Second language Acquisition

When English functions as a second Language, that is where it is used alongside other languages but is commonly the most important language of the education, government, or business it is often regarded by its user as a local rather than a foreign language (Richards 1979) consequently it is open in ways that markets local status.

Section language learning indicates that the language has communicative functions inside the commonly where the learner lives.

The implications for teaching are far- researching, in the majority of traditional language- teaching activities, the conscious element is strong.

We specify dialogues to be learnt, structures to be practiced, words be memorized, and soon.

A second language has social functions whiten the community where is learnt, whereas a foreign language is learnt primarily for contact outside one's own community.

In seeking to explain why people enjoy different degrees of success in L2 learning (give similar opportunities) we were long accustomed to think almost exclusively in terms of intelligence and language aptitude.

Some people seemed simply to be better at language learning than others. The research of Robert Gardner and Wallace Lambert made us briaden our view, by demonstrating that that attitudes and motivation were equally important.

Since then, research and experience have revealed a large number of other pyschological factors that might influence the course of learning.

>In L2 learning as in every other field of human learning, motivating is the crucial force which determines wheter a learner embarks on a task at ll, how much energy he devotes to it, and how long he preserveres.

While it is true that many young children whose parents speak different languages by using it naturally in communicative situations. The term learning, however, applies to a conscious process of accumulating knowledge of vocabulary and grammar of a language.