Second Language Acquisition in Adult Learners

In our previous mini-article entitled "Language Acquisition vs. Language Learning" we mentioned an important distinction in the way in which children acquire their mother tongue naturally, by means of meaningful interactions with their parents in which the focus of every single exchange is communicative in nature.

Adults, in contrast, when trying to learn a second language, are usually presented with a myriad of grammar rules and patterns to master from the very first class. It is said by advocates of these procedures, that their cognitive development cannot be equalled to that of a child and that statement is very true indeed. However, the fact that there are important cognitive and developmental differences between children and adults does not by any means imply that language should be presented devoid of any meaning as a rigid set of rules and patterns which are essential to master. Advocates of this school have the perception that every single piece of the puzzle they teach (i.e. a certain pattern, rule, tense, etc) is going to be inserted into the big picture one day and the puzzle will be perfectly complete for the student to see and use. In reality, students simply receive piece after piece after piece of a big something that they are never able to tell what it is or when they will be able to see it, if ever.

Have you ever tried to make a really big puzzle without an overal picture of what it would look like when finished? If you have, you will have noticed that it may be a very frustrating and draining activity, with no clear goals and objectives. Every effort you make seems to be meaningless and you usually feel like drifting around aimlessly and purposelessly. Isn´t it part an parcel of the Second language teaching profession to find thousands of adult learners who could recite a grammar Book by heart but nevertheless are unable to communicate basic ideas naturally and fluently_ if it is that they can communicate them at all?

This, of course, does not have any resemblance to the way in which a first language is acquired. Nor does it mean that children and adults acquire a first and a second language in precisely the same way. There are obvious differences among children and adults learning a second language.

What was highlighted in our previous article is the need for language to be meaningful at all times, and this is common ground for both children and adults alike. Language without meaningful communication is as useless as Valentine's Day without lovers or Children's day without any kids (I apologize for using the same analogy as in my previous article)

However, a quick look at present-day language courses clearly shows that this is not the case at all. You will see from the very first lesson, that the students have laundry lists of words to master and memorize, grammar, vocabulary, grammar and more vocabulary to make them feel they can even "touch" the language, those pretty "tangible" patterns they learn lesson after lesson that make them feel so secure and confident. The truth is, in the vast majority of cases, that whenever presented with a REAL situation in which they have to use the language, more often than not they dry up and are unable to utter two coherent phrases altogether. Are they to blame for their "failure?" Of course not. If what you are trained to do exclusively is grammar , repetitions and drills, you cannot be expected to produce something different, something communicative. The magic
"click" that is supposed to take place in the students' brains after constant hammering and repetition apparently never takes place_ or if it does, in the best of cases, it is in less than 2 per cent of the learners.

What does this show? Clearly it is an indicator that must make us reflect on the importance of our teaching practices. Just because we as teachers learned things in a certain way does NOT mean that it is THE way. Pragmatic results clearly show that a grammar based approach to teaching a language is highly ineffective since language per definition entails communication. Until we come to understand this simple fact, we will keep seeing students dropping out of their language studies because "they are too hard for them, they are not cut out to learn a second language" and statements like these. And they may be true... They do NOT need to learn a second language. Then need to acquire it in all the sense of the word.

Cell Phones: Text Messaging as a Second Language

Recent news stories have reported a phenomenon that most knew existed: there is a gap in the use of text messaging between younger and older cell phone owners. Reports vary but indications are those 12 to 30 years of age account for 80% of text messaging usage.

Because of the instantaneous nature of texting and the tiny keypads and screens on a cell phone, an entire Language has developed around text messaging. For those cell phone owners who do not make use of text messaging, the intricacies of this Language can make messages almost incomprehensible. This Language is abbreviated for speed and ease of use. It is a rather phonetic language where single letters or numbers may stand for entire words, such as "Y" for "why" or "8" for "ate". Vowels may be omitted to further reduce keystrokes, such as "btwn" for "between" and capitalization and punctuation are rare. Acronyms are used for phrases and whole sentences such as "ADBB" for "all done, bye, bye". Symbols are also common in text messaging language.

