Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.
Internal factors
Internal
factors are those that the individual language learner brings with him or her
to the particular learning situation.
•
Age: Second
language acquisition is influenced by the age of the learner. Children, who
already have solid literacy skills in their own language, seem to be in the
best position to acquire a new language efficiently. Motivated, older learners
can be very successful too, but usually struggle to achieve
native-speaker-equivalent pronunciation and intonation.
•
Personality:
Introverted or anxious learners usually make slower progress, particularly in
the development of oral skills. They are less likely to take advantage of
opportunities to speak, or to seek out such opportunities. More outgoing
students will not worry about the inevitability of making mistakes. They will
take risks, and thus will give themselves much more practice.
•
Motivation (intrinsic): Intrinsic
motivation has been found to correlate strongly with educational achievement.
Clearly, students who enjoy language learning and take pride in their progress
will do better than those who don't.
Extrinsic motivation is also a significant factor.
ESL students, for example, who need to learn English in order to take a place
at an American university or to communicate with a new English boy/girlfriend
are likely to make greater efforts and thus greater progress.
•
Experiences: Learners
who have acquired general knowledge and experience are in a stronger position
to develop a new language than those who haven't. The student, for example, who
has already lived in 3 different countries and been exposed to various
languages and cultures has a stronger base for learning a further language than
the student who hasn't had such experiences.
•
Cognition: In
general, it seems that students with greater cognitive abilities (intelligence)
will make the faster progress. Some linguists believe that there is a specific,
innate language learning ability that is stronger in some students than in
others.
•
Native language: Students
who are learning a second language which is from the same language family as
their first language have, in general, a much easier task than those who
aren't. So, for example, a Dutch child will learn English more quickly than a
Japanese child.
External factors
External factors are those that characterize the particular language
learning situation.
•
Curriculum: For ESL
students in particular it is important that the totality of their educational
experience is appropriate for their needs. Language learning is less likely to
place if students are fully submersed into the mainstream program without any
extra assistance or, conversely, not allowed to be part of the mainstream until
they have reached a certain level of language proficiency.
•
Instruction: Clearly,
some language teachers are better than others at providing appropriate and
effective learning experiences for the students in their classrooms. These
students will make faster progress.
The same applies to mainstream teachers in second
language situations. The science teacher, for example, who is aware that she
too is responsible for the students' English language development, and makes
certain accommodations, will contribute to their linguistic development.
•
Culture and status: There is
some evidence that students in situations where their own culture has a lower
status than that of the culture in which they are learning the language make
slower progress.
•
Motivation (extrinsic): Students
who are given continuing, appropriate encouragment to learn by their teachers
and parents will generally fare better than those who aren't. For example,
students from families that place little importance on language learning are
likely to progress less quickly.
•
Access to native speakers: The
opportunity to interact with native speakers both within and outside of the
classroom is a significant advantage. Native speakers are linguistic models and
can provide appropriate feedback. Clearly, second-language learners who have no
extensive access to native speakers are likely to make slower progress,
particularly in the oral/aural aspects of language acquisition.
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1 Comments
THE ANSWER IS APT TO THE CORE THANKS TO THE SCHOLAR.
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