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UNIT 2 - SECOND LANGUAGE ACQUISITION

STUDENT: NESTOR ALMANZA GALINDO

GROUP: 551018_14

TUTORA: MONICA DEL ROSARIO GUILLEN

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA. UNAD OCTOBER 23th -2017

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TASK 1 A. LANGUAGE REFLECTION Since I started studying English as a second language I have seen several methods of how to develop the English language, but I have noticed that most have the same purpose, learn by means of grammatical rules in a conscious way, this calls krashen as learning. Krashen calls this order learning as a monitor, that everything learned has the function of editor or monitor, we are correcting or rather, changing our emission before speaking or writing. This implies that the student has a discourse that is not fluent, because everything is learned in a grammatical order, causing the student to feel insecure or worried if it is being good or bad. For Krashen the best way to develop a second language is through acquisition, although it is a little complex since it involves the creation of a linguistic system which develops unconsciously. For krashen this acquisition develops faster if the person is sufficiently exposed to the new language and accelerates as the person can understand what he hears, reads and sees. Krashen states that a student with high motivation, self-confidence, a good self-image and low level of anxiety is better able to succeed in acquiring a second language.

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TASK 1 B. AGE FOR LEARNING: The age to learn a second language has always been under discussion and despite the different studies has not yet been agreed. According to the neurologist Penfield in the year 1959 affirms that there is a period in which the acquisition of the language has a place of natural form. The best age to learn a second language naturally ranges from 4 to 8 years, although the most successful age is 8 to 10 years, since in that period the brain acquires greater plasticity necessary to acquire speech . According to Penfield this ability allows to imitate sounds, accents, etc. With this the person will have a better facility in the use of linguistic structures. Lenneberg, who defended the critical period, said that the young age of the students greatly benefited learning because of the plasticity of the brain itself, which in these circumstances assimilates very complex information in an unconscious and effortless way. This theory of the critical period was questioned by Krashen in 1973 considering that laterality is completed before the age of five, this may correspond to the acquisition of the first language and should not be a barrier to learn a second language for adolescents or for adults. According to some theories recognize that the children learn another language more quickly and easily than the adults but they have never claimed that there is some time when the ability to learn is lost. In my opinion adults and children learn a second language in different ways. In motivation the disadvantage is for the adults as there are those who have trouble finding the right motivation to learn a language. On the contrary, children are motivated by several factors, such as their parents, exams and the desire to communicate.

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Structurally: in developed countries, most children can concentrate entirely on their education. Progress is virtually inevitable, with so many hours devoted weekly to learning a foreign language. In contrast, adults have little free time available and have to find a space to devote themselves to language learning. In the Cognitive: the older students have more developed their cognitive systems and can integrate the new linguistic knowledge with his ample learning experience. As you reach adulthood, you know more about yourself and you know the learning techniques that work for you. Studies have shown that adults often perform better on vocabulary tests than younger students. In the Experience: Through their life experience, adults can make associations that most children cannot; which are particularly useful when learning a foreign language. In short, children and adults learn differently. Many studies show that young students can achieve a convincing local accent, which is almost impossible for adults. However, if you have enough time and enthusiasm, excellent command of a language is possible for both adults and children.

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REFERENCES

Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University of Southern California. Retrieved 13 June, 2017, from: http://www.sdkrashen.com/content/books/ principles_and_practice.pdf Garcia ́ Mayo, M. P. (2013). Contemporary Approaches to Second Language Acquisition. Amsterdam: John Benjamins Publishing Company. Retrieved 13 June, 2017, from:http://bibliotecavirtual.unad.edu.co:2048/login?user=proveedor&pass=danue 0a0&url=http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=nlebk&AN =531160&lang=es&site=eds-live Clark, E. (2003). First language acquisition. Cambridge. UK: Cambridge University Press. Retrieved 13 June, 2017, from:http://books.google.es/books/about/First_language_acquisition.html?id=hXG SnY9C9XYC