Non-verbal communication such as facial expression and tone of voice have been said to express more meaning than words themselves in a spoken message. In any form of written communication this is lacking. This is particularly true in text messaging. Knowing whether the phrase "thts gr8t" (that's great), is expressing something positive or sarcastic is important when communicating. Texting allows the user to create "emoticons" or "smileys" to add the tone to a comment. For instance, "thts gr8t :)" would give the statement a positive meaning while typing "THTS GR8T" would indicate a shout for excitement.

Because of the uniqueness of the communication, those who do not make use of messaging on their cell phone are at a loss then for understanding or communicating in this texting language: the language of their children, grandchildren, younger co-workers, and many others. Certainly knowing the language of those with whom there is a need to communicate is a tremendous advantage.

Text messaging with a cell phone can offer other advantages that non-users might want to consider as well. Text messaging is less expensive than talk time and allows the user to communicate basic messages without incurring unnecessary expense. Text messaging can also be a great way of remaining accessible without creating a disturbance. Obviously, when taking a cell phone call in a meeting or in a crowded area, all those nearby are disrupted as the call is answered and conversation ensues. With text messaging others are seldom aware that an interruption has even occurred. One other distinct advantage of text messaging over voice calling can be the ease of communicating via cell phone with a person who has hearing impairment.

There are a number of ways to dive into the world of cell phone texting. One method used by many parents is to consult a child who is a habitual user of text messaging. However, for those on their own in the endeavor there are many resources to consult. Online, netlingo.com and webopedia.com provide references to assist cell phone owners in learning the vocabulary of text messaging. Another site, lingo2word.com offers a translator to assist cell phone owners in composing a text message or to translate a text message they receive into plain English. Other sites can assist with texting in other languages such as Transclick.com which, for a fee, will translate text messages in real time. A visit to the local Bookstore or to Amazon.com will also reveal a number of reference Books that can be invaluable for beginners.

Certainly, use of text messaging can be a challenge for those who are unaccustomed to what at first glance appears to be a more impersonal method of communication or for whom it may merely be a foreign or unnecessary concept. However, learning and using text messaging can certainly open the doors of communication to a broader audience just as learning any second language.

Learning German As a Second Language

If you have thought about picking up a second Language, you are on the right track. There are many reasons to do this. Because of the many people that come into the United States there is a big call for translators. There are areas of the U. S. where there are large German communities.

The health field often needs people who can speak other Languages. Learning German is easier than ever with all of the different options that you have to learn. There are online courses, tapes, courses that you can buy, or even Books that you can read.

You need to choose what the best is way for you to learn to speak German. Learning German can be made easier if you know what type of a learner you are. Do you do better with visual learning, vocal learning, or would you be better in a classroom? Look at what classes you did best at in school, and think about how you learned in them.

Some people need hands on learning. Some people comprehend better by reading and reciting information. Others do better by listening and repeating. German can be an easy Language to learn for many people. Learning German is a good idea if you plan to visit Germany. It is a beautiful language when spoken properly.

If you want to work for the government in a homeland security position, it is often required to know certain languages. Police departments like to have translators available in case they have to deal with someone that speaks a foreign language. If you are in the military, and will be stationed in Germany, that would be a good reason to learn to speak German. You will want to know the language to communicate in everyday life.

It's surprising to know that German is a much more wider spoken language than you may think as several countries and regions in the world have German as their primary language.

Switzerland is one are of Europe that has a large German-speaking population, as many residents of the major cities such as Geneva and Berne for example are host to substantial native Swiss German-speaking populations.

Whatever your reasons, you can learn German. Check out the different programs available and choose the one that best suits you, learning a foreign language can be both rewarding and fun, giving you a very useful addition to your armoury.

