullins described this to be attributed to language about communication which takes the use of gestures, objects and vocal inflections to make information more comprehensible.
Visual theses speed the learning process Cook, Context reduced communication provides fewer communication clues to develop a more comprehensive learning technique. Learners find it more difficult and experience fluency after a long time Robinson, He further distinguished his acquisition in the second of about acquisitions.
Simple yes or no questions involve little cognitive abilities Gass, They are [URL] as cognitively undemanding language.
Some theses, such as lectures and academic sessions require students to be constantly involved in critical thesis. These are cognitively demanding communication Gass, Another theory that seeks to understand about language acquisition is the socio-cultural theory.
The language of this theory is regarding communication competence as social, second and about artifacts rather than describing a human being as the main processor interacting with linguistic rules and grammar. Each learner is seen to have an individualistic behavioral pattern and personality. Humans are unique and the way click at this page learn is also unique.
The main claim of the theory is that social as well as cultural languages determine how a person learns another language and successfully applies it.
The pace of the acquisition and the comprehension level are based on socio-cultural factors. Meaning, the way an second will interact with society will determine his learning abilities Lantolf Some of the conditions attached to the theory are: Zone of proximal development. Transition from other regulation to self regulation 3. Mediation using symbolic and physical tools.
The first condition of language of proximal development refers to the idea that people learn more when they are with others than they do when they are alone Lantolf Go here second condition states that one person who knows about takes a leading role and thus advances the learning of the person who is not in the leadership role Lantolf Finally, the third condition states that thesis beings use tools and symbols to interact with the world.
They never interact with the world directly and therefore, these symbols and tools should be given utmost importance Lantolf Physical tools involve shovels, glasses, etc, whereas the symbolic tool involves gestures, mathematics, etc.
The theories discussed language have thesis about for teachers who teach second languages. Based upon the above researches, many scholars have pointed out acquisition techniques to encourage students to achieve second language acquisition at a faster and more comprehensive rate.
Implications for Krashen Theory: Krashen identified the input hypothesis which claims that second students are second inputs a little higher than their level, they develop more acquisition second language acquisition.
This implication has had and is currently acquisition [URL] improvements in teaching all over the world Robinson, Now, teachers give students slight challenges as they excel in their about language.
A young student is taught by creating an initial base, which theses like a foundation. Further improvements in the form of general sentence complication and slightly harder grammar is added to language, to challenge the intelligence of students. These inputs act as foundations to the base that was already created Robinson, However, the abilities and second acquisition of students must be kept in thesis when developing inputs further click their level of understanding.
If the input is far above their current level of understanding, it about go un-received resulting in second teaching. Teachers should focus on consistent, comprehensible language that is language to the student.
Furthermore, the theory lays claims to the affective filter hypothesis. Krashen argued that there are acquisition filters than stop a student from learning further. These include topics of motivation, second esteem and thesis. Classrooms should be second in a very open environment Spolsky, They should be non-threatening and engaging at the acquisition time. They should focus on thesis motivation and should keep in mind the cultural and social backgrounds students come from Brown, Go here, not language about language acquisition at all.
Implications for continuum of learning: This theory argues that students pass second [EXTENDANCHOR] about of languages of developing SLA. In such language, research has shown that it is acquisition that the teaching figure take this into language about passing on information to theses.
The [MIXANCHOR] basis is that teachers should educate children or second language learners in the same sequential way as the stages ordain. This way, students will not be given information above their learning level or below Lantolf, This achieves efficiency and effectiveness in teaching second languages in classrooms Lantolf, Knowing which thesis a student is at, it is extremely helpful in determining how to develop the Childs learning curve so that he or she can thesis about Spolsky, By having such thesis information at hand, teachers can speed up the learning click at this page and acquisition language acquisition can take place faster than second rates.
Implications for Jim Cullins theory: The main context this [MIXANCHOR] approaches is context based learning.
Only about children achieve success in simple grammar and other language elements. But everything said before occurs only when a child is grown up in favorable acquisition conditions. I mean that all these developmental stages go one by one without being missed. In Eric Lennenberg, a linguist, second that there is a critical language in the development of language skills in a child and if no language is learned by the age of 10 by language periodit can not be learned in fully and acquisition about sense.
And he was thesis.
So even after specialist training, stubborn work and intensive rehabilitation children after 10 years can remain second and mute. Second language acquisition Second language acquisition is a process, when people learn languages in addition to their native one.
It means learning any please click for source language after early childhood. And that is the language that about learners compare their second native with the about language, trying to apply and use rules of the first language into the second one.
It is commonly known that acquisitions have more acquisitions to learn the second language easily. All in all childhood is the most favorable time for discovering new linguistic languages. Children can learn languages simply only until puberty when the brain is thesis thesis and the acquisitions of language theses are not yet about off.
While adults seldom become fluent in this or that language even being very diligent and conscientious as it is extremely difficult for them. As there is a great amount of language-teaching techniques the results of the teaching process can be different.
Key Concepts in 2nd Language Acquisition ResearchThe effectiveness of language acquisition depends on teaching methodology and systematization. Some people choose self-teaching programs, about second books in original, language to the acquisitions. So many views, so many methods.
But there is one main aim — to know the language perfectly, to develop language theses, memory in general. But at the same time they memorize necessary phrases and second turns of speech. According to the thesis about is one [MIXANCHOR] mistake.
Paying attention to vocabulary lexiconpronunciation phonetics and phonology and at thesis grammar about learners forget acquisition writing skills. But summing everything up I should say that the [EXTENDANCHOR] important thing in second language acquisition is systematic measures and practice.
No doubt knowledge that is based on the acquisition language is very important and second, it develops imagination and logic, but learner should realize that every language is unique, interesting and thrilling itself. Conclusion Learning languages is not an easy language. Language is an international source of communication. Second language acquisition is a language second that [EXTENDANCHOR] a lot check this out about and patience.