Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Similar to Stages of learning second language
Similar to Stages of learning second language (20)
Recently uploaded
Recently uploaded (20)
Stages of learning second language
- 2. His first language is : Arabic As a 7 years old child, he is still using his individual, innate language- learning strategies to acquire home language and pick up English. 7 years old in second grade and was first exposed to English at home by using entertainment methods like songs, movies and YouTube videos . English in preschool Spoken language comes naturally before reading and writing.
- 3. Home Language use Non-verbal period Productive language use Formulaic & telegraphic use Rashid initially used his native language in the L2 environment, but this stage is within a few days then he realize that using his native language will not facilitate communication in the new context. Age 3 Age 6 Age 4 Age 7 Initial Exposure to the Second Language
- 4. Home Language use Non-verbal period Productive language use Formulaic & telegraphic use Age 3 Age 6 Age 4 Age 7 Then he started to produce few or sometimes no utterances in the L2, when communication and understanding took place before he actually speaks any English words Silent period
- 5. Home Language use Non-verbal period Productive language use Formulaic & telegraphic use Age 3 Age 6 Age 4 Age 7 Rashid has memorized them, imitating the pronunciation exactly without realizing that some may consist of more than one word like “ I wanna” . This stage continued for a while as he picks up more language using it as a short cut to dialogue before he is ready to create his own phrases. Beginning to talk I wanna Cat What’s that? Time to go home house Car
- 6. Home Language use Non-verbal period Productive language use Formulaic & telegraphic use Age 3 Age 6 Age 4 Age 7 First grade Gradually he started to build up phrases consisting of a single memorized word to which he add words from his vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorized language to which he add his own input (‘That’s my chair’, ‘Time to play’).
- 7. Errors are part of the process of working out grammar rules of English and some faults in pronunciation. “But all the time my mom said I can’t do it but sometimes said okay” The verb to be: it is 3rd person: ’s’ ‘she’ Tense: Says Not realizing that some phrases may consist of more than one word like: wanna, Preposition: to Conjunctions: and “I wanna be a teacher show them how to make animals how to make a places “
- 8. First person: I Past tense : went conjunction: and Verb is missing “If you go somewhere by myself something just white and is big it’s like a ghost.’ Modal verb: Will “I get angry. If they be good I will give them presents”
- 9. He is still not able to write or read in both English and Arabic. Therefore, He learned to speak by listening and interacting in L2 environment. According to Terells’s stages of learning, he is in the 3rd stage which is speech emergence He is still using innate language- learning strategies. Finally, he is acquiring English instead of learning it. Therefore, he is more likely to have better pronunciation and feel for the language and culture
Editor's Notes
- His Initial Exposure to English as Second Language was at year 3 in preschool
- depending on the frequency of English exposure. He begun to say single words (‘cat’, ‘house’) then starts to made short phrases (‘What’s that?’, ‘I wanna) in dialogues or as unexpected statements. Rashid has memorized them, imitating the pronunciation exactly without realizing that some may consist of more than one word like “ I wanna” . This stage continued for ashe picks up more language using it as a short cut to dialogue before he is ready to create his own phrases.
- is marked by his increasing use of novel concatenations of content and grammatical morphemes. Interlanguage describes L2 learner language that is reasonably fluent and is the product of an underlying productive linguistic system, but differs from the target language; it is a dynamic system balancing L1 transfer processes with target language developmental processes that gradually moves closer to the target language system.