Communicative Strategies in a Second Language Learning

The communicative approach does not emphasize error correction; rather it emphasizes fluency and meaning or in more concrete terms, getting the meaning across. In the communicative approach, learners are introduced to a variety of conversational contexts, yet the target Language speakers are limited. There is also a limited time frame of classroom learning in these contexts yet second Language learners are not always encouraged to place emphasis on accuracy right away in the beginning.

What comes to mind therefore, are the five proposals for classroom learning according to Lightbrown and Spada. This article will focus on the two more talked about ones that have implications for learning and teaching. The ideal classroom learning situation evolves around both accuracy and meaning. The proposals of 'say what you mean and mean what you say,' which is based on an interactionist's view in that a negotiation of meaning and modified input, are the basic components of teaching methodology where the learners are encouraged to pursue clarification and confirmation questions in order to negotiate meaning. There is no emphasis on accuracy or form. The 'Just Listen' proposal does not encourage performance as it relies solely on comprehensible input through listening and reading skills. The proposal is idea for the silent learners who learns and communicates via the material within himself or herself. The criticism behind the proposals of 'Just Listen' and 'Say What You Mean' state that comprehensible levels of input and meaningful interaction are not enough to bring the learner to high levels of accuracy of second language learning.

The Behaviorist proposal however works differently in that it is based solely on accuracy and form with litle or no negotiation of meaning; therefore, it is redundant to conclude that the behaviorist proposal is successful for creating a balance between fluency and accuracy. Its teaching methodology rests on preventing errors before they become fossilized thus learners are encouraged to repeat and repeat with little emphasis on meaning.

The final proposal of 'Teach what is teachable' places a high emphasis on the learner learning the structures according to his or her internal syllabus and the order of second language acquisition. Within the frameworks of classroom proposals for teaching are the elements of content based words behind a communicative oriented input where the learner has to decode language but does not have to break the language. (code breaking) One of the main assumptions behind negotiation of meaning within the communicative approach is that learners should reach high levels of intelligibility and that they are capable of being understood in various contexts. In decoding, the main aim is on fluency and not on accuracy. Learners do not have to produce; the focus is on making use of content words, background knowledge in order to negotiate meaning. In code breaking on the other hand, the emphasis is on production where a learner is encouraged to use the forms correctly.

These proposals when connected to a language monitor model provide important implications for teaching a second language. In the monitor model, a learner who does not monitor his/her speech, shows developing level of competence whereas a learner who monitors his/her speech according to the target forms will eventually reach higher levels of second language accuracy.

Mandarin Or Spanish As a Second Language?

Learning a new Language is an exciting prospect. There may be a number of reasons why you may want to learn a new Language, such as for better employment prospects, for travel interests, etc.

If you are interested in learning a second Language but can not decide which one then read on as I will recommend two languages with many benefits.

Often people will decide which language they want to learn by the places to want to visit, and Spanish has been one of the most popular second languages for native English speakers. Native Spanish countries offer amazing holidays with different climates, delicious food, delightful scenery, and vibrant culture.

However in the wake of the increasing presence of China in the world Mandarin Chinese has become a highly demanded second language. Typically this has been from people of business who wish to develop good working relations with their Chinese business partners. But personal demand for Mandarin tuition has also increased, with rising popularity and prospects of travelling and working in Mainland China.

Which Language Should You Choose?

Here are a few facts and benefits about learning Mandarin Chinese and Spanish. Let us begin with Spanish.

Spanish is the native language of over 30 countries, by far the most widespread language besides English. There are over 500,000,000 speakers of Spanish globally, this includes native speakers and those as a foreign language. Over 85% of these are native speakers.
Spanish speaking countries have some of the most amazing travel prospects in the world. Spain, Mexico,
Morocco, Peru, Costa Rica, Cuba are all countries with thriving tourism and attracts millions of visitors each year.
Spanish culture is vibrant, something very contrasting to cultures in English speaking countries.
Spanish cuisine is unique and delicious.

So now you know some of what becomes open to you when you learn Spanish, let us take a look at what learning Mandarin Chinese can offer.

