Secunder Language

The other side of this debate is the non-nativist perspective which argues that environment, rather than biology, plays the most important role in determining second language acquisition success. Non-nativists suggest that there is no decline in an adult’s ability to learn another language if he or she remains healthy. The greatest obstacle to second language acquisition is doubt, from both the learner and the teacher that must be overcome in order to succeed. Another factor is that classroom activities often times are not appropriate for adult learners (Schepegl, 2003). While younger students use a more communicative approach to language learning, older students are forced into a more traditional one (Ruiz de Zaroben, 2005). Rather than the oral exercises and memorizations that make up older students’ language lesson, the material should be placed into existing cognitive structures. The reason for this is that as adults we already have the advantage of high cognitive abilities (Schpegl, 2003). Although we cannot deem one idea as completely correct, it is obvious that adult second language learners must make a huge effort if they ever hope to be considered proficient.

            In conclusion, language acquisition is a complex process that we may never fully understand. Learning a first language is a natural occurrence that we do with minimal effort. However, acquiring a second language can be much more difficult depending upon the age at which it is attempted. As a child, second language acquisition is very similar to first in that the learner does not have to think about it. By the time a child reaches puberty, the critical period for language acquisition comes to an end. An adolescent must try hard to learn a new language while fighting the usual complications that are common during this time. Adults have the most work cut out for them, but if the methods used to teach adults second languages continue to improve more adults may reach second language proficiency.

This topic seemed far more interesting and appropriate than any other that we could have done. Our research was full of information a group of twenty year olds studying another language and how to teach that language to post-pubescent kids would want to know. At first, I was dismayed by a great deal of this information. I always knew it was easier to learn a second language as a child, but everything I read seemed to allude to the idea that it is impossible as an adult. As someone who has wanted to be fluent in Spanish since the seventh grade (after puberty had begun), it was quite discouraging to discover that I may never be proficient despite my years of hard work and effort. However, at the same time it was comforting to find out my thoughts and worries on this topic were not abnormal but rather almost universal for second language learners! I felt I had a lot in common with the Polish immigrants in that I plan out what I am going to say before I say it out loud and I get nervous about making mistakes, especially in front of native speakers. Instead of simply acquiring language without any effort, we adolescents and adults must put fort every bit of effort we have. Already knowing a language can be a disadvantage in that we convert everything in our heads and when certain phrases do not translate exactly, it is frustrating and difficult to stay motivated. As they non-nativists point out, it may not be all about the critical period; external factors can play a role in how we learn a second language. If our teachers keep the environment interactive and come up with interesting ways to relate new information to our prior knowledge, we may stand a chance in becoming fluent in a second language. As future teachers of language, whether it is Spanish, French, Latin, or even English, we must make sure to utilize these concepts when teaching adolescents a second language.