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Stepping Into The Way Of Learning A Second Language

920 words - 4 pages

Many people believe that children have the ability to become with a native-like proficiency in a second language almost within a night because during childhood knowledge is absorbed like a sponge by children’s brain (Genesee, Paradis and B. Crago, 2004, p.133). In contrast, only few adults can achieve a desirable result in their attempt to acquire a second language (European Science Foundation, 1993, p.8). In addition the learning environment is separated into two the formal and the informal both of them are efficient, but the last one seems to be more accepted than the other as a better way of language learning because of its faculty to develop knowledge and skills to people without any ...view middle of the document...

1). There was another experiment in 1997-1999 by Tabors in Massachusetts, which took place in a university nursery school included children who had their first contact with an English environment, its purpose was to find the process and the stages of the second language learning (Genesee, Paradis, Crago, 2004, p. 119) The range of results was as follows: 1) home-language use; non - successful communication by using their home-language 2) nonverbal period; no communication, but understanding of English, 3) telegraphic and formulaic use; production of small sentences with little original content in them, for example “What’s happening?”, and finally 4) productive language use; production of original sentences, for example “I do/want  noun” (p.120).
Adults and more specifically immigrants henceforth constitute a percentage of the population, which is increased rapidly. Apart from the rest difficulties they have to face they are also somehow forced to learn a second language in order to communicate with others. Fortunately for them, they already mastered their first language an advantage - according to The European Science Foundation - which ‘allows them to draw on a rich repertoire of non-verbal and discursive skills for conveying and inferring meaning which are not (or are only partially) bound to their source language’. Learners by conveying data from their mother language and inferring meaning into their second language have the ability to compare “different background knowledge” and have a successful communication with foreign language speakers (European Science Foundation, 1993, p.9). Adults must make a lot more effort than children in order to acquire a second language and only few of them can achieve native-like proficiency while many others stop at the elementary level...

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