The Language Acquisition Process Is Disparate Between...

The Language Acquisition Process Is Disparate Between...
Introduction The language acquisition process is disparate between first language and foreign
language. In this essay, we are going to investigate how they are different from each other on several
aspects: phonology, semantics, syntax and pragmatics. 1. Phonology: Educators and pronunciation
model Firstly, there is a difference in educators in first language learning and foreign language
learning. First language learners acquire a pronunciation by imitating simple vowels and
surrounding sounds and words from their parents when they were infants. According to Jean B.G.
(1989), infants have inherent universal characteristics(Brown,1973 cited by Jean, 1989: 3–4). They
produce one–word long sound that is easy to pronounce with concrete ... Show more content on
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Infants aged at 9.5 month–old are capable to learn brand new vocal forms such as canonical
syllables from the responds from their mother to the babbling(Goldstein MH, Schwade JA, 2008
cited by David J.L. and Amy M. H., 2011 :1431). Compare with the foreign language learners,
majority of them learn the pronunciation from their school teachers in a classroom environment,
which is organised by formal educational institutions. They started with learning the basic vowels,
consonants and the position of its pronunciation. Anton (1990) and several writers stated that there is
a new teaching method advocated by young educators recently of learning a foreign language in
songs, musical and rhythmical mnemonic devices in a classroom may facilitate foreign language
learning(Anton, 1990; Felix, 1989; Murphey, 1992; Spicher & Sweeney, 2007 cited by Ludke, K.,
Ferreira, F. and Overy, K. 2013:41). Another argument is made by Parker(2000) saying the 'quasi–
musical ' is which nonnative speakers based on to understand speech(Parker,2000 cited by Ludke,
K., Ferreira, F. and Overy, K. 2013:41) . A study took place in a classroom with children indicated
the correlation of practice a foreign language with melody has a positive impact on learning
vocabularies in foreign language(Medina, 1993; Murphey,1990 cited by Ludke, K., Ferreira, F. and
Overy, K. 2013:41). Secondly, first language speakers learn their language from parents and the
surrounding environment, which means
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The Steps Of First Language Development
Response #1 The steps of first language development can easily be described like that flashy block
game found in every arcade. The point is to have the player stack blocks, one on top of another, to
build a tower and win a cheap plastic prize. If you play too fast, your haphazardly placed blocks
cause the tower to fall violently without notice. The most important part of this game is that you
cannot continue to build if you missed a block, and if you try to continue without a stable base you
set yourself up for failure. I wish to reflect on this because it explains why my older brother had
trouble mastering the steps of L–S–R–W. My brother, Robert, was born in 1994 and did not start to
speak in full sentences until he was almost seven. I was born nineteen months later, but had started
to speak before him. Most of the teachers, and other parents, thought my brother was mentally
disabled because he would not speak. Robert was also a year older than the children in class, he had
repeated kindergarten to improve his social skills, and he was unnaturally tall for his age; both of
these qualities added to the perceptions that he was developmentally delayed. My parents were
concerned that he would never speak. They knew that it would be hard for him to progress because
he had a buildup of wax in his ears that muffled everything that he heard. The other problem came
from moving down to California from Canada. Although both places speak English, the dialect is
different, which

My First Language Of English Literature
As a child I was born into a Spanish speaking family, which made my first language Spanish. I
began with the similar syllables as most babies do mamà, papà, and so on. Both of my parents are
from different parts of Mexico which exposed me to a Spanish speaking environment and very little
writing. I wrote and read poorly in Spanish. However, the language spoken by my peers outside my
home was another. Being raised in Pomona, CA my community and school practiced wo different
dialects of English. Under these consequences, I remember becoming very frustrated as I learned
how to read. I struggled with reading, prior to my early years in school I had not been exposed to
English literature. I remember feeling inferior to many class members as they caught on faster to the
way words should be pronounced. The period in which reading was taught I did my best to
participate as little as possible. In any case, I was able to catch on for the most part and later taught
how to write in English. Although I struggled with this as well since I tried to apply some of my
Spanish literacy knowledge when writing English. Once I began writing reading helped and made
some words familiar. A key moment in learning English was writing words just as my ears heard
them, I remember my mother saying that was how one wrote in Spanish. Thus, my way of thinking
was if by writing as I heard was done in Spanish, then it should be done in English too, nonetheless,
I soon realized that wasn't the way English

The Importance Of The First Language Acquisition
"During the first two or three years of development, a child requires interaction with other
language–users in order to bring the general language capacity into contact with a particular
language such as English." (Yule, The Study of Language, 2010)
It is very important for a child to hear a certain language and to interact with others who are using
this certain language in order to produce the language because a child is acquiring the language from
his environment as it is not genetically inherited. Hearing language sounds is not enough to acquire
a language, but interacting with others who are using this language is a crucial requirement for the
first language acquisition.
"So, in order to speak a language, a child must be able to hear that language being used." (Yule, The
Study of Language, 2010)
A child who is doing so must be physically capable of hearing a language "hearing sense" and
producing sounds. Deaf infants stop making "cooing" and "babbling" noises after six months unlike
the normal hearing infants who are making these noises during their first year.
"Under normal circumstances, human infants are certainly helped in their language acquisition by
the typical behavior of older children and adults in the home environment who provide language
samples, or input, for the child." (Yule, The Study of Language, 2010)
Acquiring a language should be by the help of others in a child`s environment like his mother, father
and grandparents who are using simplified

First Language Teacher : A Low Amount Of Second Language...
Scott Kissau and Elena King elaborate on the reasoning behind there being such a low amount of
second language teachers. One, it is a hard field trying to think of ways to teach students who
understand English is hard enough, it is a completely different matter to try and teach students life
skills while teaching them English at the same time. Two, so many new teachers go the alternative
route when getting their teaching licensure that they are wholly unprepared. Schools are in desperate
need of second language teachers though so the best way to train teachers to teach English as a
second language or even teach a foreign language is to partner them with an experienced ESL
teacher. However, this dream is not a reality. Experienced ESL teachers do not want to train new
teachers because doing so does not benefit them in anyway. Also, new teachers find older,
experienced teachers to be intimidating and unapproachable. The best way to solve this problem,
according to school districts, was to pair new, inexperienced teachers with slightly less new,
graduate students who had at least a year of experience. The particular study that Kissau and King
researched involved 27 mentors and mentees that were around the same age and experience level.
Only two of the 27 mentors had four years of experience teaching and none of the other mentors had
more experience than that. Pairing inexperienced teachers with barely experienced teachers sounds
like a bad idea; however, the mentors and mentees

