Introduction
Research shows that there are a lot of facts that are considered to be intriguing in regards to the language. Further investigation shows the fact that every human being has it, and those that are called non-humans do not. Studies show the fact that some learners are able to sponge things more easier than others. Second-language acquisition, is the procedure by which individuals began to learn a second language. Second-language acquisition or SLA also refers to the scientific discipline dedicated to studying that process. Studies show that second language denotes to any language learned in addition to an individual's first language; even though the idea is called second-language acquisition, it can likewise include the knowledge of even third, fourth, or succeeding languages (Díaz-campos, 2004 p. 253). Also, many people are unaware that second-language acquisition basically denotes to what learners do; second-language acquisition does not refer to practices in language teaching which many often think. With that said, this paper will discuss how a second language is acquired and what makes some second language learners more successful than others
How Second language is acquired
The second language is acquired in many different ways such as with memorization and repetition. In actual fact, second language is acquired almost in the same way the first language is done. For instance, some learners are able to absorb their second language really easy without much memorization and repetition (Ellis N. C., 2012 p 23). While memorization and repetition can play a vital part in second language learning, they do not by themselves make sure that learners will be able to use the language for any real purpose. Memorization and repetition, if utilized, must be escorted by other activities demanding the application of the learned patterns in novel circumstances and with difference in language and even certain structure. These learners become more creative in learning the language even when the vocabulary words are complex. When acquiring a second language, there is considerable variation in the rate at which individuals learn second languages, and in the language level that they eventually reach. Research shows that some learners learn rapidly and reach a near-native level of ability, but others learn gradually and get stuck at fairly early phases of acquisition, in spite of living in the country where the language is spoken for more than a few years.
When it comes to acquiring a second language, it needs to be understood that language study does not mean only the memorizing certain vocabulary and various kinds of sentence structures with fair pronunciation (Díaz-campos, 2004, P. 250). But then again, it means more extensive than that. There has been significant consideration paid to the strategies which learners utilize when acquiring a second language. Studies do show that strategies have been discovered to be of critical significance, so much so that strategic proficiency has been suggested as a key component of communicative ability. (Ellis R. , 2010, p. 200) Strategies are usually divided into communicative strategies and learning strategies, even though there are other means of classifying them. Learning strategies are methods used to make learning better, for example using a dictionary or mnemonics. During this time, learners are also able to memorize portions of language, even though they may make some slip-ups when utilizing them. Learners classically have both a receptive and active vocabulary of over 1000 words. However, this stage normally lasts for around six months. (Díaz-campos, 2004, P. 270). In truth, language learning is not only linguistic components but it likewise has numerous sociolinguistic and mental clarifications, which can affect the way that the learners are learning a second language.
There are also internal and external factors when it comes to how second language is acquired. One of the internal factors are things such as the age. For example, learners, who already have solid literacy skills in their own language, seem to be in the best place to acquire a new language efficiently (Ellis R. , 2010 p. 189). Older learners that are motivated, can be very successful too, but typically struggle to attain native-speaker-equivalent intonation and pronunciation. When it comes to external, curriculum would be an example. For instance, ESL students in particular it is imperative that the entirety of their educational experience is suitable for their needs. Language learning is less probable to place if students are completely immersed into the mainstream program deprived of any extra assistance or, equally, not permitted to be part of the majority until they have been able to reach some kind of a definite level of language skill (Díaz-campos, 2004, p. 271).
What makes some second language learners more successful than others
There are many things that make second language learners more successful than others and one of those circumstances had a lot to do with the Attention Theories. This theory states that second language learners are more successful than others because they paid closer attention and had more of a chance to talk about the language in greater detail before they even started practicing the language. The second part of this theory states that most of these learners participated in and took advantage of important practice until TL became easy to them. The last part of this theory states that they are more successful because they have much more background knowledge and experience than those that are first language learners. Experts have argued by adding to this theory by stating theses learners relate to the new material and that they have activated it while learning. Another reason is called the Ausubel Theory. Here, these learners are said to be ahead of the game because they took the time to make a connection among what they already knew and the new material to be learned (Díaz-campos, 2004, p. 270)
Conclusion
In conclusion, it is clear that when it comes language acquisition, second language acquisition and learning play vital role in teaching of second language, and there are many methods can be used in second language teaching. It is also obvious that many factors are involved when it comes to language acquisition for example the internal and external factors. Both of these play a huge part in the learners ability to grasp different the languages. It is evident from the report that the learners do not all learn alike and many of them learn on different paces. These paces do make a difference because some can grasp things in a few weeks where as it might take another a couple of months. The time frame on how they learn depends on things such as age and even curriculum. In the end, it is also quite clear that some students get ahead because they are just more motivated than others.
Works Cited
Díaz-campos, M. (2004). CONTEXT OF LEARNING IN THE ACQUISITION OF SPANISH SECOND LANGUAGE PHONOLOGY. 26(2), 249-273.
Ellis, N. C. (2012). Formulaic language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of Applied Linguistics, 28(9), 17-44.
Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching, 13(9), 182-201.
