This is attributed to boys’ attitude towards learning a foreign language. For boys, a foreign language subject is traditionally for women (Clark, 1995); thus, creating conflict between performed masculinities and language practice (Carr & Pauwels, 2006). Foreign or second language acquisition is also known to depend on the teaching approach of the educator. Some educational experts suggest that a natural approach is the most effective way of teaching. As opposed to rote learning, where students are asked to memorize words and focus on structures and rules, the natural approach is a process of learning that focuses more on language comprehension and terminology usage so that they can be used in communication (Terrel & Krashen, 1983).
According to Ausburn, (2002) adult learners have been “shown to prefer to engage in learning that offers opportunity for self-direction and or a sense of control over aspects of learning.” As such the edecere approach where the learner is least involved in their learning doesn’t fit well with adults, as the teacher or facilitator take lead to direct the learning process and program. I fully agree with Ramirez (1992) who argues that the goal of adult education should include self-direction. I think learners should have the space to practice self-direction, and probably this is one of the main reasons why adults prefer flexible learning programmes such distance learning education where there can choose when and what module they can take at which point. At community level, I have also seen that adults prefer to be involved in how their learning, specifically on how trainings are organized, and as much possible be allowed to comment the type of content they would like to
For someone who is just learning the English language, it may be hard for them to understand what the other person is trying to communicate through BICS. For some, this social language will come naturally; however, for others, it may not. Some English language learners may need to be taught interpersonal communication skills. Often times they do not understand the appropriate use of nonverbal language, personal space, and
The effect of language on time has been observable in bilinguals and polyglots, in a phenomenon that scientists refer to as code-switching, the unique action of switching between two or more languages unconsciously.  This anomaly has opened up another avenue for linguists and neurologists. For example, in English, when using the word down to refer to time, we usually think of something that has passed. But in Mandarin, down is used to describe a coming event.  The slight variation in the perception of time in different languages could make a big difference, in this case, it could affect perception of the aging process.
In other words, SLA researchers paid attention not to languages but to learners that is a subject to acquire a language. Shirahata (2006) cited Corder (1967) as proposing error analysis as a new approach for SLA research replaced by habit formation theory and the CAH. Error analysis is an approach to research a mechanism of language acquisition of learners by describing and analyzing systematically errors that are made in the process of L2 acquisition. He claimed that a developmental sequence of L2 learners can be clarified by knowing what errors they made. Through error analysis, it had been gradually revealed that the language use of L2 learners is not different only from that of a native speaker of the target language but also from a language system of their
Grown-ups tend to treat language like an object, something you learn about rather than as a skill, something you do. Grown-ups needs to admit that we are wrong so we may be willing to correct our mistakes, but that is easier said than done. It’s difficult for an adult to learn a new language because they have a ton of knowledge already, and that can be both a good and a bad thing. However, there is also an advantage for and adult because if one is a good reader in their
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. When learning a foreign language at an early age, it helps people to concentrate and increase comprehension skills. Also, at a young age, the mind is fresh, so the person can take in more information and can easily master a foreign language. In addition, most secondary schools, universities, and jobs require a foreign language to be known.
In support of his findings, Skinner eventually realized that human beings could not only respond also manage their environment to induce results. However, Skinner and Watson both repudiated that thinking or emotion plays a significant role in determining behavior. Instead, humans appear to learn many behaviors -including languages- through repetitions and positive or negative reinforcement. Scientifically speaking, behaviorism explains how learning takes place. When it is taken into account in the field of language teaching, it shows how languages are learned.
Supply the person a written backup of the same materials and let him read this after hearing the audio. Consistent practice of the skill will help the person to pronounce the words and practice speaking the words straight clearly. You can even try doing offers to make learning a lttle bit more pleasurable and less uncomfortable especially to adult members who could find it disturbing to be undergoing these lessons at how old they are. Members can first learn tongue twisters, which can be phrases with difficult words to pronounce.