Difference Between Linguistic And Linguistic Studies

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The approaches to Second Language Acquisition (SLA for short) have been changing and developing throughout the years. Since the beginning of the study of Second Language Acquisition, the approaches and theories of SLA have ranged from the Behaviourist approach to SLA by an American psychologist Burrhus Frederic Skinner in 1940s-1950s to Universal Grammar approach by an American linguist Noam Chomsky in 1960-1970s to the Information Processing Model introduced by Barry McLaughlin in 1983 (Malone 2012: 1). The field of SLA research nowadays includes relatively new approaches such as cognitive linguistics, as well as skill acquisition and various sociocultural theories, connectionism and many more. However,

Learning had been widely discussed among the researchers. It had become the subject matter that interests psychologists, educationists, scientists and came up with a number of learning theories. There are many different theories that attempt to describe the learning process. The theorists came out with some methods and approaches to be applied in the language teaching in the classroom. Approaches consist of specific principles in the language teaching and to apply these approaches, methods are needed which include various procedures and techniques. In this coursework, I would discuss on two theories, methods and approaches, two of their strength and limitations. In addition, I would further discuss on the implementation of one of the theories in the English language classroom.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

The first language helps in the initial stages of second language acquisition as it can serve as a referent and a tool to which students can turn when needed. It is useful, for example, to turn to the first language during the acquisition of new vocabulary or to compare the structures of both the first and the second language for understanding in a better way some concepts like verb tenses.

THE NATIONAL CAPITAL LANGUAGE RESOURCE CENTER GEORGETOWN UNIVERSITY/ THE CENTER FOR APPLIED LINGUISTICS/ THE GEORGE WASHINGTON UNIVERSITY NORTHEAST CONFERENCE 1998 CONDUCTING ACTION RESEARCH

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

Therefore, the role of discourse must be taken into account for comprehending lexical chunks. The study of language beyond the level of sentence refers to discourse analysis (Yule, 2006). Any discourse is heavily based on formulaic sequences and recurrent word combinations (Schmitt, 2004). Erman and Warren (2000) reported that 58.3% of spoken register and 52.3% of written register employ different sorts of word combinations. Learning how to use fixed phrases helps students learn the conventions of a particular discipline (Cortes, 2004). Consequently, Hyland (2009) posits that specificity is a significant factor in discourse analysis especially in the last twenty years. Each discipline has its own specific communicative conventions to look at the world (Hyland &Hamp-Lyons, 2002). Functional and cognitive linguistics together with usage-based theories of language believe that constructions are the fundamental units of language representation which are conventionalized in the speech community and established as language knowledge in the user’s mind (Goldberg, 2006; Langacker, 1987; Tomasello, 2003).For instance, Halliday's (1989) study showed that written register employs greater nominalization, impersonalization, and lexical diversity in contrast to spoken one. In the same way, Hyland and Tse (2007) in their research demonstrated that terminology differs across disciplines and the same words have

The process of learning and teaching is continuously influenced by many different aspects of different nature among which are the characteristics of the learner and the teacher, teaching materials, methods of teaching. One of the early considered important factor is the positive and negative interference of the mother tongue in the learning process of the target language. In the heyday of structural linguistics and pattern practice, language teaching methodology which derive insight and justification from linguistic description nothing was more important for them than comparing and contrasting the rules and structures of the mother tongue with that of the target language.

In fact, all against grammar arguments based their hypothesis either upon the theory of second language acquisition or the communicative approach which constituted a revolution in both theoretical and applied linguistics. This revolution, as Ferguson (2005) mentioned, gave rise to a phenomenon known as ‘grammar phobia’. Nevertheless, some linguists (e.g., Lapkin, Hart, & Swain, 1991; Swain & Lapkin, 1998) conducted research into teaching outcomes in French immersion programmes and found that learners could not attain accuracy in the use of some grammatical forms (also see Celce-Murcia, Dörnyei, & Thurrell, 1997; Ellis, 1997, 2002; Mitchell, 2000). The thing which enabled students to be good speakers at a restaurant or a café but they

Romero Trillo (2002), for example, contends that foreign language learners utilize two tracks in their linguistic development: a formal and a pragmatic track. The formal track is affiliated with the acquisition of the phonological, grammatical and semantic features of the target language. On the other hand, the pragmatic track is related to the social use of the language as it is used in different contexts and registers. Naturalistic acquisition accounts for native speakers’ development of both tracks. However, for language learners, both formal and pragmatic tracks are typically developed through formal instruction, due to the fact that most language

In comparing with L2 speakers, native speakers have the knowledge about which words go together and how to use the varied words. Having such knowledge is one of the vital abilities of native speakers. These mixtures of words are referred to as “lexical phrases”. The proper use of lexical phrases is important to sound like a native speaker (Ellis, 1996), yet this is not so stress-free for non-native speakers of a target language (Vasiljevic, 2008). Using lexical phrases exactly is essential in order to make language with native-like accuracy or near-native competency. However, even advanced EFL learners have suffered with lexical phrases. Learners in EFL settings typically have the problem of lacking experience to the target language and consequently, they are often not aware of the differences in lexical phrases restrictions between the L1 and the L2. The gap between L1 and L2 interferes with the acquisition of lexical phrases in the target language and might “even lead to lexical fossilization” (Vasiljevic, 2008, p.

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

Language acquisition is the process of receiving and producing the languages they should understand well the words and the sentences to communicate with each other. It is the process whereby children achieve a fluent control of their native language. The first language is defined as the primary language -not necessary mother tongue which the speaker first acquires and use. There is a great difference between first and second language acquisition. First language acquisition refers to the way children learn their native language. Second language acquisition refers to the learning of another language or languages besides the native language