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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.
The continual training of the second language thus helps to train their linguistic ability and capacity to become near-native speakers. One study on the difference in teaching behaviour between native English-speaking teachers (NESTs) and NNESTs found that NNESTs' attitude towards teaching English is significantly different from that of NESTs.
Language proficiency is the ability of an individual to use ... native-level fluency was estimated to require a lexicon between 20,000 and 40,000 words, but basic ...
Learning strategies are techniques used to improve learning, such as mnemonics or using a dictionary. Learners (and native speakers) use communicative strategies to get meaning across even when they lack access to the correct language: for example, by using pro-forms like "thing", or non-spoken means such as mime. Communicative strategies may ...
Lexical proficiency is an alternative method that is also effective in measuring proficiency. [18] In a study with heritage Russian speakers, there was a strong correlation between the speaker's knowledge of lexical items (measured using a basic word list of about 200) and the speaker's control over grammatical knowledge such as agreement ...
The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different terminology, received different training, and formed separate professional associations. English is also taught as a second language for recent immigrants to English-speaking countries ...
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition, this process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first.
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.