ANALISIS IN FORUMS

Analisis and participation in the different forums that my partners has presented in the firs period.

In the topic Nature or Nurture, I think that for a kid is easier to learn a language because he is living with the environment wich people is speaking to. He starts listening and then, he begings to traduce this language into his brain and finally, he pronunce the words he has learned from the environment that has been growing.

In the topic of Selina, children are always who get the advantages for to learning a new language, in subsequent, adults have the opportunity to get a good or a perfect pronounciation, according to interference of the society.

In the topic of Input and Discourse, The input is like to involve a new knowledgement where there is an old knowledge, is recognize the words and what we are learned to make good learning. A discorse is a guide that we must follow to get a good speech man.

Myths are beliefs that all of us get from our childhood, but at the end they help us to learn in the way that we feel eaier to us. Practicing day to day, we will get better and the best learners.

It´s enogh just that a kid go to school to learn a second language to get the expected results, he must be practicing within an environment of the second language he wants to learn. He must listen to music, watch videos and write a lot.

I am agree with the opinión of my partners about all their own characteristics which we are developing day to day in our classroom. A good teacher needs all those characteristics that in the information we has read, but a good techer is formed day to day inside the classroom, he starts to adquire experience according to requirements of the students. A new class is a new opportunity to the teacher to learn and to teach.

 

Interference between First and Second Languages

I have found in this article where the autor  Beardsmore (1982) suggests that many of the difficulties a second language learner has with the phonology, vocabulary and grammar of Language 2 are due to the interference of habits from Language 1.

According to the formal elements of L1 are used within the context of L2, resulting in errors in L2, as the structures of the languages, L1 and L2 are different.

The relationship between the two languages must then be considered. Albert and Obler (1978) claim that people show more lexical interference on similar items. So it may follow that languages with more similar structures (eg English and French) are more susceptible to mutual interference than languages with fewer similar features (eg English and Japanese).

On the other hand, a good deal of researchers confirms that the linguistic and cognitive processes of second language learning in young children are in general similar to first language processes.

Most of them concluded that there are similar strategies and linguistic faetures and the same are present in first and second language in the case of children.

But Dulay and Burt went among their investigation and found that 86 percent of more tan 500 errors made by spanish-spaeaking children learning English reflected normal developmental characteristics and at the end, not interference between errors from the first language.

Ellis (1997) raises the need to distinguish between errors and mistakes and makes an important distinction between the two. He says that errors reflect gaps in the learner’s knowledge; they occur because the learner does not know what is correct. Mistakes reflect occasional lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows.

Carroll (1964) argues that the circumstances of learning a second language are like those of a mother tongue. Sometimes there are interferences and occasionally responses from one language system will intrude into speech in the other language.