Disability Language Versus Identity-First Language
The words and phrases used to describe, characterize, or refer to children with acute, critical and
chronic illnesses are important (Dunn & Andrews, 2015). Though most people are used to using the
person–first language to identify people with disabilities, identity–first terminologies are also
preferred by some individuals and in some cases. In particular, both types of languages have been
suggested and are supported by communities within the disability sect; there are also strong feelings
about which language is more appropriate, and reflective of the views of individuals with a direct
experience of disability (Dunn & Burcaw, 2013). In the current paper, I reflect upon the language
used to describe children with acute, critical or chronic ... Show more content on Helpwriting.net ...
As a nurse practitioner, I will continually work to include disability as an important part of human
diversity, and consider how disability can inform my professional practice (Peers et al., 2014).
Considering that both identity–first and person–first approaches pose some challenges where
representing disability is concerned; I will often start by understanding the clients' disability identity.
I will always ask my patients about their disability identities as well as their preferred terminologies
(Dunn & Andrews, 2015). Ultimately, I think I will be able to embrace diversity, communicate
effectively, and respect what each individual wants to be

The First Form Of English Language
Editor Doug Larson once remarked, "If the English language made any sense, lackadaisical would
have something to do with a shortage of flowers." Even at an early stage, all English learners realize
how complex and versatile the English language can be. Due to its extensive lineage and consistent
reformation, the English language holds a highly diversified panorama of linguistic landscape.
Dating back as early as 410 A.D., the fall of the Roman empire, neighboring countries and tribes
vigorously fought for the rule of England (Literature). In the act, they transformed human
interaction and left imprints of influence not only in monarchy or social paradigms, but in linguistic
advancements as well. The English language has been a hybridized substance molded in the hands
of war, exploration, and cultural innovation. The first form of English was developed during the
Anglo–Saxon period which was initiated by the arrival of the Jutes, Saxons, and Angles to England
around 449 A.D. The mixture of the inhabitants' Celtic and Latin –based dialects in addition to the
languages of the three Germanic tribes, created what is now known as Old English (History). As the
Anglo–Saxons were slowly converted to Christians, the number of written religious texts also
increased which caused a linguistic and cultural impact (Durkin). Philip Durkin stated that the
"impress of the literary culture of Latin Christianity" was one of the primary reasons why
researchers were able to

Differences Of The First Language Acquisition
Since, the second language is an additional language after we acquire the first language, the L2
learning process can be influenced by the L1 learning process This essay will demonstrate the
similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a
conclusion based on the evidence provided and my own experience. First Language Acquisition
'First Language Acquisition' or also known as the 'Child Language Acquisition' is a process whereby
children from infancy through early school years acquire their first languages (Lightbown & Spada,
2006). The term 'First Language Acquisition' or 'FLA' can be referred to the field that investigates
the process by which children develop to use words and sentences in ... Show more content on
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Skinner and his colleagues (Gass & Larry, 2008), learning or a change of behaviour on the part of
the learner, is brought about by a process known as 'operant conditioning' which is the result of
repeated training. Operant means 'voluntary behaviour' which is the result of learner's own free–will
and is not forced by any outsider or thing (Ortega, 2009). The learner will demonstrate the new
behaviour first as a response to a system of a reward or punishment, and finally it will become an
automatic response. Behaviourists believe that learning a language is no different from learning
anything else. It becomes a habit by the stimulus–response–reinforcement–repetition process (Cook,
2001). The behaviourists also claim that we learn by imitation and by association (Lightbown &
Spada, 2006). However, psycholinguists argue that imitation is not enough because it is not only the
mechanical repetition but also natural exposure that children acquire language (Cook, 2001).
Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus–response
process. Children learn language by immitation and analogy. The roles of imitation, repetition,
reinforcement, and motivation are essential in learning the language. The First Language
Acquisition is thus the result of nature which based on practicing. Nativist or Innateness

The Language Gap Between First And Second Generation...
One out of every four children in the United States lives with at least one foreign–born parent, and
eighty–eight percent of those children are second generation (Zong). Second generation immigrants
typically acquire the language spoken in the receiving country (their second language, the L2) when
old enough to leave the household for schooling, while their parents–first generation immigrants–
retain their native language (the L1). While childhood arrivals "effortlessly acquire" the L2, "higher
wage returns and better job opportunities" are typically prerequisite incentives for older immigrants
to invest in learning the L2 (Isphording).
As described by the Sapir–Whorf hypothesis, the language one speaks determines how one
conceptualizes the world–a phenomenon also known as linguistic relativity ("sapir–whorf
hypothesis."). Similar to this is linguistic determinism, which dictates that the process of thought
and mental categorization of input is also affected by language. With cognition so directly affected
by language, the language gap between first and second generation immigrants allows the two
groups to have very different conceptualizations of the world.
Second generation immigrants typically find difficulty in coping with the clash of the native culture
and language instilled by their parents and the culture and L2 they acquire in the receiving country.
To reconcile this, second–generation immigrants forge their own identities by combining parts of
each. The resulting

First And Second Language Acquisition Essay
Language acquisition is the process of receiving and producing the languages they should
understand well the words and the sentences to communicate with each other. It is the process
whereby children achieve a fluent control of their native language. The first language is defined as
the primary language –not necessary mother tongue which the speaker first acquires and use. There
is a great difference between first and second language acquisition. First language acquisition refers
to the way children learn their native language. Second language acquisition refers to the learning of
another language or languages besides the native language
The acquisition of language
"Is doubtless the greatest intellectual feat anyone of us is ever required to perform"
Leonard Bloomfield,
Language (1933)
People can live their life without learning reading or writing, but they can speak, understand and
discuss their ideas and thoughts. All the children can understand some words and sentences which
they never heard before. They have a great and perfect theory of language, which able them to make
and understand the grammar of the language they hear. No one tells the children how to make a
sentence by using verbs and nouns, no one tells them how to form plurals, and they can do that by
themselves depending on what they hear from adults or others. They also get and acquire language
through the interaction with others. Every human being is able to learn the language because it is a
natural

