The Difficulty Of Learning ANOTHER Language

This topic can be very useful for mature students who are learning another language. It shows from a technological prospective, the explanation of why mature s cannot keep a fluently chat in the second vocabulary when they are learning it. The technology presented give rich data that talks about this phenomenon. Furthermore, it also provides another description from a pedagogical potential differencing just how children learn from parents. Finally, this issue can make students and educators reflect on the way that they are learning and instructing the second terminology.

Outline

Introduction of why to speak another vocabulary is difficult in adulthood.

Importance of learning another language

Why is so hard to learn another terms later in life?

The brain

The methodology

Background of brain research strategy using technologies

Language centers

Functions of Wernicke's area

Functions of Broca's area

Research techniques

Positron emission tomography (Family pet), 1995.

Findings

Functional magnetic resonance imaging (fMRI), 1997.

Findings by Dr. Joy Hirsch

Intracranial Electrophysiology (Glaciers), 2009.

Findings by Dr. Ned T. Sahin

Language learning vs. dialect acquisition by Julio Foppoli.

Literature Review

Controversy in positions of vocabulary centers in the brain.

Positron emission tomography (Family pet).

Functional magnetic resonance imaging (fMRI).

Controversy in functions of dialect centers in the brain.

Functional magnetic resonance imaging (fMRI).

Intracranial Electrophysiology (Glaciers).

Controversy in strategy of teaching the second language.

Language Acquisition

Language Learning

Arguments of why to speak a second terminology is difficult when you learn it in adulthood.

Functions of the Broca's area

Receptive language

Expressive language

Methodology used to instruct the second vocabulary.

Conclusion

Restatement of why to speak a dialect is difficult when you learn it in youth.

Biological reasons

Pedagogical reasons

Recommendation

Why to Speak a Second Terms Is Difficult ONCE YOU Learn It in Adulthood

Nowadays, people will be more enthusiastic about learning a second language. They could be children, teens or individuals. But, at that time to look for a job, to study overseas, to do travel and leisure, to make business or just to have access to new cultures, mature people realize the importance to learn another or maybe a third language. This is actually the moment when they want to learn it as soon as possible like magic. Because of this, this originates irritation and disappointment at the moment to learn and find a new dialect. Therefore, when individuals make an effort to learn a second language, they must be prepared of the biological operations that their brains undertake. So, adults must ask themselves, how come so hard to learn a second dialect later in life? Maybe the answer is in the mind. An integral part of our brain must get accustomed to new habits that did not exist in the past. It really is like learning to ride a bicycle. You, as an novice, collapse and fall down, until the second that you can pedal and also have the balance. Then, you do it, and you will never forget it. Thus, learning a second vocabulary is the same; however, the key is in the practice that you frequently do.

According to the research, there are two possible complex answers why to learn a second words is difficult in adulthood. First, results provided by technology studying the bilingual brain. Second of all, the technique and strategy used to instruct the second words. These two answers can be linked to each other, but it gives a clear description to the question. To make evidences clear, you will see comparisons between early on and overdue bilinguals. Also, we will see the difference between learning and acquiring a second language.

While it maybe true all the arguments presented, there are some other factors that people have to consider such as inspiration, personality, critical period and design of learning among others. Bilingualism and second dialect acquisition are incredibly broad topics that may be interpreted in different ways, but they all coincide in the same that children and individuals learn in a different way.

Background

In our brain, the part in charge of terminology is in the remaining hemisphere of the mind. This applies for many who are right-handed. Those who are left-handed this part can maintain the right hemisphere or in both sides of the brain. No matters how, in this part of the brain there will be the language centers. They are the Wernicke's area and the Broca's area. The Wernicke's area (WA) is in charge of the understanding or interpretation of the vocabulary; in contrast, the Broca's area (BA) is in charge of the speech creation. This notion continues to be taught in many text books relating to ScienceDaily (2009). But nowadays, recent research says which it also manages word personal information (lexicon and sentence structure), and phonology (identify pronunciation), ScienceDaily (2009) & Steele (2010). These two language centers change constantly in place in early and past due bilinguals. Early on bilinguals the first language (L1) and second terminology (L2) are in the same position in the Wernicke's and Broca's area. Nevertheless, in past due bilinguals differs. The L1 and L2 are in the same position in the Wernicke's, however they aren't in the Broca's area. The L1 and L2 are spatially segregated in this terminology center, corresponding to Dr. Delight Hirsch's research (1997).

