The first myth hypothesizes that children learn second languages quicker and easier than adult and adolescent learners, which gives birth to the second myth that the younger one is involved in L2 learning, the better learner he or she will become. However, research has proved that except for pronunciation, older learners have an advantage over child learners in other linguistic performances. Also, learners who starts L2 learning late are proved to perform as well as or even better than early learners. Teachers should not ignore the potential inhabitations and difficulties children could face during the process of L2 learning. The third myth explores the relation between home language and second language, contending that children from non-English-speaking backgrounds learn English best when putting in an all-English environment.
Consequently, teachers should not assume that children are able to learn second language quickly and easily and hence teach them sloppily. “The younger the child, the easier for the child to learn a second language,” is another myth of second language acquisition. The author argues that there is no research which can support this saying. On the contrary there are researches point out that older children are better L2 learners, since older children are more skilled in coping with grammatical analysis and hence can show quicker gains. “Students spend more time in a second language context can learn the language quicker,” is the third myth mentioned in the article.
As the title of article suggests, the article focuses on the common myths and misconceptions about second language learning (SLA). It points out five misconceptions that people normally hold towards SLA especially on younger learners, and suggests more adaptable educational methods are needed for different types of students. The first myth about SLA is that it’s easier for children to learn second language than adults. Many people believe that children are better language learners than adults based on the claim that children’s brains are more flexible. This standpoint reminds me of the innatist perspective on language learning.
Article Review 1: “Myths and Misconceptions about Second Language Learning” The article “Myths and Misconceptions about Second Language Learning” posted by Eric Clearinghouse discusses several myths and misconceptions held about second language learners. With increasing globalization of the modern age, learning a second language is becoming more and more valuable. As the importance of second language learning is on the rise, teachers are facing an increasing amount of obstacles when teaching second languages. Due to a need for better education of second languages, more and more research and understanding of second language acquisition have come to light, revealing several errors and advantages of traditional teaching methods. As the author
Just due to these two topic researches, people know deeply about the second-language learning and expand many ways to improve the ability of second-language. However, there are still some factors affecting the research. Some statistics from the Internet are unspecific and they are too general. The researches are effective. It is easy to find the materials from the Internet and my classmates who are learning the second language can also provide their opinions about the second-language
Half of the Students bored from the linguistic circumstance when learning foreign language. They know that learning a language requires talent. The reason for this is that teaching method using by teacher is, grammar translation method. This problem can reduce by giving importance to listening and speaking activities. 5.
Gardner formulated the socio-educational model suggesting that learning an L2 cannot be solely explained by people’s aptitude or their competency to acquire as many languages.  He asserted that individual differences were key factors affecting L2 acquisition such that in understanding how the L2 learning process and outcomes work, it is important to consider the cultural contexts, which influence people’s attitude and motivation in learning another culturally distinct language.  By simply regarding aptitude as the only factor, researchers dismiss the social, contextual and pragmatic reasons that drive people to learn other
The very first lesson in the course was about individual learner differences in second language learning. According to Ellis (1985), EFL learners are different both inside and outside the classroom. They are different in the way learners learn a L2 and the way they use their L2 knowledge. Therefore, no 2 learners learn a L2 in exactly the same way. Also Lightbown and Spada (2006) have mentioned that learners are different from each other in certain aspects such as “age, interests, level of proficiency in English, aptitude, mother tongue, academic and educational level, attitude to learning and teachers, motivation, reason for learning, preferred learning style, personality which may affect the language learning ability.
Most of the errors are results from the lack of knowledge about it. "Errors in second language learning, it is sometimes said, could be avoided if we were to make a comparison of the learner's mother tongue and the target language" (Richards,1971). The instructors have to give extra materials about subject and verbs and how do they form sentences. Students have to read their sentence after writing it and then to identify each subject and its verb and to put a full stop when the sentence ends. Reading is going to be a good solution here as
fundamental variables of successful second language education as the following: • Time specified • Intensity of L2 use • Quality of exposure As a matter of fact, successful immersion programs have been identified by instruction underscoring the following key concepts: • Use of L1 is banned. • Comprehension is emphasized over speaking at the early stages. • A subject-content instruction benefitting from games, songs and rhymes, accompanied by arts, crafts, and sports yields a meaningful communicative context. • A multifaceted use of visuals, realia, and hands-on activities is vital. • L2 learning activities are interdisciplinary.