Mandarin Chinese is the official language of the Peoples Republic of China. It has a population of 1.3 billion people of which over 85% speak Mandarin Chinese as their mother tongue making Mandarin the most widely spoken language in the world.
China is fast becoming a superpower economically, this offers many business, employment and cultural exchange opportunities now and even more in the future.
China is a vast country with an ancient history (over 5,000 years of continuous civilisation) and unique heritage of art, philosophy, cuisine amongst many other things.
Chinese culture is vast and vibrant, each region has its specialities which differ completely from anywhere else.
Learning Mandarin is an investment in yourself. China is set to become the major player in the world economically, this is hard to doubt simply due to the size of the population. With the ability to speak Mandarin you are opening up lots of opportunity for yourself to travel, work, and experience China. And it represents the ability to communicate with over a billion people of the world!

So to summarize, there are benefits to learning both these languages. Which one you decide to learn is completely down to your preferences and interests. In my opinion Spanish is a language for a wider variety of travel over greater areas of the globe, but Mandarin is something which will give you better prospects for the future on top if that is what you are looking for.

If you are still not sure which language you want to learn then it is time to research some more. There are a variety of online courses available online for both Spanish and Mandarin Chinese. Spanish courses have been around for a long time but one really stands out - Rocket Spanish. Rocket Languages also offer Rocket Chinese which is also a great online course for learning to speak Mandarin Chinese.

Why Learn English As a Second Language?

Why not? It's the international Language of choice for so many organisations and businesses world-wide. Frankly, whilst the USA remains the dominant economic and political power globally, then English is likely to retain its importance and popularity. So if you're in the International marketplace, be it as a Sales person, an Engineer, scientist or politician, then maybe having a good level of confidence and competence in English is a necessity? Coming from an automotive background, I can immediately think of several scenarios that I have found myself in with colleagues from around the world where e better level of English would not only have helped them, but also moved the business forward significantly! Here's the non-English speaker in a meeting - maybe he or she is a leading authority on their subject:

Our subject hears something said in the meeting that he knows is rubbish - the speaker obviously hasn't grasped a particular point. "He's wrong!" - but how do I tell him that politely?
Again, our man listens (and understands from the slides being shown) to an idea being put forward. "That's not the best way" - but how do I tell them what the best way is in terms that they will understand and without offending them?
Imagine a particularly long meeting. "I'm thirsty" - but how do I ask for a drink around here?
It's getting to some more technical point in the discussion or presentation. "I'd really like to see the way that he calculated that" - but how do I ask him?
After the meeting - the social occasion, where business is often done over a few drinks, or a good meal. "I don't want to eat here; I've heard it's no good!" - but how do I let them know?
Getting to the point of the meeting: "That's a lousy deal!" - but how do we discuss this in the kind of detail I want to go into?
"I really want to understand what makes this colleague / customer 'tick' - it would make this project / negotiation much easier" - but I'm stuck for words! English is too difficult!

How many more reasons does a boss need to get his best people well trained in speaking English as a Second Language?

Benefit of Learning English As a Second Language Online

If you are moving to an English-speaking country or are going to be a foreign exchange student, you will need to acquire extensive English speaking and writing skills in order to communicate effectively. Learning English as a second Language (ESL) can be easy with an online course program that lets you complete activities and exercises at your own pace, practice pronunciation and take part in in-depth learning tutorials that improve your skills. Here are some of the primary benefits of learning English as a second Language online:

1. Flexible learning format. When you choose to learn English as a second Language online, you can take advantage of a flexible learning format and ongoing class schedules. These allow you to work at your own pace and work through the activities and quizzes on your own schedule. Some online class formats do have a set schedule with lectures and presentations, but the majority are 'open form' classes where you can download materials and work through them on your own time.

2. Easy access to tutorials and reference materials. When you register for an English as a second language online program, you will be given access to a large library of tutorials and reference materials to supplement your education. These resources may include lesson plans, printable worksheets, PowerPoint presentations or even online videos.

