Teach English in MiaozhuAng Zhen - Tianjin

1st Language vs 2nd Language AcquisitionIf only the second language was as easy to learn as the first. I don't remember learning my first language. I do remember and quickly recall the trials and tribulations of acquiring my second language. Not only me, but no one remembers learning their first language because the mode of acquiring this first language is quite natural and is simply inevitable. No baby is consciously aware he or she is acquiring a language. The human infant's brain simply absorbs each and every sound heard by fellow humans and by age four, is nearly as competent with the language as a grown adult. After the reported cut off point in life of eight years, learning a language takes on a whole new perspective. A second language acquisition rather than inevitable, is nearly impossible for most. After the age of eight, a level of native fluency in a second language is nearly impossible. Fortunately, with enough determination, practice, and/or necessity, a high level of fluency can be attained with a second language. We know babies don't need to attend class, study, practice, or seek meaning to achieve native fluency, but second language learners do. Some linguists have even made the distinction in regards to acquiring language, saying that acquiring a language is a natural process, where as acquiring a second language is not natural, but rather a conscious one. What is involved in this rather difficult and complicated process of learning the second language? This is a difficult question to answer but one should first look at what would make a good learner. Stern (1975), Rubin (1975) and Reiss (1985), have all studied what makes a "good learner" and have found consistent patterns. Good learners are ones who seek meaning and look to apply and develop their newly acquired language skills in practical situations. Good learners were found not only eager to use and practice the language, but were good at self monitoring. There have been many studied and applied theories to learning. Some well known theories are Grammar-Translation, Tasked-Based Learning, The Lexical Approach, and The Silent Way, among others. Although several theories of learning have been studied and several methodologies have evolved, one must take into account the psychological aspects of learning. As opposed to the young child, who is nearly guaranteed success in language acquisition, the second language learner (and teacher) faces significant psychological hurdles. Error correction, inhibition, and a willingness to experiment with the language are key for successful acquisition. Although Scientists feel they understand the natural process of how a baby acquires his or her first language, debates will continue in regards to how one acquires a second language. Linguist Stephan Krashen's theory of language is one that states that it is not the learning of grammar rules that are important, but rather the situation. If the situation provided is free of tension and anxiety and the learner is more concerned with actually communicating ideas without fear of mistake. He reports in his theory that acquisition requires meaningful interaction in the target language, and "natural communication - one in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Regardless of what we do and don't understand when it comes to first and second language acquisition, we must agree that the differences in the processes between the two cases are stark. Much can be appreciated from what we do know from the perspective of prospective teachers or learners of new languages.