Major Theories Of First Language Acquisition
There are three major theories of first language acquisition, which are nativist approach, behavior
approach, and functional approach. There are still some scholars who challenge these theories. As to
nativism, Chomsky (1965) held the view that we are born with a genetic capacity to perceive and
acquire the language, and that the capacity is contained in the language acquisition device. He
proposes that the language organ helps children acquire languages. In another word, the theory
proposes that children are born with the knowledge of natural languages. In this theory, this
language development is part of children's maturation or growth, and this process is based on
suitable speech input. Also, nativism believes that children can create language randomly, and the
non–standard language proves that children have a set of grammar rules that applied serially in the
brain. However, some scholars use the parallel distributed processing model (PDP) to challenge
nativism and argue that our brain processes information simultaneously at many levels, so the rules
of language are not applied serially in our brain (Brown, 2014). They say that PDP can better
explain the neural connections happened in our brain when we perceives or use languages.
Behaviorism argues that a child's ability to speak a language is developed through habit formation.
The theory proposes that children were born with no capacity for language and that their language
learning is a kind of behavior that can be

Descriptive Essay : ' Embodiment And Emotional Memory On...
The article I selected is "Embodiment and Emotional Memory in First vs. Second Language" by
Baumeister, Foroni, Conrad, Rumiati and Winkielman. The reason why I chose to review this article
is because as a Bilingual person whose native language is Spanish and second language is English I
wanted to know how different my brain and memory reacts to both languages. Especially, I was
hoping to find answers in the article and learn more about myself through it. I have always been
curious about what happens when I meet someone who only speaks English, will the connection that
I create with said person be as strong as a connection I can form with someone who speaks
Spanish?. The study discussed in this article targets Spanish and English Speakers ... Show more
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However, there are things that I feel more confident talking about in English rather than in Spanish,
which to me is weird. This article aims to explain the relationship between feelings, words,
languages and the reaction of your brain, memory and even facial muscles to interactions in two
different languages, which makes me feel identified. I am also very interested in neurolinguistics
and what happens to our brain when we learn new languages and this article has given me the
information I was looking for.
Moving on to the article itself and the study that is being analyzed in it, the authors start by
identifying native language as L1 and second language as L2. The purpose of the study was to
follow up with previous researchers who have found that language and emotions are linked and that
said link is solider in L1 than in L2 which has been acquired far along in life. They wanted to reflect
their findings in changes in emotional memory and embodied responses when Spanish and English
was being interchangeable between bilingual people. The researchers formulated two hypotheses.
The first hypothesis was based on the idea that the processing of emotional words in L2 would result
on less embodied simulations (Muscle resonance) that it would in L1 participants. The second
hypothesis stated that L2 participants had a harder time processing and categorizing emotional
words

English Is My First Language
People may think because I grew up in California, they may assume English is my first language.
Thats not the case my first language was Spanish mainly because It was important to my dad to
speak the language. Since he didn't want myself and brothers to not be able to speak the language
and not be able to communicate with family members .The way he saw it, was that because we were
not born here doesn't mean we shouldn't know Spanish. As I grow up I understand how important
for him because I have cousins, family members who can barely speak Spanish or even write and its
pretty upsetting. I find it upsetting because they have parents who only speak Spanish. If they only
speak Spanish, "How would they be able to communicate?". As it was ... Show more content on
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Maybe at that moment was when I realized I was an English learner. Now I realize how beneficial
bilingual class was and is. Since I was able to speak both languages. Knowing two languages has
been really helpful. For one, I was able to help out my grandparents ' and translate thing they don't
understand. Most of the time it was things that would come in the mail.They barely understood
English let alone knew how to write it or even read. You can say I was there personal translator,
when ever they needed me. Also, when I would volunteer I was usually a translator , which I was
glad to do. Although not everyone has the opportunity to be fluent in languages, if they 're
determined to learn they will. For example, my family in Mexico don't speak English. In my
opinion, there is no reason for them to speak English unless they come to California. In a country
like California it necessary to speak as many languages as possible. I mean, where are the country
where we get the most tourists. By having people from all over the world visit, it can become
difficult to understand some of them but not impossible. Honestly, I see it all the time. Some act like
they don't understand or don't even attempt to understand them because they say their accent is too
strong or there English is ''poor''. Ive experienced with my grandparents when they 're talking to
someone talking in English and I can tell they 're having trouble understanding so I have to interfere

First Language Acquisition And The Doubt Towards...
Due to the development in first language acquisition and the doubt towards contrastive analysis
which has deemed that all errors made by language learners are caused by the interference from the
mother tongue, error analysis, a response to and an alternative of contrastive analysis and an
approach influenced by behaviourism was given birth to and become increasingly popular among
researchers and teachers who began paying more attention on and shifting the interest in the errors
made by second language learners in the 1960s and 1970s (Mitchell, Myles and Marsden, 2013).
Central to the notion of error analysis is that it is a process where learners' errors are collected and
analysed in order to get some implication from the results (Brown, 1987, p. 17; Corder, 1967;
Khansir, 2012) and the purpose of error analysis according to Corder (1974, p. 170) is to "find what
the learner know and does not know" and to "ultimately enable the teacher to supply him not just
with the information that his hypothesis is wrong, importantly, with the right sort of information or
data for him to form a more adequate concept of rule in the target language". Moreover, Gass and
Selinker (2008) also agree that second language learners' errors can provide information about their
knowledge of the system.
To know how error analysis works, firstly it should know what an "error" is and its possible sources.
When it comes to the definition of errors, many researchers have given their own ideas. Corder

Bilingualism: My First Language Acquisition
Second Partial Exam Nowadays is important to speak more than one language for many reasons. In
one hand we have that being bilingual leads you to new cultures, new friends and new knowledge.
According to (Myers–Scotton, 2006) "Bilingualism is defined as speaking two or more languages
with native–like ability" On the other hand "Multilingualism is also an interdisciplinary
phenomenon that can be studied from both an individual and a societal perspective." (Cenoz, 2013)
Spanish was my first language acquisition when I was born. Making the reminder that language
acquisition refers to the language acquired when a child speaks it as the first language. "When a
child speaks a language as a first language in the home, we refer to language acquisition." (Myers–
Scotton, 2006) My family was the first influence in the process of the acquisition of my first
language. Starting as a passive speaker by listening to them, and then becoming an active speaker by
interaction. As I grew up, the use of this language increased. After speaking Spanish with my family
as a child I applied the little knowledge at school. Between the ages of six to twelve years old, I
learned the structure and rules ... Show more content on Helpwriting.net ...
First, it was the fact that I started speaking both languages almost at the same age. "All children
easily acquire any language to which they are exposed up until about the age of puberty" (Myers–
Scotton, 2006) Another fact that influenced in my bilingualism was living in Monterrey. Living near
to a border area, Mexico and the U.S. Speakers may learn a second language because they are more
in contact with the culture, and this was exactly my case. Finally, the last factor that promoted my
bilingualism was that at a young age, I decided to become an English teacher. Nowadays and in the
future, as an English teacher, language, more than ever, is my main tool for personal, social and
professional

