In the paper “Second Language Acquisition” the author proposed to study if amount and type of exposure to an identical morphology will have a significant effect on adult second language learning within the period of one semester. It dwells between single vs. multiple vs. learner-centered exposures…
It focuses on psycholinguistic approach instead of the more commonly employed traditional linguistic forms. Inevitably, it utilizes a number of strategies to seize the students’ attention and post-lesson activities for the purpose of measurement for the mentioned study conducted. The researcher manages to keep his role as it was not indicated that he directly participated in the research as to affect the outcome of the study in direct favor of his hypothesis and how he wants the direction of the study to go.
The research was composed of 88 students subjected to 71/2 hours or 3 weeks of Spanish formal exposure. A questionnaire was dispensed after the experiment and following the final posttest to ensure that they were indeed second language learners without prior experience from formal exposure to avoid any significant amount of any deviating independent variables. First-year Spanish program students enrolled in the eight sections were then subdivided into groups. Randomly assigned are two of the sections delegated under four conditions of interchanged ‘amount of exposure’ and ‘type of exposure.’ The first group was under single, teacher-centered (TC). The second was, learner-centered (LC). The third was with multiple, teacher-centered (TC) exposure. And the fourth was multiple, learner-centered. The research was conducted in the span of one semester.
Obviously, the research would have experimental exposure-based activities for the LC groups. Activities such as crossword puzzles were employed as it pertains to critical thinking and for evaluation means primarily. Post-exposure assessment tools are the backbone of this study as it measures the effectiveness or lack thereof of the controlling variables. The independent variables are the types and amount of exposure. ...
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Though I have never been a language person, I can better be called as a bilingual person. It is because I know more than one language. I can speak Cantonese, Mandarin, and English. I also know French a little bit, though I am not much fluent in French. Second Language or English language acquisition was not my choice at all.
She is trying to teach them vocabulary regarding food. She makes them look at the map and point out a place at the map. A child touch somewhere on the map and the slide moves on to the food specialty of that country. She targets at their imaginative skills by asking them to name the food they see on the screen.
The extent to which English holds significance in Cypriot society can be determined from the fact that today though English is not an official language in Cyprus but is considered as a symbol of modernisation and is used in many official and government writings.
In the community, the individual who can talk using a second language usually gain more friends and have more affiliations.
But there are also some people who seem to patronise their own language so much that they refuse or find it hard to learn a second language.
Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).
The researches and scientific studies had probed dimensions of learning a second language and its effectiveness. It also has been an interesting field to explore for linguists.
Many people contend with the stand that for the learning to be consummate, it had to be instructed the natural way; others dispute that the instruction of traditional methods in the classroom will provide a deeper understanding and comprehension of the language.
the reference of the concept as Second Language Acquisition, this concept does not necessarily mean the process of acquiring a second language only, but also the process of acquiring a third, fourth, fifth or other subsequent languages. The common argument has been that the
However, in order to ensure that the students and the teacher do not conflict over the content in written and spoken English (Elfers et al. 2009). To identify how suitable a text is, the use of the RANGE program is applied to analyze a text.
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