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UNIT 2 - SECOND LANGUAGE ACQUISITION

STUDENT:

DANIEL FRANCISCO DAVILA -

GROUP: 551018_25

TUTORA: VIVIANA ESPERANZA YEPES

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA. UNAD

OCTOBER 20th -2019


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TASK 1 A. LANGUAGE REFLECTION

Since I started studying English as a second language I have seen several methods of
how to develop the English language, but I have noticed that most have the same
purpose, learn by means of grammatical rules in a conscious way, this calls krashen as
learning.

Krashen calls this order learning as a monitor, that everything learned has the function
of editor or monitor, we are correcting or rather, changing our emission before speaking
or writing.

This implies that the student has a discourse that is not fluent, because everything is
learned in a grammatical order, causing the student to feel insecure or worried if it is
being good or bad.

For Krashen the best way to develop a second language is through acquisition, although
it is a little complex since it involves the creation of a linguistic system which develops
unconsciously.

For krashen this acquisition develops faster if the person is sufficiently exposed to the
new language and accelerates as the person can understand what he hears, reads and
sees.

Krashen states that a student with high motivation, self-confidence, a good self-image
and low level of anxiety is better able to succeed in acquiring a second language.
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TASK 1 B. AGE FOR LEARNING:

The age to learn a second language has always been under discussion and despite the
different studies has not yet been agreed.

According to the neurologist Penfield in the year 1959 affirms that there is a period in
which the acquisition of the language has a place of natural form. The best age to learn
a second language naturally ranges from 4 to 8 years, although the most successful age
is 8 to 10 years, since in that period the brain acquires greater plasticity necessary to
acquire speech . According to Penfield this ability allows to imitate sounds, accents, etc.
With this the person will have a better facility in the use of linguistic structures.

Lenneberg, who defended the critical period, said that the young age of the students
greatly benefited learning because of the plasticity of the brain itself, which in these
circumstances assimilates very complex information in an unconscious and effortless
way.

This theory of the critical period was questioned by Krashen in 1973 considering that
laterality is completed before the age of five, this may correspond to the acquisition of
the first language and should not be a barrier to learn a second language for
adolescents or for adults.

According to some theories recognize that the children learn another language more
quickly and easily than the adults but they have never claimed that there is some time
when the ability to learn is lost.

In my opinion adults and children learn a second language in different ways.

In motivation the disadvantage is for the adults as there are those who have trouble
finding the right motivation to learn a language. On the contrary, children are motivated
by several factors, such as their parents, exams and the desire to communicate.
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Structurally: in developed countries, most children can concentrate entirely on their


education. Progress is virtually inevitable, with so many hours devoted weekly to
learning a foreign language. In contrast, adults have little free time available and have to
find a space to devote themselves to language learning.

In the Cognitive: the older students have more developed their cognitive systems and
can integrate the new linguistic knowledge with his ample learning experience. As you
reach adulthood, you know more about yourself and you know the learning techniques
that work for you. Studies have shown that adults often perform better on vocabulary
tests than younger students.

In the Experience: Through their life experience, adults can make associations that most
children cannot; which are particularly useful when learning a foreign language.

In short, children and adults learn differently. Many studies show that young students
can achieve a convincing local accent, which is almost impossible for adults. However, if
you have enough time and enthusiasm, excellent command of a language is possible for
both adults and children.
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REFERENCES

Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University


of Southern California. Retrieved 13 June, 2017, from:
http://www.sdkrashen.com/content/books/
principles_and_practice.pdf

́ Mayo, M. P. (2013). Contemporary Approaches to Second Language Acquisition.


Garcia
Amsterdam: John Benjamins Publishing Company. Retrieved 13 June,
2017, from:http://bibliotecavirtual.unad.edu.co:2048/login?user=proveedor&pass=danue
0a0&url=http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=nlebk&AN
=531160&lang=es&site=eds-live

Clark, E. (2003). First language acquisition. Cambridge. UK: Cambridge University


Press. Retrieved 13 June,
2017, from:http://books.google.es/books/about/First_language_acquisition.html?id=hXG
SnY9C9XYC

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