Effects Of First Language Acquisition
First language acquisition is something most average people go through without giving it a second
thought. According to Freeman and Freeman (2014), "Acquisition refers to a natural process that
occurs without conscious effort or any kind of direct teaching" (p.21). Due to the fact that language
acquisition is something almost everyone goes through without conscious effort and is still partially
a mystery, it has become a widely studied subject. Researchers from many different fields have
studied first language acquisition, including psychology, education, linguistics, and sociology. First
language acquisition is a subject that is still being researched and has had many different theories
throughout the years, regardless, knowing about ... Show more content on Helpwriting.net ...
For example, they discuss a study that examined where a student grows up affects their language
acquisition. This is similar to Hart's and Risley's (1995) "The Early Catastrophe: The 30 Million
Word Gap by Age 3," which discusses the relation between socioeconomic status and student
vocabulary size. The study found that there are large differences between children in professional
families and children in families on welfare. Hart and Risley (1995) state "the three year old
children from families on welfare not only had smaller vocabularies than did children of the same
age in professional families, but they were also adding words more slowly" (Hart & Risley, 1995).
In addition to discussing Heath's study, Freeman and Freeman (2014) explain the idea that children
have rules they already know to begin with, known as Chomsky's Universal Grammar. At the
secondary level, it seems as if there are very few applications of first language acquisition since by
the time students are 11 years old they have surpassed the studies that looked at first sounds, words,
and early vocabulary acquisition and grammar. In the English as a Second Language classroom,
students are not acquiring their first language, but their second or sometimes third or

Bilingual Development : A Perspective From First Language...
Starting Article Summary
The starting point article I chose to focus on for this comparison was 'The Debate on Maturational
Constraints in Bilingual Development: A Perspective from First–Language Attrition' by Monika S.
Schmid. In her study and subsequent article, she wanted to see if there was a correlation between
Second Language Learners (and their age of acquisition) and Native Fluency – in detail, whether or
not they have a maturational constraint in reaching native fluency in grammar, morphology, and the
like.The study compared 20 (German L1) long–term users of their second language (English), 20
advanced immersed second language users (German L2, English L1), and 20 monolingual, native
German speaking controls. The bilingual ... Show more content on Helpwriting.net ...
Summary of Second Article
The second article I chose to use for this paper was 'Phonological Similarity Judgements in ASL:
Evidence for Maturational Constraints on Phonetic Perception in Sign.'. It was published in Sign
Language & Linguistics, Volume 15, Issue 1 in 2012. The study and article was completed by
Matthew L. Hall, Victor S. Ferreira, and Rachel L. Mayberry. The purpose of this study and its
subsequent article was to look at phonological processing in sign language and how the Age of
Acquisition affects said processing. They looked at previous studies done on how signers (of
American Sign Language) overdiscriminate – overdiscrimination is the ability to realise differences
between two tokens drawn from the same side of the category boundary – and found that the amount
they overdiscriminate depends on their Age of Acquisition.These studies also found that native
signers were less sensitive to 'within–category variation' and that non–native signers and non–
signing participants (now referred to as naive participants) tended to make more within–category
discriminations. These results shows that an earlier Age of Acquisition is linked to the learning of
phonetic categories in sign phonology – something similar to phonetic learning in early spoken
language acquisition. This in turn affects sign recognition and shows that non–native signers and
naive participants usually tend to lean the same way

Comparison Of First And Second Language Acquisition
Comparison of First and Second Language Acquisition This paper gives a comprehensive
comparison of how acquiring a first language differs from acquiring a new or a second language. It
provides the similarities and differences of the two analogies and gives a critical appraisal of the
strengths and weaknesses of these two issues. Finally, the paper provides personal suggestions and
insights for future research on the same topics. Moreover, the paper will detail the differences
between first language acquisition in the pre–school period of learning and second language
acquisition at an advanced or higher classroom level. Acquisition of a second language is one of the
most remarkable aspects of the development of human knowledge and way of communication. It is
an unusual phenomenon that has caught the attention of many researchers especially in the field of
learning and linguistics for generations to come. The first language acquisition and the acquisition of
a second language have been treated in most cases as two distinct analogies thus forming
contrivances because of their differences regarding environment and age. Brown (2000), while
differentiating between attainment of first language and the acquirement of a second or new
language contends that the first emanates from unconscious, and naturalistic use of language and in
many instances lead to a person becoming fluent in conversation, while the second language
acquisition symbolizes the cognizant understanding of

Ficial And The First Foreign Language Of Thailand Essay
The context of the study
An overview of the potential context of the study has been discussed various aspects. To begin with,
the official and the first foreign language of Thailand are highlighted in the first two parts. Also, in
the same part language education and communication are located the current situation. The next part
is concerning English proficiency of Thai people. In the followed part will describe the importance
of English and ASEAN Economic Community. Afterwards the detailed context of the study will
pinpoint EMI policy at KKU and EMI implementation at HUSO. Besides, this section closed with a
limited research on EMI in Thailand.
Thailand is a country in Southeast Asia, where it is a homeland of over 65 million Thai people in
2015 (Boonrach, 2015). Considering the languages are using in Thailand, currently, there is not only
a Thai language standing on the stage of all communities but also other languages other than Thai
are standing beside it in local settings. Unexpectedly, there are over 80 languages are spoken in
Thailand, but there is only one official spoken and written language due to the domination of Thai
(Smalley, 1994; Rappa & Wee, 2006; Darasawang & Todd 2012). That is, Central Thai is the only
one accepted language to stand at a national level, and the majority of Thai people are using Central
Thai as an official language in various activities. In general, Thai people are using Central Thai to
communicate across the nation in many

The Importance Of First Language On First Person Language
Opening statement & constructive (1:12mins ) Total: (6:26)
Using person first language when addressing an individual with ASD reminds people that the
individual with the disorder is in fact a living, functional individual that should not be defined, or
limited by, their disability. Instead of using "my autistic brother", people should say "my brother has
autism". In the first example, the disability be the first part, or the subject, which overpowers the
individual being described. In the second example, the disability is a part of the individual, but
doesn't limit them to only that disability, or make the disability a problem. We can describe who they
are in their life outside of the disability without limitations.
As a recap, our group is in favor for using first person language. By using our examples above, I
hope that we can convince you that first person language is wrong, and limiting. We should not let
an individual with ASD feel limited by their disability, therefore the change to person first language
allows individuals with disabilities to feel like a whole person who belongs, and can contribute to
our world
Rebuttals (3:12 min)
A couple of counter argument we came across were
1) " How well do you think using first person language will break down discrimination? There are
much larger issues that go much farther back then just the language. It is a social stigma that
people's whole perspectives must be adapted in order to fix." and "Is using person–first

