By Betty Lou Leaver
Aimed toward starting to intermediate undergraduates and above, this textbook is designed to aid the coed in achieving optimum good fortune as a language learner and person. It teaches scholars to appreciate their very own personal tastes in studying, strengthen person studying plans and techniques, and choose acceptable studying suggestions. every one bankruptcy includes an outline and evaluate part, with studying actions that scholars can perform both separately or in study rooms.
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Additional resources for Achieving Success in Second Language Acquisition
Writing strategies The things that you learned in the previous section about how to be a good reader will also work for becoming a good writer. In fact, the better a reader you become, the better a writer you will be, and conversely, the better a writer you become, the better a reader you will be because you will start to understand more completely the nature of text structure and writing conventions in your foreign language. ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● Listening Like reading, listening is a receptive, though not a passive, skill.
This LAD is envisioned as an unseen, uncharted part(s) of the brain (or perhaps just a manner of synaptic functioning) that allows children to acquire the structure and words of a language without conscious effort. After childhood, the LAD seems to cease functioning, although the authors have heard of some instances of adults reporting LAD-type activity and at least one of us has experienced it personally as an older adult. The fact is that in childhood language acquisition, whether a native language or a foreign language, is closely associated with a developing mind (Golinkoff and Hirsh-Pasek, 2000), whereas adult acquisition of language is associated with a developed mind.
The differing lengths of time are not reflective of the inherent “difficulty” of any particular language, but of the “language distance” from English. 1 category sample languages length of study (goal) I Afrikaans, Basque, Danish, Dutch, French, Haitian-Creole, Icelandic, Italian, Norwegian, Portuguese, Spanish, Swedish German, Indonesian, Malay, Romanian, Urdu, Swahili 6 months / 720 hours (FSI) 6 months / 720 hours (DLI) II III IV Albanian, Armenian, Belarusian, Bengali, Bulgarian, Burmese, Cambodian, Croatian, Czech, Dari, Finnish, Georgian, Greek, Hebrew, Hindi, Hungarian, Lao, Latvian, Lithuanian, Macedonian, Pashto, Persian, Polish, Russian, Serbian, Slovak, Somali, Tagalog, Turkish, Ukrainian, Vietnamese Arabic (all dialects), Chinese (all dialects), Japanese, Korean 6 months / 720 hours (FSI) 8 months / 960 hours (DLI) 1 year / 1320 hours (FSI) 1 year / 1440 hours (DLI) 2 years / 2640 hours (FSI) 18 months / 2160 hours (DLI) longer for most English speakers to acquire Arabic than to acquire French.
Achieving Success in Second Language Acquisition by Betty Lou Leaver