Crucial learner variables in acquiring a second language are making use of existing knowledge of the native language, general learning strategies, or universal properties of language to internalize knowledge of the second language. Communication strategies should also be employed by the learner to make use of existing knowledge to cope with communication difficulties.
You must be person with deep interest in the language in quetion,good listing capability among others.
The impact depends on the timing and similarity of each language. If your first language (native language or L1) and secondary language (L2) are both acquired during childhood, there will be little interference and the learner can become native-level in both. However, if one language is learned in childhood and the other in high school, or some other time after the critical pre-pubescent window, the grammatical and phonological habits of the first language can fossilize and interfere with learning of the new language. If the morphology or syntax is too different, the learner may never grasp them as a native speaker would; alternately, if the phonology is different, the learner may not be able to speak his or her L2 without an accent.
In the context of the South African Education Department of 2009, the mother tongue of a learner would normally be the first of two compulsory languages studied at school. This language is currently called "home language". The other compulsory language is called "first additional language" and is studied on a more elementary level than the "home language". In some cases a learner would even study a third language, which would then be called "second additional language". In a previous dispensation the above-mentioned languages were called "first language", "second language" and "third language".
In my opinion, input and intake can be the same thing and yet it cannot. ( i+1) is the input that has the capacity of becoming intake because it is just slightly above the learner's level. I being the learners input level and the extra 1 being the step up. Since input is the amount of language/the language environment that the learner is bombarded with and the intake is that which is able to be comprehended, it shows that intake is a part of input. But inevitably the intake will encompass all of the input. If i+1 is in fact true and we will learn the degree slightly above our language level, then we can eventually intake all of the input. This is mostly dependent upon the learner's level of comprehension. Imagine the learner's language level as represented by the bull's eye on a dartboard. The language input is represented by the darts thrown by an expert dart player and the intake is that which sticks on the learner's level. The learner will not take in anything on the outside of its level unless it is one level outside the bull's eye. When the player hits the bull's eye repetitively, the learner understands, and if they hit just outside the bull's eye, they begin to comprehend. As time progresses, the level outside the bull's eye becomes the learner's level and then the next level outside is the new +1. Now as more darts (data) is thrown at the player, the learner comprehends and can eventually move to the outside levels. Eventually, there will be no more outside rings and the darts will all count as comprehensible data. In this case, all of the input is now intake. Only through repetitive usage and constant accuracy will this occur and each dart be considered comprehensible. Overall, though input and intake are different, in the end, they will be the same.
The additional principles of language teaching include creating a learner-centered environment, promoting learner autonomy, integrating culture into language learning, using authentic materials and real-life contexts, and employing a variety of teaching methods and techniques to cater to diverse learning styles and preferences. These principles aim to engage and motivate learners, facilitate meaningful and authentic language use, and foster effective communication skills.
a naturalistic learner is someone who learns the language at the same time as learning to communicate in it source: Second Language Acquisition-Rod Ellis
Ernesto Macaro has written: 'Continuum companion to second language acquisition' -- subject(s): Study and teaching, Second language acquisition, Language and languages, Research 'Learner strategies for foreign language students'
Susan M. Gass has written: 'Input, interaction, and the second language learner' -- subject(s): Second language acquisition, Language and languages, Study and teaching
Duncan Markham has written: 'Phonetic imitation, accent, and the learner' -- subject(s): Second language acquisition, Speech perception
M. Moubarik has written: 'Received pronunciation and the Spanish learner' -- subject(s): Comparative Phonology, Comparative and general Grammar, English, English language, Interlanguage (Language learning), Phonology, Second language acquisition, Spanish, Spanish language, Spanish speakers, Study and teaching
Coursebooks are designed to provide structure, guidance, and resources for foreign language teachers and learners. They help ensure that key language skills and topics are covered systematically and cater to a range of learner abilities. Coursebooks can also offer a variety of exercises, activities, and authentic language examples to support effective language acquisition.
There are four main things that any language learner need-Motivation, Good resources, Time, Discipline.
language used by the learner of second language while learning. learner develops his own rules or grammar which is neither in l1 nor in l2
it depends if your a fast learner or not
back burner? language learner
Verbal/linguistic
The L1 will help the learner acquire the L2 language, but the key here is that the learner has to be literate in the L1 before it can be used as a foundation for the L2. If the learner is not literate the teacher can not use the L1 and has to start from the basics for the L2.