The Challenges Of The First Language Acquisition
Language acquisition is a piece of the greatest parts of human advancement. However, the process
of learning a language faces a lot of difficulty. First language acquisition is the process whereby
children acquire their original languages. All humans have an ability to gain a language（or
languages, for many learn more than one in the environment in which they are raised.）. All normal
humans have the probability to learn extra languages, similarly with other field of study such as
math or science, some people are better at learning second languages than others. Rather than
obtaining, learning happens effectively and intentionally through explicit instruction and education.
As such, older children and adults past the critical period ... Show more content on Helpwriting.net
...
Children are tending to be more open to learning in a new situation and way which adult is afraid to
do it. They are not scared to sound like idiots, always take pride in practicing loud and even learn
from their mistake. Children are easier to overcome their fear of making a mistake to compare to the
adults. Adults even do not like to communicate with the native speaker and tend to limit their social
interaction to family and fellow immigrants who have the same first language when they moved to
an unfamiliar environment. Making mistakes is a natural part of the learning process and is what
helps people to explore new areas of a language in order to become more fluent and express
themselves more effectively (Will, no date, para 4). Adults are usually making no further progress
and get in a rut in the language because of the fear. Besides that, lack of confidence to practice
speech (being shy to make mistakes) also one of the reasons why adults have been found out that
they can hardly learn a second language as compare to younger learner. From the article, we can
notice that even though Judy had corrected her mother quite a few times for the mistake that she
made but she keep repeating the same mistake again. Because of being fear of making mistakes and
embarrassing, her mother starts to be relied on Judy to translate for

First and Second Language Acquisition Essay
First and Second Language Acquisition
In our everyday lives, the origin of our ability to communicate is usually not often taken into
consideration. One doesn't think about how every person has, or rather had at one time, an innate
ability to learn a language to total fluency without a conscious effort – a feat that is seen by the
scientific community "as one of the many utterly unexplainable mysteries that beset us in our daily
lives" (3).. Other such mysteries include our body's ability to pump blood and take in oxygen
constantly seemingly without thought, and a new mother's ability to unconsciously raise her body
temperature when her infant is placed on her chest. But a child's first language acquisition is
different from these ... Show more content on Helpwriting.net ...
One could also look at situations where only one variable is changes (e.g. child first vs. child second
or child second vs. adult second) but these comparisons are not represented in this paper.
The first area of difference between first (L1) and second (L2) language learning is input –
specifically the quality and quantity of input. It is the idea of the "connectionist model that implies...
(that the) language learning process depends on the input frequency and regularity" (5).. It is here
where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to
a target language a child gets is immense compared to the amount an adult receives. A child hears
the language all day everyday, whereas an adult learner may only hear the target language in the
classroom – which could be as little as three hours a week. Even if one looks at an adult in a total
submersion situation the quantity is still less because the amount of one on one interaction that a
child gets for example with a parent or other caregiver is still much greater then the adult is
receiving.
This idea of one on one interaction versus a class room setting (where an instructor could be
speaking to up to twenty, or more students) also ties in with the idea of quality. It is

The First Article Is Chaos / Complexity Science And Second...
Khalid Yanouri
EDUC 4339
Journal article Assignment The title of the first article is Chaos/ complexity Science and Second
Language Acquisition. The author indicates immediately the significant similarities between second
language acquisition (SLA) and the new science of Chaos/complexity happening in nature, and she
expresses her hope that learning about nonlinear systems will discourage reductionist form
oversimplifying and explaining matters of interest to second language acquisition researchers.
Feathers of Complex Nonlinear system: Chaos/complexity scientists study complex linear systems.
They are interested in how disorder gives way to order, and how complexity arises in nature. The
author describes features of the complex ... Show more content on Helpwriting.net ...
One way to perceive language as a dynamic system, she argues: "While the language can be
conceptualized as aggregations of paradigmatic and syntagmatic units (e.g. phonemes, morphemes,
sentences, etc.), it is also true that a view of language as a dynamic system can be adopted." That is,
language can be regarded as an accumulation of elements or products, but their use in actual
discourse reflects the dynamism and the variability of language. The other shared way that language
is viewed to be dynamic is when dynamic is paralleled with growth. Diachronically, the alterations
languages experience are nonlinear. The author explains that novel forms enter and leave the
language in unforeseen manner, for example, the terminology growth to refer to the new concepts
and products as a result of development in technologies.
Complex nonlinear system and second language acquisition: The author states that there are many
parallels between complex nonlinear systems and second language acquisition (SLA). Both are
regarded as by dynamic processes. The SLA process consists of many intermingling factors at play
which define the course of developing the learner interlanguages, the native language, and the target
language. Learning linguistics items is a dynamic process. Learners do not learn one item and then
take on to the next. The learning curve is filled with ups and downs, growth and regression. A good
example of this is when beginners acquiring English

The Influence Of Learners ' First Language
The influence of learners' first language (L1) plays a significant role in learning a second language
(L2). In general, numerous studies have been investigating L1 transfer. In specific, the influence of
Arabic, more specifically Saudi Arabic, in learning English has been examined to demonstrate the
native language transfer in L2 learning (Binturki, 2008; Grami and Alzughaibi, 2012; among
others). Based on the influence of L1 and universal markedness (things that are present in a small
number of languages), Eckman (1977) proposes the Markedness Differential Hypothesis (MDH). It
helps predicting errors that L2 learners will have based on a comparison between L1 and L2 and
universal markedness. The aim of the present study is to examine to what extent the MDH can
account for mispronunciation of word–final voiced stops by Saudi Arabian learners of English. The
results of this study contradict the MDH. Despite the fact that both Saudi Arabic and English have
voiced stops word–finally, the Saudi Arabian learners did not produce the voiced stops in coda
positions correctly. The subjects tended mostly to either substitute or devoiced final voiced stops.
This paper will start with a brief discretion of the word–final voiced stops (/b d g/) in Saudi Arabic
and English. Then, an explanation about the MDH is involved followed by the section of data source
and analysis, and finally conclusion. Review of Literature English and Arabic Stops In this section, I
present a brief

