Language Learning & Teaching

M different tongue, initiative voice communication, or L1 is the dustup that the churl usually watch outs start by the process of interacting with the p arnts, family members and the society. This verbiage is usually not acquired by the process of orchis education. It is passed on from one generation to another by the process of fundamental interaction and communication. It is important to know that the starting line run-in of the individual posit not always be the dominant lyric. For example, if the family relocates from one place to another, then in that location would mechanically be a shift in the dominant dustup of the child, as the words for social communication would also change. Suppose a child has very goodish encyclopaedisms at turn backing the beginning(a) speech, automatically the skills for coding the split gage lyric would be good, as it suggests various cognitive functions required for attainment the spoken communication (such as thinking, shop, etc). On the other hand, if the child develops poor skills at scholarship the first language, automatically he/she would take it difficult to learn the minute language and pull down others (Clark, 2000). wink language or L2 is a language that is different from the first language and is usually acquired by the process of formal education in school. Usually, the assist language is a language other than the first language or the arrest tongue. As in several parts of the world, a greater add together of importance is given to English, which has been the basis for inter solid groundal communication. A clump of look for is being conducted to de shapeine the manner in which the second language could be acquired, learnt and retained. In around parts of the world, the second language is beginning to endure the first language. This is because of the greater measuring stick of use of the second language in international communication, corporate sector and as a medium of instr uction. The term second language was given as it initially suggested the level of comprehension, mind and the fluency of an individual with that particular language in comparison with the first language (Clark, 2000 & Ellis, 1994).Hylenstam (1992) conducted a lot of research to determine the manner in which the second language and the first language skills were acquired and retained.He found that later on the age of 7 years, the child often found it difficult to learn a second language and obtain the skills required as good as that of the first language. The individual frequently demonstrated a lot of grammatical errors whilst using the second language, after it was acquired following the age of 7 years (Clark, 2000). However, research conducted by Hylenstam and Abrahamsson (2003) also found that that there was no exact cut-off period at which an individual would witness it difficult to learn the second language, and term it as good as the first language. counterbalance during a dulthood, the second language skills could be acquired as good as onward the age of 7 provided the individual made an effort and was motivated to learn and acquire the second language (Clark, 2000).Usually, in each and every nation of the world, the child would be encyclopaedism two languages. The United States is one of the some nations in which the children would be usually scholarship one language that is English. consort to Cummins, learning a second language did not affect the victimisation of the child. However, social interactions helped in maturation. Studies based on cognitive functioning and learning abilities pass water demonstrated that during the phase of mental growth and development, there was no negative effect if the child learnt one language or two. Children were satisfactory to learn a second language easily and utilise it in the same manner as the first language for communication, questioning, thinking and socialising. solely the knowledge gained from t he first language could easily be transferred and utilised in the second language by the child (Clark, 2000 & Ellis, 1994).Children fecal matternot learn a second language at heart a definite period of time. Strong march is currently not avail able to suggest that children can learn a second language within a short period of time. express is also currently not available to demonstrate that children would be learning a second language faster than the adults (Clark, 2000 & Ellis, 1994).During the process of learning a second language, the child whitethorn experience several problems including improper pronunciation, not able to use grammar appropriately or poor comprehending cap susceptibility. It is important to personal credit line that several factors such as environmental, learning facilities, educational, ability to socialise, age, sex, motivation, personality suit etc, play an important usance in the second language development of the child. It is for this reason that som e children learn second language faster, whilst others take a longer time (Clark, 2000 & Ellis, 1994).One of the important factors that need to be considered for acquiring a second language is the age of learning. This plays an important role compared to several other factors including motivation, cultural circumstances, opportunities etc. The child should also get a substantiative response from others whilst learning the second language. In the native dental plate, some children whitethorn find it difficult to learn a second language. Children whilst learning the first and the second language usually support similar attitudes. In learning the first language, the child would usually do so at a younger age, and hence the complications and the disquietude of making mistakes are lesser. The second language learning age is usually higher than the first language, and hence the complications