TMN3701
Teaching English First Additional Language
October/November Examination
Year Module
Examination Date: 12 October 2022
Duration: 12:15 – 15:15
Student Number: 62846701
Kristin Nicole Chetty
, Question 1
1.1. There is a key difference in language acquisition and language learning and
it is that language acquisition refers to the process of learning a language
through immersion. The term "language acquisition" refers to the process of
comprehending a linguistic system or language. It gives the learner a practical
understanding of the language; when a person learns or has learned
something, he or she is not always aware that it is happening or has happened.
When acquiring a language, you aren't actually deconstructing or studying it in
order to comprehend it. It's only a matter of time before you grow used to it.
You can tell if a statement is correct or incorrect just by hearing or seeing it.
It'll just sound wrong, and you'll alter it to what it should be. Language
acquisition is the process by which children learn their first language. They'll
have to learn it instinctively and intuitively rather than analytically because
they don't have a first language to utilize as a tool to examine it. Language
learning, on the other hand, is concerned with providing theoretical
understanding of a language. The process through which a person learns his or
her native language is referred to as acquisition; one intentionally learns new
vocabulary; as well as how to implement grammatical rules, among other
things. In most formal language instruction scenarios, conscious language
learning takes place. Language learning as it is practiced today is not engaging.
It is the outcome of straightforward commands in language rules. It is also not
an appropriate activity for young students, as it is not for adults. Students in
language learning are aware of the new language and can discuss it. However,
research has shown that knowing grammar rules does not always result in
better speaking or writing. A student who has absorbed the rules of the
language may be able to pass an English language standardized test, but he or
she may not be able to speak or write properly. It is our responsibility as
teachers to ensure that our students "acquire" rather than "learn" the
language.
1.2. The critical period hypothesis has received harsh criticism, and not
everyone agrees with this hypothesis. Theorists contend that a mix of internal
and external factors contribute to why adults do not learn a second language
as quickly as children do. Children have more time to dedicate to language
development, do not feel pressure to speak precisely and smoothly right
at once, and their mistakes are easily ignored. They also use basic language
and are recognized for minor attempts. But, adults are required to convey
complex thoughts and utilize more sophisticated language. Adults frequently
think they are incapable of mastering a foreign language. They may become
Teaching English First Additional Language
October/November Examination
Year Module
Examination Date: 12 October 2022
Duration: 12:15 – 15:15
Student Number: 62846701
Kristin Nicole Chetty
, Question 1
1.1. There is a key difference in language acquisition and language learning and
it is that language acquisition refers to the process of learning a language
through immersion. The term "language acquisition" refers to the process of
comprehending a linguistic system or language. It gives the learner a practical
understanding of the language; when a person learns or has learned
something, he or she is not always aware that it is happening or has happened.
When acquiring a language, you aren't actually deconstructing or studying it in
order to comprehend it. It's only a matter of time before you grow used to it.
You can tell if a statement is correct or incorrect just by hearing or seeing it.
It'll just sound wrong, and you'll alter it to what it should be. Language
acquisition is the process by which children learn their first language. They'll
have to learn it instinctively and intuitively rather than analytically because
they don't have a first language to utilize as a tool to examine it. Language
learning, on the other hand, is concerned with providing theoretical
understanding of a language. The process through which a person learns his or
her native language is referred to as acquisition; one intentionally learns new
vocabulary; as well as how to implement grammatical rules, among other
things. In most formal language instruction scenarios, conscious language
learning takes place. Language learning as it is practiced today is not engaging.
It is the outcome of straightforward commands in language rules. It is also not
an appropriate activity for young students, as it is not for adults. Students in
language learning are aware of the new language and can discuss it. However,
research has shown that knowing grammar rules does not always result in
better speaking or writing. A student who has absorbed the rules of the
language may be able to pass an English language standardized test, but he or
she may not be able to speak or write properly. It is our responsibility as
teachers to ensure that our students "acquire" rather than "learn" the
language.
1.2. The critical period hypothesis has received harsh criticism, and not
everyone agrees with this hypothesis. Theorists contend that a mix of internal
and external factors contribute to why adults do not learn a second language
as quickly as children do. Children have more time to dedicate to language
development, do not feel pressure to speak precisely and smoothly right
at once, and their mistakes are easily ignored. They also use basic language
and are recognized for minor attempts. But, adults are required to convey
complex thoughts and utilize more sophisticated language. Adults frequently
think they are incapable of mastering a foreign language. They may become
