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A phenomenon in language learning where the first language interferes with learning the target or foreign language. Interlanguage The language a learner uses before mastering the foreign language; it may contain features of the first language and the target language as well as non-standard features. Interlocutor
One of the key aspects to consider in defining Learner Autonomy is whether we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other, both of them can be part of our views towards language learning or learning in general.
English as a second or foreign language – use or study of English by speakers with different native languages. It is also known as English for speakers of other languages (ESOL), English as an additional language (EAL), and English as a foreign language (EFL). Chinese as a foreign language – study of the varieties of Chinese by non-native ...
A foreign language is a language that is not an official language of, nor typically spoken in, a specific country. Native speakers from that country usually need to acquire it through conscious learning, such as through language lessons at school, self-teaching, or attending language courses.
Below are the top foreign languages studied in American institutions of higher education (i.e., colleges and universities), based on the Modern Language Association's census of fall 2021 enrollments. "Percentage" refers to each language as a percentage of total U.S. foreign language enrollments. [3]: 49
In the Foreign Service Institute’s language classification system, the most difficult languages are at Category 5. These take 88 weeks or 2,200 hours of classroom time to reach proficiency.
In foreign language experience or exploratory (FLEX) programs, students are exposed to a different language(s) and culture(s) in the classroom. A small percentage of class time is spent sampling one or more languages and/or learning about language and so proficiency in the target language is not the primary goal. [8]
However, anecdotal evidence for successful second or foreign language learning is easy to find, leading to a discrepancy between these cases and the failure of many language education programs. This tends to make the research of second-language acquisition emotionally charged.
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