A2 Coursework: T Chart Second Language Acquisition

Pages: 2 (710 words)  ·  Bibliography Sources: 2  ·  Level: Master's  ·  Topic: Communication - Language  ·  Buy This Paper

¶ … Second Language T-Chart

Help vs. hinder: Factors promoting and inhibiting second language acquisition

Low level of linguistic distance (learning a Romantic language like Portuguese is relatively easy for a native Spanish speaker) versus a high level of linguistic difference (learning a tonal language like Chinese is a greater challenge for native non-tonal language speakers)

Knowing the standard dialect of one's native language vs. A non-standard dialect

Strong academic preparation in languages and other academic subjects vs. little preparation for the rigors of an academic environment. (Additionally, a high informal level of exposure to the new language vs. none at all is a factor in facilitating learning).

High level of personal motivation vs. little personal motivation to learn the new language

High support level at home and amongst the student's peers vs. hostility at home or amongst the student's peers

Contextual factors can have a great deal of influence upon a child's ability to acquire a second language. The relative linguistic distance between the child's native and second language, both in sound and appearance on the page can both be factors in ease of acquisition. Learning a new alphabet for a Russian speaker, or a new writing system for a Chinese or Japanese speaker, are additional challenges when coping with an English language environment, versus learning English for a French or German speaker. For an English speaker learning a new language: "the basic intensive language course, which brings a student to an intermediate level, can be as short as 24 weeks for languages such as Dutch or Spanish, which are Indo-European languages and use the same writing system as English, or as long as 65 weeks for languages such as Arabic, Korean, or Vietnamese, which are members of other language families and use different writing systems" (Walqui 2000). Also, the child's own language may itself be a dialect, with highly idiosyncratic sounds and constructions. This can make learning the rules of Standard English grammar more difficult than for a child who was brought up learning his or her language in a more conventional academic environment.

Tied to this notion of standardization is also the… [END OF PREVIEW]

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