Review of Barry McLaughlin. "Myths and Misconceptions About Second Language Learning: What Every Teacher Needs to Unlearn" Barry McLaughlin claims that mistaken Intuitive assumptions are existing extensively nowadays and that if teachers do not have a clear understanding of them, children will be harmed. This article introduces five widely accepted myths concerning second language acquisition of children and presents some possible countermeasures of teachers. From my perspective, this article did well not only in raising people’s awareness of myths and misconceptions about children and second language learning but also in providing some proper concepts; meanwhile, in the fifth myth, the author omits the reality when talking about the things
Second language learners, usually adults, typically have significantly fewer good language learning opportunities than children. Second language interactions in the workplace can also be very limiting, because of the lack of language ability. Even in the classroom situation, language learning is isolated from the
Second language acquisition is a very crucial part of the learners’ life, not only children because there are adults who try to learn a second language, as well. Second language acquisition which begins at the very early stages of life of the child is more successful if it is well practiced as the child grows up. Language teaching is very important. The teachers who are responsible to “transfer”
A second language is learnt later on in life. The individual already functions with a language system. S/he already possesses a verbal behaviour. Learning in this case is conscious. The data is arranged by syllabus designers.
At the same time; adult and child learners have various advantages in a second language acquisition As a result; age is not the most important and deciding factor in an acquisition a language. Everyone can learn a foreign language at any age. It is important to
Abstract Learning second language is like a nightmare for everybody. Even we afraid of it, we want to know the second language utterly, either fluency of speaking or using appropriate vocabulary. From the past to the present, there are lots of techniques or approaches to learn the second language in the best way. As we know that culture is the integral part of the language. So, in order to be successful in learning, we have to understand and know the target culture.
Language learning is not a product but a process, a live medium of communication. The Learner is not a passive recipient but a conscious producer. The students at Graduation level have already acquired proficiency in their mother tongue, and so they try to adopt the already gained insights to the Foreign Language they are learning. This leads to the Mother- tongue Influence on the second language. The common mistake committed by the students is, they take a sentence in English and an expression in their Mother-tongue; when both these elements are juxtaposed, it leads to ridiculous or imperfect expression.
Because of this reason, some of the children may have lost their chances of acquiring the second language. In sum, it is true that putting wrong expectations on children may cause them to dislike a second language. Therefore, just as what the author of “Myths and Misconceptions about Second Language Learning” points out, it is really important for teachers to hold a correct attitude to teach languages. Teachers should not assume that children learn faster and more easily; in fact, adolescents and adults may have developed better ways to acquire a new language. Hence, teaching languages in respective ways may be a feasible way
Hence, teaching foreign languages to young learners is gaining popularity all over the world and as a result the age for learning a second/foreign language is being reduced in many countries. In the ﬁeld of second language acquisition (SLA), how speciﬁc aspects of learning a non-native language
The article is based on a report "Myths and Misconceptions About Second Language Learning: What Every Teacher Needs to Unlearn," by Barry McLaughlin. It addresses on the common logic fallacies public usually commit as to children’s acquisition of second language (L2). Though the belief that children learn language faster, better, and easier may hold some truth, such belief overlooks the discrepancies among children’s cultural background, ability, personality and so on, a manifold of factors that would greatly impact their learning outcome. Assuming all of those young learners of second language as pupils having similar cultural upbringing, sharing the same value system, or even carrying certain kinds of personality traits are the results that