What Is The Development Of Spoken Language During The...
5. Describe the development of spoken language during the first two years of life. Isn't it amazing
that a baby starts to learn language before birth? Newborns are actively developing language skills,
yet they cannot talk fluently at the very beginning. Adults are unintentionally communicating with
babies in a different way than they talk to other adults. People tend to talk to babies using simple
and repetitive words, and exaggerated tones. This term is being called as child–directed speech. We
can always see an adult talks to baby in this way. For instance, parents tell the kid "you are great" in
a lighter voice, use simple words, increased tone. Moreover, all babies do babbling, even babies
with listening problems. Babbling is when a baby says repetitive syllabus, and most likely, no one
could understand except the baby herself. Bubbling is a must–have experience for all infants to
stimulate language skills, so that they can develop normally. ... Show more content on
Helpwriting.net ...
At the second year, they start to say a few words that caregivers are more likely to recognize.
Furthermore, they start to express feelings through different tones of a single word, which is
holophrase. Around this point, a baby knows 10 times more vocabularies than s/he can actually
speak them out. Once an infant is capable of saying 50 words, the first language spurt comes, which
is naming explosion. A baby's vocabularies increase quickly, with 50 to 100 words in every month.
People around them are those can be remembered first. Babies also tend to refer things to their
favorite

People First Language
To achieve Inclusion, Community, and Freedom for people with disabilities, we must use
People First Language A commentary by Kathie Snow
The difference between the right word and the almost right word is the difference between lighting
and the lightning bug.
Mark Twain
________________________________________
The beginning of wisdom is to call things by their right names.
– Old Chinese Proverb –
Who are "the handicapped"... the "disabled"?
Society's myths tell us they are:
people who "suffer" from the "tragedy" of "birth defects"...
paraplegic "heroes" "struggling" to become "normal"...
"victims" of diseases "fighting" to regain their lives...
categorically... "the ... Show more content on Helpwriting.net ...
All people who have brown hair are not alike. All people who have disabilities are not alike. Many
people who have disabilities would never think of themselves as "handicapped".
The disability community is the largest minority group in the country. It includes people of both
genders and from all religions, ethnic backgrounds, and socioeconomic levels. About the only things
that people with disabilities have in common with one another are 1) having a body function that
operates differently and 2) facing prejudice and discrimination. Unique to the disability community
is that it's the only minority group that any American can join in the split second of an accident.
If/when it happens to you, will you have more in common with others with disabilities or with your
family, friends, and co–workers?
The Disability Rights Movement is following in the footsteps of the Civil Rights
Movement of the '60s and the Women's Movement of the '70s. While people with disabilities and
advocates work to end discrimination and segregation in education, employment, and our
communities at large, we must all work to end the prejudicial language that creates an invisible
barrier to being included in the ordinary mainstream of life.
"Disability is a natural condition of the human experience." The U.S. Developmental Disabilities
Act and The Bill of

Lily's First Language Learners
Introduction: Lily's family immigrated to the United States from Myanmar formally called Burma.
Lily's first language (L1) is the Burmese language. In January 2014, while Lily was in second grade,
she completed a test called the ACCESS, which stands for Assessing Comprehension and
Communication in English State–to–State for English Language Learners. Students identified as
English Language Learners (ELLs) take the proficiency test annually in grades Kindergarten
through twelfth grade in states that are members of the WIDA Consortium to monitor how much
Academic English ELLs have acquired. Lily scored a composite score of 2.7 on the ACCESS. The
scores broken down are 3.5 on listening, 1.8 on speaking, 3.9 on reading, and 2.3 on writing. ...
Show more content on Helpwriting.net ...
*a girl was kachi buttfly she was happy she hold leaf Analysis of first linguistic component: writing
conventions After reviewing all of Lily's writing samples, her difficulty with punctuation and
capitalization was evident. Therefore, the first component analyzed for the case study was writing
conventions, and more specifically the mechanics of Lily's writing. Mechanics is one aspect of
writing conventions that consists of spelling, punctuation, capitalization, and paragraphs. Mechanics
does not exist in oral language; therefore, mechanics must be explicitly taught. The Analytic Scoring
Rubric for Writing found on Blackboard was utilized in order to analyze the mechanics of Lily's
writing. The rubric is split into four levels and five different sections. For the purpose of this
analyzation, the focus is on the mechanics section of the rubric. The four levels are as follows: Level
1: Misspells even simple words: little formatting evident Level 2: Some errors with spelling and
punctuation that detract from the meaning Level 3: Mostly effective use of mechanics; errors do not
detract from meaning Level 4: Effective use of capitalization, spelling, and formatting (paragraphs
noted by

Figurative Language In First Death
Elizabeth Bishop's poem First Death in Nova Scotia follows a small girl who is introduced to the
concept of death for the first time through her cousin, Arthur. Even though the narrator is just a child
who is experiencing death for this first time, she is extremely perceptive of her surroundings. The
details and language the girl uses to describe the situation illustrates the difficulty the girl is having
coming to terms with the idea of death, while also confusing her throughout the poem. The
important concepts of death, grief, and loss of innocence are conveyed by Bishop through the
encounter the girl is having with death. Bishop's theme in the poem seems to be that death can be
extremely sorrowful yet hard to understand and as such, people deal with these feelings in different
ways, even children. The narrator, being a small child, naturally uses distractions in her
surroundings and her figurative language to start to understand death at the end of the poem.
People deal with grief in different ways. As a small child, the way the narrator handles uncertainty
and pain is distressing, yet also expected. She finds distractions in the furniture and decorations. The
child notices a ... Show more content on Helpwriting.net ...
The narrator questions at the end of the poem "how could Arthur go?" (50). Even though she is
confused by death, she is still afraid of it. Bishop's poem is unique in a sense that it is written
through the point of view of a small child. Furthermore, the child is experiencing a life changing and
painful concept for the first time. The child's innocence is shown by her response to death. By
finding distractions through comparisons, word choices, and even a stuffed loon in response to the
inability to comprehend the painful concept of death is the theme Bishop was trying to portray. She
also touches on the idea that trying to comprehend the finality of death, takes a toll on some

