Second Language Learning

Second Language Learning

Contents

Introduction3

Discussion4

Stages of Development of Second Language5

Cognitive model of Bilingualism6

The Behaviorist Perspective10

Linguistic Diversity11

Exceptional Students and Literacy Programs12

Cultural Diversity and linguistics learning13

ELS14

Conclusion17

References19

Second Language Learning

Introduction

The understanding of the acquisition of a second language (henceforth L2) can improve practice of teacher teaching in the sense of offering language and cultural resources. The acquisition of L2 is not entirely similar to the acquisition of language, involves cognitive variations, and is closely related to the individual personality of the learner, with the understanding of a second crop, also involving the creation of a new system linguistic and discursive and communicative functions of language. I believe that knowledge of the processes involved in the acquisition of L2 is fundamental to effective teaching, as well as knowledge of methods, approaches, theories and techniques. Moreover, knowing that L2 acquisition involves both skills linguistic as communicative, I believe that the learning environment is important factor in this learning efficiency. In this sense, the aim of this study is to discuss the importance of the contexts earning for acquiring L2, since the “learning environment and the influence external factors, added to the theoretical interest of researchers, contribute to the production of a curriculum that facilitates L2 acquisition. Therefore, the first part of this study presents a comparison theory about the stages acquisition of L2, the second part includes an intertwining of important authors on theoretical fundamental theories for L2 acquisition, finally reaching a discussion of the influence of the learning context within these approaches.

There are many definitions of bilingualism, some of them are wrong and others are based on myths. A person does not have to speak two languages with equal fluency to say who is bilingual and is very common that can be expressed in both languages with some ease and without being noticed an accent that betrays. But even if you realize one of the two languages is dominant, only feel emotionally comfortable in one of them and only the dominant language may make creative work worthwhile. You may be able to write business letters in either language without much difficulty, but will be difficult to literature. May be versed in both languages but only one of them establish the true poetry hatch that is where the mysteries of the soul. In learning a language is not easy to achieve this dimension (Littlemore, 2010, 167-204).

In the field of study of second language learning, the definition of bilingualism, as in almost all conceptualizations of terms, has not been left to create dichotomies. The term second language learning means the set of conscious and unconscious processes by which the learner reaches a certain level of competence in a second language.

Discussion

Studies about the influence of emotions on adult second language (L2) learning in formal settings often relate to two major emotional contexts: voluntary and non-voluntary educational programs. In the United States when language learning is a requirement for graduation or professional advancement, often the enrollment process filters out those who cannot imagine meeting the requirement and ...