3. Advanced pronunciation tutorials. While most online tutorials are designed with audio files that are embedded into the lesson plan, an English as a second language online course structure may have step by step tutorials that will help you improve your pronunciation. This goes beyond a simple audio file of a single word, and may include complete conversation and sentence pronunciation tutorials so that you can speak English just like a native speaker.

4. Reading comprehension activities. In addition to basic vocabulary building and grammar activities, an English as a second language online course program will include reading comprehension activities that allow you to understand new meanings, expressions and vocabulary words in different contexts. This is important when learning the English language because it exposes you to different uses of common words and phrases.

5. Essay writing skill development. Even though you will be completing your activities and lessons in an online environment, you can also submit essays for review and communicate directly with a native English-speaking teacher. This will give you a chance to practice your word and grammar usage and get immediate feedback on your work.

6. Video conferencing opportunities. Some online courses are offered through colleges and universities equipped with video conferencing software. This allows you to learn English as a second language with direct communication with an instructor or other students.

There are many benefits of learning English as a second language online, and with today's innovative online learning platforms, you won't be compromising the quality of your learning because of the reduced 'face-time' with an instructor. Some online courses are designed with video presentations, interactive tutorials and allow you to communicate directly with the teacher or other students so that you can learn as much as possible at a rapid rate.

The Role of Interaction to Acquire a Second Language

In our previous article we described a typical scenario that most adult second Language learners face today. They want to master a Language and they want to do it fast. After some brief research on the Internet, they decide to invest a huge amount of money on the latest "failure-proof" Spanish course supposedly created by experts that made so many people speak overnight! (One wonders where these speakers are!) After working hard watching videos and doing grammar and vocabulary exercises time and again, they come to the conclusion that, although they may have learned lots of vocabulary and phrases, if they had to engage in a real conversation with a real native speaker of the language, they would be in deep trouble.

I am sure that many of you will feel identified with this situation and unfortunately, this is a common scenario nowadays. Adult learners are usually lured by the mere thought of learning Spanish (or any other language!) without any kind of physical boundaries or time constraints. The idea of learning a language at any time and in the comfort of their living rooms, bedrooms or even their bathrooms sounds appealing to them. Time or place are not that important, they say. Why working with a teacher if you have everything you need inside one little CD or DVD? There so many videos there, native speaker voices, vocabulary drills, audio exercises, pronunciation practice and so on and so forth that the idea of having an instructor to actually "teach" you anything seems to be a thing of the past.

However, no matter how much time, money, and effort you could put into making this program work for them, soon enough you will be confronted with the harsh fact:

Fact #1

You cannot learn a language without interaction.

Empirical research in First Language Acquisition and Second Language Acquisition clearly shows that without interaction, language acquisition cannot take place. Clear and simple, right? Leading linguists and neurolinguists specializing in language acquisition agree on this: interaction with another human being is essential to acquire a language. If you did your homework and read the articles I suggested last week, you may have a clearer picture in this respect now. The following passage is a quotation from an article published by TIME magazine on January 8th, 2006 entitled "Want a Brainer Baby?," based on studies carried out by Patricia Kuhl, PhD. Dr. Patricia K. Kuhl is a Co-Director of the University of Washington Institute for Learning and Brain Sciences. Her research focuses on language acquisition and language processing by the brain.

" CDs and DVDs designed to teach a baby Spanish or Chinese are also problematic. Patricia Kuhl, who studies acquisition at the University of Washington, conducted an experiment comparing the effects of Chinese audio recordings for children and a Chinese-speaking human. She had a native Mandarin speaker play with a group of babies while speaking Chinese for 12 sessions of 25 minutes each over a four-week period. Later she tested the babies and was able to demonstrate that they recognized Mandarin sounds. But when she repeated the experiment with three control groups - one set of babies that saw the Chinese speaker play with babies on video, another that listened to an audio recording of the Chinese woman playing and a third that had no exposure to the Chinese speaker - none seem to perceive Mandarin sounds. Apparently, the presence of a living, breathing human was essential. There's a lesson there for any parent who wants to encourage early learning. Most experts agree that what matters most is not what toy the baby plays with, but the ways in which you interact with your child.(...) But the good news is none of this costs any money. Babies prefer humans over anything inanimate.

