SECOND LANGUAGE LEARNING

Second Language Learning



Second Language Learning

Introduction

The term second language learning means the set of conscious and unconscious processes by which the learner reaches a certain level of competence in a second language. It does exercising different learning skills in the activities of various kinds. In these processes external and internal factors influence learning. Internal factors are the motivation of the learner, their needs and learning style. External factors are the context in which learning takes place and trying to promote education. When highly literate adults start to learn another language, feelings of discomfort often arise as they experience a lack of oral comprehension, particularly if the consequences matter. Early attempts to explain learning occurred in the context of behaviorism. Since then there have been many other proposals, among which those of are cognitive, the humanistic approach, the social interaction and constructivism. The different approaches and methods of teaching and learning of languages ??have their theoretical basis in one of these streams of psychology. S. Krashen (1981) was the first to distinguish between acquisition and learning.

Researching the teaching-learning process is not easy due to the large number of variables involved in it. A variety of external and internal factors must be added the complexity of them: the study of the beliefs of teachers and students, or the determination of the factors that influence learner motivation, to name just two of the research today's most notable, are two examples of this complexity.

Discussion

Studies about the influence of emotions on adult second language (L2) learning in formal settings often relate to two major emotional contexts: voluntary and non-voluntary educational programs. In the United States when language learning is a requirement for graduation or professional advancement, often the enrollment process filters out those who cannot imagine meeting the requirement and retains those who believe in their ability to succeed. Thus, self-selection is itself an indirect measure of language learners' positive self-image. While all learners may not achieve the same level of language use, they can be said to view language learning goals as initially attainable. The literature on emotions in language learning reflects that developing a L2 is fundamentally social and emotional as well as cognitive (Pavlenko 2002; Harris et al. 2006). To be successful, classroom instruction must address the learner's entire development, including physical, socio-emotional, cognitive, and ethical aspects. Language study that divorces language from learners' emotional development may leave the learner unable to express even the simplest emotions in an L2, while failing to develop the L1 (Krashen, 1981).

This loss may isolate learners from family and community members who could otherwise be helpful to them (Wong Fillmore 1991). For classroom educators of L2 learners, language instruction — devoid of emotion — could shape how learners envision possibilities of success or failure in school (Manning et al. 1995). However, many teachers who haven't learned another language cannot easily build first-hand knowledge of developing lessons for instructing both language and content. Even those who are bilingual may feel challenged to use insights from their ...