There has been different research using different solutions to confirm this. First, in 1995 a technique named non-invasive brain imaging using computer-aided tomography, also called positron emission tomography (Dog or cat), recommended that L1and L2 are centered in the same part in the BA. But, the point here is that the sample used were participants of seven years old, which was the Hirsch's description of an early bilingual (1997). Later, in 1997 the top of Memorial Sloan-Kettering Hospital's practical M. R. I. Laboratory, Dr. Pleasure Hirsch and her graduate scholar Karl Kim, used the practical magnetic resonance imaging (fMRI) to study the cognitive jobs in the brain, Blakeslee (1997). They recruited as sample 12 healthy bilinguals. Six learnt the second vocabulary in infancy, and the spouse around 11 and 19 years of age. Hirsch (1997) found out that "People who learned a second dialect as children used the same region in Broca's area for both dialects. But those who learned a second terminology later in life used a distinct region in Broca's area because of their second language--near the one activated for their indigenous tongue. " Finally, a new study carried out by Ned T. Sahin, PhD, post-doctoral fellow in the School of California, NORTH PARK, Office of Radiology and Harvard School Department of Mindset, reported two more functions of the BA that are expression identity (sentence structure), and pronunciation. This is thanks to the study technique called Intracranial Electrophysiology (Glaciers), which provides data of high spatial and temporal image resolution, Steele (2010). But, the sample used was not the same as the others. In this research, researchers used patients who were undergoing brain surgery, Steele (2010).

All in all, additionally it is important to point out the difference between dialect acquisition and terms learning. Corresponding to Julio Foppoli, a instructor of British and Spanish as another words, he says that acquisition comes effortlessly and meaningfully; in contrast, dialect learning is enforced, not meaningful rather than communicative. So regarding to him, these could be important factors to success or fail in speaking and understanding a second language.

Literature Review

Dr. Hirsch's research found evidence that children and adults do not use the same parts of the brain when learning another language. People who learned a second dialect as children used the same region in Broca's area for both dialects. But those who learned a second terminology later in life used a distinct region in Broca's area for their second language--near the main one activated because of their native tongue, Discovermagazine, (1997). But, really the only function described of the Broca's area was the execution of speech (Blakeslee, 1997). In contrast, Steele (2010) accounts that a most recent research shows that aside from the execution for speech creation, the Broca's area is involved in other styles of linguistics control such as lexical (assisting to identify varieties, such as plurals or past tenses), and phonological (assisting to identify pronunciations). Furthermore, Sahim (2009) adds, "we demonstrated that different linguistic procedures are computed within small parts of Broca's area, separated in time and partially overlapping in space" Specifically, the research workers found habits of neuronal activity indicating lexical, grammatical and articulatory computations at roughly 200, 320 and 450 milliseconds after the target term was offered, ScienceDaily, (2009). The authors coincide with the type of Brocas area as a secret brain function. The challenge is with overdue or mature learners of second words. They have to build a new system for the second terms, as Hirsch (1997) tries to clarify it saying that "when language is being hard-wired during development, the brain may intertwine may seem and buildings from all languages into the same area. But once that wiring is complete, the management of a new dialect, with new sounds and buildings, must be studied over with a different area of the brain. " Because of this, it needs to change the technique for adult learners toward a communicative and important classes alternatively than grammar oriented classes, as Julio Foppoli advises. This is backed by Hirsch looking at the way how children find the second words with just how adults do. As the parents and members of the family teach the newborn to speak the next language in a very tactile, auditory and aesthetic way, children easily acquire it. On the other hand, adults only sit down in high academic institutions in classes that revolve around sentence structure, patterns, repetitions, drillings and rote memorization without a good human interlocutor to interact with, they cannot acquire it, Discovermagazine, (1997) & Julio Foppoli. Which means this is a good example that Julio Foppoli remarks in the difference of language acquisition and language learning. Language acquisition is important and communicative; on the other hand, the terminology learning is not communicative and not important, Julio Foppoly gives.