The Strengths And Theories Of The First Language Acquisition
What is First Language Acquisition? First Language Acquisition studies how children acquire their
native language. Up to this day, there are many theories that theorist came up with to explain how
children acquire their language. The main theories that people believe for how children acquire
language are Innateness Hypothesis, Imitation Theory, Reinforcement Theory, Active Construction
of a Grammar Theory and last but not least, Social Interaction Theory. These theories have many
similar characteristics as well as many differences.
The main theories of language acquisition perceive that children are capable of developing and
maturing whether by themselves or with the support and stimulation from their environment to
acquire language. The five ... Show more content on Helpwriting.net ...
Now, my position on how children acquire language is better understood and modified. I believe
that the major theories, such as Innateness Hypothesis, Imitation Theory, Reinforcement Theory,
Active Connectionist Theories and Social Interaction Theory are all correct to an extent and are
linked to each other; therefore, neither of them can be considered the only theory to understand how
language is acquired. Children learn at different rates and by different methods and that is one main
reason I agree with all the theories to an extent and cannot just agree with one or even two of them.
But the Innateness Hypothesis, the Imitation Theory and the Active Construction of a Grammar
Theory are three theories that mainly influence my understanding of language acquisition; mostly by
observing, interacting and speaking to

Why Is First Language Acquisition?
All species have the ability to communicate but despite humans and primates sharing a common
ancestor only the human race has developed the capability to learn and develop language; using a set
of sounds and symbols to impart meaning to one another. Animals have always had the ability to
communicate using a limited set of sounds but attempts by scientists to teach animals to use
language but have never truly succeeded. It is thought, therefore, to learn and utilise language is one
of the defining characteristics of humans. Norman Geschwind (1979) as cited in Fromkin, Rodman,
and Hyams (2003: 2), said, "The nervous systems of all animals have a number of basic functions in
common, most notably the control of movement and the analysis of ... Show more content on
Helpwriting.net ...
Due to this, children and their acquisition of a first language has always been the focus of research
into language acquisition. Various theories have tried to address how this phenomenon occurs
however, almost sixty years later; there is not one definitive answer but three main schools of
thought. Behaviourism based on the work of Burhuss Frederic Skinner; Nativist originating in Noam
Chomsky's research; and Cognitive founded in the studies of Jean Piaget.
In 1957 Skinner, an American psychologist published his book, Verbal Behavior, which proposed
children acquire language through their environment, with different conditions producing differing
cognitive learning. This was based on his belief that humans learn all behaviours and do not have
any innate abilities – similar to a blank slate upon which language is imprinted. Within his model, he
argued that children learn the ability to understand language, and then follow on to use words and
sentences to communicate. Skinner proposed children gained their knowledge of language through
the imitation of adults and repetition, and learnt whether they had pronounced sounds correctly, or in
context, through positive reinforcement. Skinner once said, "Give me a child, and I'll shape him into

First Language Acquisition : Critical Period
Studies have proven that when it comes to first language acquisition the critical period is described
as the time between birth and puberty in which it is essential for a child to pick up the needed skills
to produce their first language. If not, that child then loses the capability to pick up a native
language and thus will not be able to perform as fluently as a child that started from birth. When it
comes to the American society these days, most children come from families with monolingual
households, however since they did not acquire a second language in the first language acquisition
period does not necessarily mean that it is impossible to obtain. Of course it will be harder, but not
impossible. In the following paragraphs I will discuss the advantages and disadvantages that has
been discovered in trying to learn a second language at an age beyond the first language acquisition
critical period and how one of my classmates has dealt with the complexities of learning English.
My classmate from China started learning English in school at the age of 13 but only in the
grammar–translation approach in which she was told to memorize grammar and vocabulary,
however was not required to speak English until she reached the age of 16. The good part about this
is that since Chinese characters are known based off of memorization she was able to pick up
vocabulary words quite well, but when it came to the English grammar system she continued to
have a struggling problem because the

Reasons For First Language Acquisition
Reasons for Errors in ESL
There are two main theories behind why students make their errors in second language acquisition.
The first is Contrastive Analysis (CA) and the second is the Creative Construction hypothesis. Each
occurs in second language learning to some degree but the supporters of each theory debate how
much of a role their theories play in second language acquisition (Folder, 60, 68). Strong supporters
of CA would say that all errors are a result of the differences between the native language and the
new language being studied where as strong supports of the Creative construction hypothesis would
claim its primarily the students making their own judgments of the rules of the language with little
influence from their native language. There are also weaker versions of each theory that concedes
that errors occur as a result of the student's native language and as a result of creative constructions
(Folder, 66, 71).
If you look ant Contrastive Analysis you can see its roots in behaviorism and more specifically habit
formation. The main principle of the theory is transfer, or the idea that one habit will influence
another habit or action. There are two types of transfer in this theory; positive transfer and negative
transfer, which is also referred to interference (Folder, 60). Positive transfer is the idea that habits
formed in the native language assist the development and acquisition of another language. For
instance, if a native Swedish speaker is learning

Children Can Not Learn Their First Language Without Adults
ENL1001: "Children could not learn their first language without adults around to help, correct and
guide them."
A common conundrum for many psycholinguistics over the past number of years has been the way
in which children acquire their first language. Linguists cannot come to an agreement as to whether
a child has an innate ability within them from which the language develops or whether the language
acquired is a result of adults helping to guide and correct their child. In this essay I will attempt to
present both arguments, discussing the different stages of language development that a child goes
through.
The Behaviorist view of language depicts that child language is just a poor imitation of the adult
speech that they hear around ... Show more content on Helpwriting.net ...
Many experts have established that language is not a skill like many others such as learning to drive;
it simply cannot be taught in these early stages. Many people hold an unshakeable conviction that
just because our parents taught us to tie our shoelaces or ride a bike that they must have helped us
learn to speak our first language.
Children begin by mimicking what they hear their parents say to their best ability which may
include repeating random phrases. Moreover, this then indicates that children do in fact absorb a
colossal amount of phraseology from adults but instead of regurgitating sentences back, they
eliminate rules and create their own grammar to create new utterances. In society today, it is
perceived that children acquire their mother tongue through imitation of the parents, caregivers or
the people in their environment, which suggests that correction and guidance from adults is indeed
compulsory for the child to apprehend their first language. In the same way that children learn to
walk, language is also believed to simply develop at the appropriate time according to each child's
natural biological clock. This outlook also gives credit to a Language Acquisition Device (LAD)
which is believed to be attained by each child. This delineates how language acquisition is so easily,
naturally and quickly achievable in children all over the world. Furthermore, Noam

