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Second Language Acquisition Stages, My Secong Language Acquisition Stages,…
Second Language Acquisition Stages
1940s -1960s: Behaviorism and Contrastive Analysis.
1940s
1950s
1970s: Error Analysis and Natural Order Hypothesis
1971
1975
Morpheme Order Studies.
Dulay and Burt identify a predictable order in which L2 learners acquire grammatical morphemes.
This understanding aids in designing curricula that align with natural acquisition patterns.
1980s: Input Hypothesis and Interaction
1982
Krashen’s Input Hypothesis
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1986
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Introduction of Error Analysis.
Corder's research shifts focus to the systematic nature of learner errors.
Recognizes errors as opportunities for learning rather than failures, fostering a growth mindset among learners.
Contrastive Analysis (CA) emerges.
Theoretical framework suggests that learning a second language (L2) is easier if the L1 and L2 share similarities.
Helped educators anticipate common errors based on linguistic differences, allowing for targeted instruction.
Behaviorism dominates language learning theories.
Language learning is viewed as a process of habit formation.
Emphasized the role of repetition and reinforcement in acquiring a new language.
My Secong Language Acquisition Stages
Initial Exposure and Contact:
Initial Production:
At this stage, I started to use the language actively, often making significant errors but attempting to form simple sentences.
Although not explicitly stated, it is likely that, due to my educational environment—including English courses and the use of music—I began producing simple sentences early on.
Positive Aspects
My interest in English music likely motivated me to practice pronunciation and vocabulary in a fun way.
Social Interaction:
During this stage, interaction with native speakers or other learners became crucial for me. This allowed me to practice the language in a real and meaningful context.
I interacted with native speakers, which is crucial for developing my communicative competence. Additionally, my job as an English teacher in a kindergarten allows me to continuously interact with language speakers and other students.
Positive Aspects
These social interactions enhance my confidence and speaking skills, which are vital for effective language learning.
Consolidation and Refinement:
Fluency and Advanced Competence:
Here, I feel comfortable using the language in a wide variety of contexts and can communicate with fluency and accuracy.
As an education student and teacher, I am at an advanced fluency stage, where I can handle discussions and complex situations with considerable ease.
Positive Aspects
My role as a teacher not only reinforces my learning but also requires me to stay updated and proficient in the language, promoting ongoing development.
In this phase, I began to correct my mistakes and understand more complex grammatical structures while expanding my vocabulary.
As I continue my education in foreign languages and teach English, I have multiple opportunities to improve and refine my linguistic skills. My exposure to various sources (music, movies, and the internet) enriches my vocabulary and understanding of grammatical structures.
Positive Aspects
This continuous practice and variety in resources contribute to my consolidation in the language, allowing me to connect theoretical concepts with practical application.
This stage involves my first exposure to the language, where I began to familiarize myself with sounds, vocabulary, and basic grammatical structures.
I had early contact with English at the age of 10, which allowed me to familiarize myself with the language from a young age.
Positive Aspects
This early exposure gave me a solid foundation in pronunciation and listening skills, facilitating my later learning.
By Eva Arias Jaimes