Essay On Language Learning
Learning a language is such a multifaceted process. It enters the field of cognitive and linguistic abilities, and learning strategies. MacIntyre et al (1998) found that some other variables take on the scope of personality, social, and cultural intricacies, and as expected within the span of human development those widely fluctuate. Unquestionably, the aforementioned elements are engrossed in the process for both young learners and adults. Yet, those in charge of imparting knowledge of the English language as well as making it practical, need guidance in how to foster language learning in different age groups.
This is certainly true in the case of childish learning strategies for adults. Namely, stating: if it works for babies, it must be good for me, is analogous to the “I'm sorry” and “my bad” which mean the same thing unless one is at a funeral. Clearly, learning is learning, but when it comes down to the profound complexities of brain development within a lifespan, learning should be oriented to strategies that make it easier for both the child and the adult.
For this reason, it is crucial to set aside misconceptions of formal language instruction when it comes to age-related issues. The plain fact that “there may be
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This distinction is further elucidated in the work undertaken by Morley (1998) who claims it generates a negative influence and takes learners to put into question their language abilities and proficiency. For the sake of adapting to aging limitations and seek to strengthen the self-esteem. Özmen (n.d.) suggests the implementation of pronunciation games, such as MMT, which is breaking words down into smaller units so as to make its articulation less demanding. Likewise, allowing learners to make pronunciation mistakes and timely putting off correction, along with feedback
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