Language, Acquisition, and Teaching Essay Example | Topics and Well Written Essays - 3750 words

Language, Acquisition, and Teaching - Essay ExampleThis highlights the lively discourse pertinent to the exercise of talking to acquisition, specifically, when dealing with the issue of prototypical lyric acquisition vis-a-vis second language acquisition. In this context, this research will delve on two significant issues, namely, How far can the knead of initiative language acquisition be taken as a model for the acquisition of a second language? What are the implications for the second language teachers? For purposes of limitation and clarification, for this study the term first language pertains to the natural language of a person, which has been acquired without undergoing formal learning processes to acquire the language, since it is the mformer(a) tongue of the person. It is the language the shaver learns from his/her parents, family, relatives, and from others (Yaz?c?, Ilter, and Glover, 2010). On the other hand, second language is another language acquired by the per son, aside from her mother tongue. molybdenum language is a language learnt after the first language and it is often contrasted with foreign in toll of function and location (Cook 2006 2008). For example, a four-year-old Indonesian child who speaks Bahasa Indonesia at home, while the childs family catch ones breath in Netherlands, and therefore she studies Dutch. As such, the child is acquiring SL. On the other hand, a four-year-old Indonesian child whose family resides in Indonesia, speaks Bahasa Indonesia, studies Bahasa Indonesia in school is therefore developing FLA alone. This distinction serves as a guide in understanding these two terms as it is used in the entire research. The paper recognises the broadness of the offered connotations of first language and second language. Nonetheless, what is essential is that through the minimal distinction provided between the two concepts, a logical argument is set, thus, enabling the possibility of distinction between FLA and SLA. I n addition, the paper also defines language acquisition as the sub conscious(p) process of developing language ability and that it is fostered in a non-threatening environment (Krashen, 1981). On the other hand, language learning is also a process of developing language ability, however, it occurs in academic fit and there is a conscious effort in knowing the syntax and semantics of a particular language (Krashen 1981). From this perspective, the paper asserts that aside from chronology and contrast with the term foreign, second language acquisition (SLA) is a process wherein the person as a student in an academic setting learns another language. It is a conscious endeavour to acquire a second language aside from ones mother tongue. In this regard, the necessity of a shared framework between first language acquisition (FLA) and second language acquisition (SLA) becomes feasible as it offers the paradigm in which FLA becomes the initial framework in which sense and heart of the sec ond language is apprehended. In this regard, second language teachers are challenged to recognise not only the academic, language, and cognitive development of the learner, but they also have to learn to factor the socio-economic and cultural processes and other affective factors that beguile the person as she goes though SLA.