One Key difference between human interaction and even the most sophisticated educational tool is that interpersonal exchanges engage all the senses - sight, sound, smell, taste and, very important, touch."

What are the implications of Dr Kuhl's research for you, a student interested in acquiring a second language? Even though her research is based on first language acquisition AND in babies, and although there are some differences between first and second language acquisition as well as child and adult language acquisition, a fact remains the same:

In order to acquire a language you need someone to interact with!

This raises too many questions about the effectiveness of those so called "failiure-proof" language programs on DVD or CD roms, aimed at replacing the teacher or even any contact with the real Spanish world. Why? Because even if they were the best materials that money can buy, there is something they cannot provide you with:

INTERACTION
Many say they are interactive, just because you have to do something yourself for the computer to continue or assess you. But is that really interaction? Not in the least. No program at present has the capability of following even a basic conversation with anyone, either native or non-native speaker. They can just process simple responses and offer no real sample or feedback on how the language is used in the real world. Those materials could be considered, in the best of cases, good supplements to a language course given by a real human being. However, stating that they are the "ultimate solution" or "the only tool you will even need" or even stating that they "Immere you completely in your new language so you'll learn quickly and retain what you learn" is downright false.

Dr Kuhl's findings go in line with those of Stephen Krashen's, probably the most authoritative word in the field of Second Language Acquisition. Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition.

After extensive research on second language acquisition, he came to the following conclusions:

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill."

What do most language courses offer almost exclusively? Grammatical rules, and LOTS of drilling (and when I say LOTS I mean it!)

"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

What do ALL courses on DVD and CD rom offer? A total focus on the form of the utterances. How you say something is more important for them than the context in which it is said.

What don't those courses offer? Meaningful communication. You cannot communicate with anyone simply because there is no one there for you! You are just talking to some language software. Is that real immersion in the language? Would you consider the main focus is to get students conveying meaning and understanding?

"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."

Traditional courses on DVD and CD Rom FORCE students to produce from the very first contact they have with the new language. There is only ONE and NOT two or three answers. Communication is not the focus. It is form. Does this seem to go in line with these empirical findings on how languages are acquired? Definitely not!

"In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful."

Can you actually have a conversation with a CD Rom or a DVD? You can repeat and hopefully learn a few phrases at best, so does a parrot. Does that mean that a parrot can communicate? Does that mean that YOU will learn to speak from those sources alone?

In conclusion, as we have seen, any successful language program has to incorporate real chances for students to interact, to engage in meaningful communication.

Think and reflect upon the two questions we asked in our previous article:

1) Why do most language courses fail time and again?

2) Are audio and video courses per se enough to make you a proficient speaker of a second language? What does research on first language acquisition say about this issue?

If you have any comments about this article, do not hesitate to contact me.

Your feedback and suggestions are more than welcome. I will be looking forward to hearing from you.

I hope you have enjoyed this first issue as much as I did while creating it.

¡Que tengan una semana fantástica!

Anxiety in a Second Language Learning

There are three types of anxiety in Language learning. Anxiety is an affective factor and like most affective factors such as tiredness, boredom and emotional disorders, anxiety can have an adverse effect on second Language learning.

One type of anxiety is trait anxiety as Rod Ellis refers to as 'the disposition to be anxious' (1994). This is a general characteristic within a person's general personality. The second type of anxiety is known as 'state anxiety,' which is based on a learner's reaction to a specific learning situation like taking an exam or reciting an oral presentation. This is anxiety based on a specific learning situation. The third type is situation - specific anxiety which is based on the general orientation of anxiety resting on certain learning contexts in which a learner does not perceive himself or herself fit or linguistically capable for acquiring proficiency in speaking and/or reading contexts. Anxiety can have either a debilitating effect (increasing anxiety on learning) or a facilitation (easing anxiety on learning). Ellis relates to anxiety as result due to the following factors:

1. Learners competitive natures

2. Teachers' questions are threatening

3. Lack of a relaxed second language environment

Some learners tend to switch off when confronted with a potentially threatening learning context. Conversely, the switch off strategy can be employed by good learners who find the material of the language classes boring, not sufficiently challenging, etc. by using the switch off strategy, anxious learners

1. By trying to find a gap in the teaching methodology and learning opportunities and therefore, want to close that gap but are too anxious and therefore cannot close the gap.

