Teach English in DasungezhuAng Zhen - Beijing

second language acquisitionIn the age of globalization and cyber expansionism, there is no longer any question that bilingualism is vital for success. Second language acquisition has therefore been an area of great interest to both scientist and linguists. Children growing up in bilingual environments seem to adapt to complex and very different languages with remarkable ease. Most interesting is the manner by which they acquire their languages in comparison to adult learners picking up a second language. It is often thought that children learn new languages quicker, especially at the ages between 3 and 6. However, when put in context and looked at analytically this may not be the case at all. There are three major differences in child and adult language acquisition. The first important difference in child and adult second language acquisition can be found in the type of language used. Children begin with and are for the most part only exposed to basic language. As they age they gradually pick up new language and integrate it into their already solid base. Adults on the other hand, are exposed to language of a more complex level faster. This is understandable considering the different thought processes between children and adults. The second difference is the approach to language learning. Children often approach language as a tool to communicate with others and to survive. In doing such, they are less focused on translating actual and are more focused on observing how communication is conducted in a given language. Adults also approach language as a tool however the difference lies in the adult?s more keen desire to analyze from the perspective of the native language. Rather than observing and copying, like children do, adults translate. The third difference lies in the environment in which each learner learns. Children often learn in very encouraging environments whereas adults are subjected to higher degrees of criticism and pressure. Because language acquisition in children is considered normal, even if it is the second language, mistakes are often overlooked or gently corrected. This provides the child with the tremendously useful tool of self-correction. Instead of being consciencely aware of a given error, children gradually minimize their error by noticing the differences between their language and others?. This can also have detrimental effects if the child is an environment is improperly used. Adults however, learn to correct their errors by memorizing grammatical rules and attempting to modify their language to be in accordance with such rules. Consequently, adult learners often make serial mistakes that can be difficult to break, and acquire fluency at a much slower rate. There is no biological evidence that explains why children can acquire second languages more efficiently in comparison to adults. There is also no explanation for why given individuals are better at languages than others. There is a plethora of factors that influence second language acquisition and not all of them can be accounted for. On the other hand, it is possible to analyze different learning patterns between children and adults. From doing this we see that language learning is different from other subjects and requires a complete shift in mindset to be successful. Although this last statement may seem daunting it?s implications are inspiring. Learning a second language requires learning a new way of thinking which can benefit individuals far beyond the boarders of communication.