How Small Children Learn Their First Language Essay
How do small children learn their first language? Discuss some environmental factors and internal
factors involved in language acquisition. "Children are extremely perceptive and absorb what goes
on around them long before they can talk or even comprehend the language". –Theodore Isaac
Rubin, psychiatrist and author. But, have you ever thought about how children learn their first
language. Do they certainly learn by absorbing what they hear around them or is there more to that?
Maybe we do not give enough credit to the brain and how it functions when it comes to learning a
native language. Children learn by imitation, analogy, reinforcement, and structure input. However,
are these factors enough to explain how kids learn their native language? As we all know language
can be extremely complicated, still young children are able to master this skill at a very young age.
They might not speak it or express themselves like an adult would but by the age of five they are
completely understandable. However, if children do not memorize sentences and no one teaches
them the language grammar how are they able to learn the language in such a short period of time?
There are theories that try to explain how this is possible. Some think that children extract the rules
of the language they hear around them. Therefore, no matter the language a kid is exposed to they
will be able to learn the language until puberty. Meanwhile, other linguists believe that children are
born with a brain

Characteristics Of A First And Second Language :...
Over the past decades, a variety of approaches have been proposed to explain the phenomenon of
language acquisition. These models were influenced by variety of disciplines and research
directions, such as cognitive psychology, linguistics, etc.; therefore, the models relate to linguistic
development in various ways. One of the most striking differences between the approaches is the
perception of the place of heredity and environment in the process of acquiring language, but as we
shall see each approach gives them a different weight and importance. In this paper we describe
three approaches to acquire first and second language: Behaviorism, Innatism and Social–
interactionist. During the work we will try to understand the characteristics of each approach; how
they differ from each other; advantages and disadvantages; and what aspects from each theory that
we should combine in our class. Behaviorism By the end of the fifties of the twentieth century, it
was widely believed that children learn their mother tongue by imitating and practicing the speech
of their parents and people in their environment till it becomes a habit. Ivan Pavlov and B.F.
Skinner, the founders of this approach, argue that the language is learned behavior in a similar way
to learning other behaviors and it done by mechanisms of conditioning classical and operant.
Classical conditioning is the relation between a natural response and stimulation, so the most
important factor in this

First Language Acquisition, By Noam Halliday
First Language Acquisition has multiple layers on how the primary language is taught and learned.
There are many individuals that have a wide range of theories and insights on how first language
acquisition is developed and can be improved.
Many of the earlier theorist, B.F. Skinner, believed that children learned language through imitation.
While Michael Halliday believed that children develop language through positive reinforcement of
language forms. Noam Chomsky, a more current theorist, believed in Generative Grammar, which is
the idea that all human language starts from a common source. It has a set of grammatical rules and
approaches that is hardwired into the human mind (Freeman and Freeman, 2014). There are many
sociologist, anthropologist, educational scholars, and linguistics that also have insights on how first
language is developed and can be improve. Some believe that the environmental habitat impacts
first language acquisition. While others favor that social interaction plays a larger role in developing
a first language. Going beyond the beliefs of how language is developed behaviorally or socially,
Paul Broca studied how the left part of the brain processes language. As you can see, there has been
a wide range of study behind language. Many of these different theories and insights relate to my
work in the classroom. I am an English Language Learner (ELL) teacher that works mainly with
kindergarten students. Many of the students I work with

First Language Acquisition In Children
Introduction:
First language acquisition is the first words that the child speaks or says and it's the process by
which the child learn, speaks and write, and it is the initial stages of language development in
humans infants, children begin learning their language since they're babies with uncorrected
grammar until many years they will be able to learn the language with a perfect grammar after going
to school and have some support with their family, on the psychology side, Many of psychologist
have a different point of view in the first language acquisition and every psychologist have a
different theory about the language acquisition. And some of the theorists says that the language is
acquired while the other theorists said that the language is learnt, so every psychologist have a
theory about the language acquisition, and in my essay I will be talking about the first language
acquisition for the child, and if the language is learnt or acquired and more of things I will be talking
about.
To sum up the introduction,

Similarities And Differences Between First And Second...
1.0 Introduction
First language acquisition (FLA) is defined as the acquisition of a single language in childhood,
regardless of the number of languages in a child's natural environment. Second language acquisition
(SLA) is the language learned after the first language (L1) where the language is used widely in the
speech community. According to Houmanfar, Hayes, and Herbst (2005), the first and second
languages are interrelated and the history of the first language is a participatory factor in the
acquisition of the second language (L2) and its maintenance. The Contrastive Analysis Hypothesis
indicates that the structure and shape of the L1 of an individual are different from those the L2 that
could create errors in speaking, reading and writing (Dulay et al., 1982). Similarities and differences
between L1 and L2 acquisition will be outlined in terms of various theories.
2.0 Similarities between First and Second Language Acquisition
2.1 Developmental Sequences (Language Development)
Both L1 and L2 learners follow a pattern of development that have shown in some researches. Three
developmental stages have outlined by Rod Ellis (1984): the silent period, formulaic speech, and
structural and semantic simplification. Both L1 and L2 language ... Show more content on
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Maclaughlin (1992) suggests that the most effective way to learn a language is to start learning at
birth and learn two languages simultaneously. Human's brain retains its plasticity at the first ten
years, hence it is the optimal period for language acquisition (Penfield & Robert, 1959). Early
exposure to different languages will activate a reflex in the brain that allow them to switch between
languages. The younger the learners, the less effort need to acquire a new language whereas the
older require a lot of time, effort, and problem–solving capabilities for both FLA and SLA. The
earlier the children begin to learn a second language, the better (Krashen, Long, & Scarcella,

The Importance Of The First And Second Language Acquisition
First and second language acquisition have been a topic of interest in linguistics for decades.
Researchers have been approaching these topics from many points of view, angles, and models
(Gass, 2013). Regarding second language acquisition, and especially English as a second language,
the most researched topics include the effects of the Critical Period on second language learners, age
of acquisition, age of onset, and individual differences (i.e. L1, motivation, aptitude) (Gass, 2013).
Even though it is possible to find a wide variety of research on L2 acquisition, researchers are still
debating on which elements affect learners more. Furthermore, while there is plenty of research on
gender differences in the field of first language acquisition, there seems to be a lack of studies on
said topic in regards to learning a second language. For said reason this research paper will focus on
gender and first language influences on English as a second language acquisition, with the goal to
comprehend whether one, both or neither of those factors contributes or hinders L2 acquisition and
why. Furthermore, the current research paper is a follow up of Chiamenti (2016).
Literature Review
Second Language Acquisition As previously said, there has been plenty of research in the linguistics
field about second language acquisition. However, most studies focus on ESL writing or on Asian
ESL students' abilties. As far as my knowledge goes, there seems to be a lack of research about
European

The Language Acquisition Process Is Disparate Between...

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