Families and Teachers Should Be Concerned About the Language Development of a Two-year-old Who ____.

Lightbown and Spada (2001) noted boldly that there are 12 pop ideas about languge learning where raised between facts and opinions. All of them are briefly summarized 1 by ane in this following post.

i. Language are learned mainly through fake

Imitation is not the main way the learners acquire language, as sometimes children are able to make beautiful sentence that they could not have heard before. It does non mean that fake has no role in the linguistic communication acquisition process, children have smashing corporeality of imitation when they learn their commencement language. Imitation is also important in developing proficiency of pronunciation and intonation. For some advance learners who are determined to better their pronunciation, careful listening and imitation in language laboratory tin can be very valuable.

2. Parents usually correct young children when they make grammatical errors.

The correction made by parent to their children is varying. The variation is based partly on the children's age. When the children is at very young preschooler, parents rarely comment on grammatical errors although they make correction on lapses in politeness or the option of words that does not make sense. When the children reach schoolhouse age, parents oftentimes give correction on non-standard speech that they hope their children will outgrow. Parents tend to focus on meaning rather than grade when they right children's oral communication.

3. People with high IQs are good language learners

IQ test is a skillful predictor for success in classroom where the emphasis is on learning well-nigh the language such as grammar rules and vocabulary items. People who do well in IQ test may besides do well in other kinds of test. However, in natural linguistic communication learning setting and in classroom where language acquisition through interactive language is emphasized, research has shown that learners with a wide diverseness of intellectual abilities can be successful language learners particularly if the skill accessed are oral communication skill rather than metalinguistic knowledge.

4. The most of import cistron in second language acquisition success is motivation.

Everyone volition agree that those who want to learn tend to do meliorate than those who don't. Just motivation is not the most importance factor which define someone successfulness in learning a language. Fifty-fifty those who are highly motivated in learning nonetheless run into difficulties in improving their linguistic communication mastery. In a group of highly motivated people, there are always those who are more than successful than the others. This is sometimes due to differences in language learning aptitude and in how the instruction interacts with individual learners' way and preference to learning.

5. The earlier a 2nd linguistic communication is introduced in school programs, the greater the likelihood of success.

It is a good thing to introduce/give input of second/foreign language at earlier age of the children, moreover if the objective of the language program is to prepare the students to have the native similar performance. It is because at earlier age, children have a skillful encephalon plasticity to absorb whatsoever language input. Nosotros do non demand to worry that the students will lose their first language. If the environs and the exposure the students get is good, the earlier the students learn a second/foreign language will possibly accept the native similar performance. The aforementioned thing if the objective of the language program is to fix the learners to have a good communication skill. Learners who learn language at earlier age will have a better communication skill as their filter are (widely) open.

6. Most of the mistakes which 2d linguistic communication learners brand are due to interference from their offset linguistic communication.

Errors ofttimes happen to second/foreign linguistic communication learners. Interference from their first linguistic communication is one of the causes. Notwithstanding it is not the only major trouble/the most error of error happen in 2nd/foreign language learners. There are other causes related to the second/foreign language learners such as overgeneralization of the language rules, overextension of some partial similarity of the start and second linguistic communication, the ignorance of the instructor keeping that error on the learners, etc. And when the learners get along with learners with the same error, and then it will be a specially problematic since they go on "producing" the error.

7. Teachers should nowadays grammatical rules one at a time.

Presenting grammatical rules ane at a time will not make learners bask learning second/foreign linguistic communication learning. Instead they will experience that learning second/strange language is a torture since what they are learning is always about structures (rules of the linguistic communication). Beside, teaching the language learners one structure at a time will not brand them come across the deviation each of the structure and how to use it in context. It volition be better to teach the learner the structure step past step regarding the morpheme conquering gild or integrating new rules into existing system of rules.

8. Teachers should teach elementary structures before circuitous ones

Related to the teaching of linguistics forms, the learners should exist taught the simple one before the complex 1. The instructor should too consider the psychological and cognitive aspects of the learners. The usability of the form (grammar rules) in daily life likewise have to be considered by the teacher before teaching. If the linguistics form given to the learners has no/trivial risk to be used/ to be contextualized with their daily life, then it volition be useless.

9. Learners' errors should be corrected as shortly equally they are made in order to prevent bad habits.

Errors are natural office of language learning.  Information technology may be produced by children and adults in L2 learning. The errors reveal the patterns of learners developing interlanguage systems which may be influenced by the L1. In the classroom context, the teacher is responsible for giving a corrective feedback. Notwithstanding, kinds of correction should differ from adult and children. Adult will be more adequate given a directly correction since they have the caption a not bad value. While indirect correction suits to children, signaling is a teacher method to give the correction.

ten. Teachers should employ materials that expose students only to language structures they take already been taught.

Giving the students "real" or "authentic" in learning may has several consequences since it will make the students lose their motivation. Loss of motivation is occurred because they do not claiming enough. Teacher's guidance here is needed to give the students step-by-step exposure to the linguistic communication extends their dependency.

11. When learners are allowed to interact freely, they learn each other mistakes.

Make the students working in groups or pairs volition requite them more practise in speaking and participating in conversations in group work than they have in a teacher-centered class. Enquiry shown that learners exercise not produce any more errors in their speech when talking to learners at similar levels of proficiency than they practise when talking to learners  at more advanced levels or to native speaker. To create such situation, the instructor must be carefully planned and the learners must have admission to the correct language forms they are trying to discover. Combining private piece of work and teacher-centered activities play an of import part in communicative language teaching.

12. Students larn what they are taught .

We cannot guarantee that students learn everything that they are taught or that they eventually know but what they are taught. Some teaching learners requite learners adventure to acquire only a very restricted number of words and sentence types. It is dissimilar if we desire to teach them vocabulary, anytime, equally long every bit the learners are interested in the take chances to acquire and the teaching methods are appropriate to the learner's age, involvement, and learning styles.

 (Source : Lighbown & Spada. 2001. How Languages are Learned, New York: Oxford Academy Press)

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