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An example of near-native speakers are non-native language teachers. Since non-native English-speaking teachers need to teach their second language in their daily lives to be competent language teachers, [24] they have to continuously train their linguistic ability and capacity in the second language. Hence, teaching it daily helps to increase ...
The difference between native language (or First language) and heritage language is an important distinction to make.The term "native language" tends to be associated with acquisition at a very early age and carries with it the notion that a person will achieve a high amount of fluency and proficiency in this language.
In early-exit programs, a near-native proficiency in the target language is required of instructors. Institutions may vary in the amount of first-language instruction that is utilized. [ 5 ] The degree to which the children's first language is spoken in the classroom depends on the proficiency level of the students, who generally require more ...
Stephen Krashen makes a distinction between language acquisition and language learning (the acquisition–learning distinction), [47] claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process for L2 (Language 2) is the same as for L1 (Language 1) acquisition.
Gass and Selinker claim that as well as interaction facilitating learning, it may also function as a priming device, "setting the stage" for learning rather than being the means by which learning takes place. [12] In addition, Ellis notes that interaction is not always positive. He says that sometimes it can make the input more complicated, or ...
Support for the FDH comes from studies showing qualitative differences between child and adult language learning, particularly in areas such as syntax and morphology. Critics argue, however, that advanced L2 learners can achieve near-native proficiency, suggesting that UG may still play a role, albeit indirectly, in adult L2 acquisition. [14]
As stated by Polinsky and Kagan: "The definition of a heritage speaker in general and for specific languages continues to be debated. The debate is of particular significance in such languages as Tamil, Chinese, Arabic, and languages of India and the Philippines, where speakers of multiple languages or dialects are seen as heritage speakers of a single standard language taught for geographic ...
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...