2. By switching off, they can either make their learning more enjoyable and opportunist or switch off completely because of the perceived threat.

In addition, learners pursue the switch-off strategy in order to analyze a specific language learning task, function, element. Usually such learners are dependent on the learning process and often let their emotions interfere in the learning process. The degree of anxiety can also be intensified by a few factors, that often are overlooked:

1. age - varies between adults and children and the learning context at hand.

2. Motivated - How motivated is the learner to study the second language

3. Self-image. Does the learner have enough self-confidence?

Because anxious learners are generally tied up by the emotional element(s), they often do not have enough self-awareness to regulate their learning and cannot switch back to a specific learning context. They are also unable to remember the contents of the previous lesson.

Rod Ellis. (1994) Second Language Acquisition. Oxford University Press.

Second Language Teaching Methods

Teaching is a process in which ideas and information are disseminated from one person to another. The process can either take place in schools or outside the school. The objective of any teaching session is to make the learner understand important concepts of the content required (Brumfit, 2009). However, there are ways in which teaching can be made efficient. This can be achieved through the use of specially designed teaching methods which concur with the knowledge to be disseminated. In this essay, I would review the basic methodologies in teaching a second Language to learners. These methods may include: the grammar translation method, the natural method, audio-lingual method and other contemporary methods (Brumfit, 2009).

Achieve Business Success Through Second Language Learning

The national limitations that were once associated with business are beginning to fade as advancements in technology such as internet expansion and video meetings bring potential business partners closer together. This can open the doors for a company seeking to exceed the limitations of national borders. One topic that does need to be addressed though is as these global opportunities open up more individuals will be interacting with conflicting Language barriers.
It is a common mistake by individuals to believe that English is the universal Language for business. If you are pursuing a client that is from another country it is common courtesy to attempt the pursuit of second language learning. The concept of second language learning has advanced dramatically thanks to the experiences of trained professionals and world travelers and the options available to the student are more available than ever. It is essential that when you are the individual making the venture into the global marketplace that you do not disrespect your potential client by having the absurd demand that they must speak a different language.
When a company of person has no desire to try language courses they often search for a third business party to help find a solution to the language barrier. In the search for this outside party they will often find their services in either their country or their clients country and utilize them as a translation service in an effort to skip the language courses. For many businesses this is the mistake that they make to end their business opportunities in another country. The primary cause for bad business when using translators is that even though you want this clients business you are telling them through a translator that it is not worth your time or effort to learn their countries proud language.
The second complication is best detailed in an analogy. As a business owner would you hire an individual to work for their company and then on that same day send them into the field without any form of training or business knowledge. Hiring a translator is like hiring that new employee since they will be representing the voice of your company but has no interest in you or your goods and services beyond translating approximately what you say. Finally, regardless of the abilities a translator claims to have you can never be sure of what they can do. Technical jargon can often get lost in translation and when you speak and your client speaks there is no guarantee that the translator will properly convey your conversation.
When you make the decision to explore business outside of your national borders you need second language learning as a tool in your companies arsenal. When you make the attempt to approach a new client a company can take months in preparation before making the first move, so why not incorporate second language learning within that preparation. One-on-one sales have been the foundation of the business environment and when you introduce a third party such as a translator you are introducing an uncertain variable.
David A. Bailey Jr shares his best, little-known and top-secret tips and tricks to learn a new language FAST based on ten years of experience in the classroom with top language students. Visit his website http://EXLsite.com NOW and improve your odds to succeed in the global marketplace with the second language learning skills.