English Language Acquisition
Children acquire the first language as they interact with people. Slowly, as children develop, they understand and comprehend language. Acquiring a second language is challenging when compared to first language acquisition. When people who do not have English as their first language move to English-speaking nations, they have to be patient to learn and understand English as their second language. Whereas first language acquisition is a natural process regardless of the native language, second language acquisition requires a person to learn new vocabulary, grammatical structures, pronunciation and even writing systems, all which need effort and patience. English language acquisition is relatively easy when the person is willing to learn, and the methods of teaching are involving and motivating.
Early language exposure is impactful to students. When students get exposed to a language early, they learn the language quickly because of their active brains. Studies have demonstrated that students in their early teens are quicker and more effective L2 (language 2) learners in the classroom than, for example, seven-year-olds have the flexibility of learning a second language (Yule, 2010). For instance, English is one of the most popular languages in the world. Therefore, a considerable population converses in English. Early exposure to the English Language makes a student able to speak with a majority of the world population. Also, early language exposure implies that students will not face many cultural or language barriers. Thus, they can comprehend languages easily, compared to when exposed to language much later in life.
I had a difficult time when acquiring English as my second language. During the first few weeks, I avoided talking because almost everyone around me conversed in English, and I did not understand the language. During the initial weeks, I observed and listened as people communicated, and I would write common phrases. As time progresses, I started speaking using short words and sentences, but I mostly remained silent to ensure I learnt more verbal cues. However, I faced major drawbacks because whenever I interacted with people sharing my native language, we avoided using English. Therefore, I used to forget most new phrases, which made me take a long time in acquiring English. Also, some people I interacted with made fun of my accent. When I started constructing long sentences in English, my English was heavily influenced by the dialect of my first language, and some people teased my efforts. The constant teasing and jeers decreased my motivation, and I took longer in English Language Acquisition. Based on my experiences, I learnt that when acquiring English, one should write down new and common phrases to avoid forgetting. Also, a lack of motivation when acquiring a new language can lengthen the process of second language acquisition.
My friend, on the other hand, took a shorter time in English Language Acquisition. My friend had been exposed to the English language at an early stage, and he, therefore, took a shorter time to understand and comprehend. In line with Al-Zoubi (2018), every English Language Acquisition student comes with his or her unique language and education background, and this will have an impact on their English learning process. Whereas my educational background slowed my speed of acquiring the English language, my friend learnt quickly because he had Basic English communication skills l from his educational background. My friend also read out loud to improve his spoken English. Whereas most of us waited to learn English in class, my friend had the habit of reading random things such as billboards, catalogues and even how-to instructions on labels. Although it sounded illogical at first, my friend improved in pronunciation and with time, he pronounced most English words correctly. I learnt from my friend that early exposure to a second language hastens the acquisition process. Also, I discovered that constant practice in reading could help a learner improve in speaking and pronouncing.
Early literacy experiences can affect someone’s feelings about literacy later in life. As mentioned earlier, people with early exposure to a second language learn the language quickly. Exposure can influence speaking and listening skills, depending on the effort and motivation of the learner. If a leaner was teased for their accent during second language acquisition, they might develop a negative language towards literacy. Such a person may not be interested in learning how to read in the second language. On the other hand, people who got motivated and encouraged when acquiring a second language develop a positive attitude towards learning how to read and write in the second language. Therefore, learn how to read and write the second language quickly, and in the process, sharpen their speaking skills.
The theory of behaviourism connects to second language acquisition. Behaviourism suggests that language develops as a result of environmental influence. In line with Yule (2010), a person acquires a new language with constant interaction with the environment of the second language. Under behaviourism, I understand that I took long to learn the English Language because I interacted with people who spoke in my native language. On the other hand, my friend interacted with people who spoke English and focused on reading English material. Thus, due to environmental influence, he took a shorter time to acquire English as his second language.
In conclusion, early language exposure plays a vital role in acquiring a second language. Apart from exposure, one also needs motivation and constant interaction with the environment of the second language. Also, a bad experience when acquiring a second language may hinder one’s attitude towards literacy later in life.
References
Al Zoubi, S. M. (2018). The Impact of Exposure to English Language on Language Acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
Yule, G. (2010). The study of language. Cambridge University Press.