Arguments

Obviously, learning a second language is habituating the body and mind to new habits. This is reinforced by Hirsch adding that "We are able to see the bodybuilding in the mind consequently of this. " The response to the interrogative of this paper, why is difficult to learn another vocabulary in adulthood, maybe it's divided in two. First of all, in 1997 with Hirsch, we only noticed that the mainly function in the BA was the conversation production. Somehow or other, this could clarify why second vocabulary learners could not produce sounds exactly as a native presenter. However, the new research by Sahin (2009) discovered that aspects of expression identity, grammar and pronunciation are computed within the BA. Before, it was presumed that WA was responsible for the receptive vocabulary, namely reading (expression identity and grammar), and the understanding of that. On the other hand, the BA was in charge of the expressive terms that is speech creation (vocal tract). Because of this, it means that the BA is accountable for both receptive and expressive dialect, ScienceDaily (2009). Proof this, it is when you see parents seeking to speak the next language. Their swiftness fluency is very gradual, because they remember to form sentences, to verify if it is grammatical correct, and lastly, if it is well pronounced. More technical the theory is, more time they take. Which means that the BA is employed in processing all these linguistics processes at once. All of this situations seem sensible, but they make things more challenging to adult second language learners. (Well, with respect to the way those mature second vocabulary learners see it, because this could be the perfect excuse to make clear their mispronunciations and grammatical problems). No concerns how, if these linguistics aspects are separated from the first vocabulary, it means they have to start out from zero and build-up new morphological, syntactical, grammatical and phonological patterns in their brains. The strategy to teach the next terms must definitely be equivalent as children do. So this leads us to the second explanation of the question, which is the difference between learning and acquiring a second dialect. As Foppoli said, men and women must acquire the second language by natural means as children do. Parents don't need to explain children the grammar and phonology of the language. Contrarily, parents train their children through an extremely auditory, aesthetic and tactile way enabling children make faults and learn from them. Children acquire the language communicatively through real meaningful conversations that make sense to speak about. On the other hand, men and women do not acquire the second vocabulary; they learn the next language. Adults have knowledge of the second terms and can display it in a grammar test or even, in a TOEFL. But, research has shown that knowing grammar rules of terminology do definitely not cause good speaking or writing, offers Foppoli. Therefore the methodology used by professors and professors must be changed to an extremely significant and communicative strategy. Rather than educating grammar-oriented lessons or follow the instructions of audio CD in order to repeat words and phrases as parrots, students must be encourage to make use of the words in real context. This means to create classes that promote communication, speaking and the key word, practice. In order to acquire the terms adult second terminology learners must practice the language and study from their mistakes as children do. They have to dare to speak with native speaker systems and become involved to different aspects of the new terms such reading magazine, novels; hearing radio, music; watching TV, films; writing essays, words or anything. As the saying says, "practice makes perfect. "

Conclusion

In finish, learning another language after years as a child is certainly hard to obtain for biological and pedagogical reasons. Thanks to the technologies presented in the last fifteen years, it can concur that the L1 and L2 will be always separated in the Broca's area for a grown-up learner. Children before age group of 9 or 10 will have L1and L2 in the same place in the Wernicke's area and Broca's area. This simple fact makes things complicated for individuals because this implies, they need to build-up new habits for grammar, syntax, morphology and phonology for the new dialect. Besides, it is erroneous just how that people are learning and acquiring the next language. As a result, we observe how adult learners are unsuccessful and get frustrated in second language classes for the strategy taught.

In order to beat these obstructions, it is actually important that adults be familiar with the functions of the brain and the right technique to teach the second language. Significant and communicative lessons are the best tools to acquire it; in addition, attitude and drive determine the success of these tools. But most significant, it is the time and practice that adult must devote to learn, acquire and use the second dialect in real framework.

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