and the fear of making mistakes are usually present. Children tend to use the native warning of pronouncing words (Clark, 2000 & Ellis, 1994).In 1995, Collier was able to demonstrate that even adolescents and adults had some amount of competence in learning a second language. Children do have the cognitive competence of learning languages and this would enable them to learn and retain a language better than an adult. A few researchers have contradicting views about the second language learning. They feel that once a second language is learnt within a very short period of time and at a very young age, then the skills initially acquired of the first language is befogged (Bialystok & Hakuta, 1994). Some of these researchers hence feel that the second language should not be introduced at a very young age to children and hence two the first and the second language need to be imparted (McLaughlin, 1973).Once the first or the second language is learnt, the outcome is usually different. For example, once the first language is learnt, due to the interactions between the society, p arents and family, the fluency and the comprehension improves compared to the second language. It whitethorn be equally difficult for learning either the first language or the second language, but the role of variables is even greater for the second language (Clark, 2000 & Ellis, 1994).For learning the first and the second language, it is very important that an environment contributory for learning exists. Communication between the parents, family, friends and society is very important. The cognitive ability can be developed and the language skills could be improved through with(predicate) positive interactions in the language. The child should be allowed to express themselves freely with the parents. The language learning process should be enabled through positive interactions between the parents and the child. The subsisting language base and real-life situations play an important role. The child should be able to use the language at the school, home or in social settings. The child should be able to use and develop both the languages equally. For example, some children may not be able to use the second language at home due to inability of the family members to understand it.Besides, some children may also find it difficult to use the first language in school, as they may have another language as a medium of instruction. This may hamper the learning process. It is important that the child uses the languages in many instances as possible so as to develop the skill and the knowledge required. Whilst learning the first and the second language, formal education would barely be playing a passive role. The main ingredient for the victor at developing skill in a new language is positive interactions and usage of that language (Clark, 2000 & Ellis, 1994).Some children may find learning a second language a very tedious task. Especially those children, who have problems in learning the first language, often develop similar problems in learning the second language . For learning the language, such problems frequently develop as it is very important that the child develops strong relationships with the parents so that such problems can overcome patiently and gradually. The use of the second language at home should in no manner affect the cognitive development and the learning process.New experiences with the second language and the use of new ideas would definitely help in improving the cognitive processes. It is frequently seen that once the cognitive development has occurred with the first language, the same skills could be utilized in attaining the skills required for the second language. Frequently, children who have developed tremendous skills with the first language (due to the cognitive advancement) may find it very easy to learn a second language. Studies have even demonstrated that children able to excel in the first language may do equally well with the second language (Clark, 2000 & Ellis, 1994).Reading is another field in which th e child should develop a habit in dedicate to gain competence of the second language. It helps to improve comprehension, understanding, thinking, flow of ideas, creative expressions, memory etc. Usually, the first language is learnt through day-to-day communication and the second language is learnt through reading. However, both communication and constant reading are required to develop skills in learning the language.Thus it can be utter that development of the first language would in fact supplement the learning of the second language. Positive interactions with family, parents, friends and society would help in developing skills with the second language. Besides, reading would also aid in language development. The manner in which the first and the second language is learnt is much similar to one another. It need not always be that the first language dominates the second language. The predominate language usually depends on the culture the child is exposed to. In children below the age of 7 years, the process of learning the second language is much easier. In adults and adolescents, motivation plays a very important role in second language acquisition.ReferencesClark, B.A. (2000), First- and Second-Language Acquisition in Early Childhood. Online, unattached http//ceep.crc.uiuc.edu/pubs/katzsym/clark-b.html, Accessed 2007, December 31.Ellis (1994). Differences between L1 and L2 acquisition. Online, Available http//homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm, Accessed 2007, December 31.Klein, W., & Jankowski, B. (1986), Second Language Acquisition, Cambridge University Press, Cambridge.NWREL (2003). Overview of Second Language Acquisition Theory. Online, Available http//www.nwrel.org/request/2003may/overview.html, Accessed 2007, December 31.