Second Language Learners

Why Begin a Second Language Early? There are many advantages to introducing the student to the study of a second language at an early age. Some of these are: Students entering school have already acquired considerable oral mastery of their own language. Children have an innate ability for language learning. At this age, there is no resistance to learning a second language, and this enhances the all-important factor, motivation. In the early stages of second language learning, imitation and creative re-use are more important than reasoning or formal grammatical analysis. It is by acceptance that vocabulary and structure are acquired. Therefore, in the beginning stages of second language learning, acceptance and a willingness to participate are more important than "logical rightness". In the beginning stages of second language learning, a good deal of repetition of sounds, vocabulary words, and structures is necessary. Young children accept and expect repetition in nursery rhymes, stories and songs. Repetition, which in one form or another is necessary for remembering, meets with resistance in older children, even when the themes are more advanced. The phonetic and linguistic content of already familiar children's stories, songs and activities play a considerable part in the early learning of a second language. Most young children take a new language in stride. They still enjoy experimenting with language, singing, reciting, using gestures, acting, performing. Many of the mother tongue strategies can still be used effectively. Adolescents and adults are reluctant to plunge into a new language. Their learning process is accompanied by far more reticence. Although the older student's interest and motivation are often high at the outset, frustration may soon negate these. Neither adolescents nor adults are prepared to submit to having their thoughts and interests circumscribed by their lack of proficiency in language. Because of vocabulary and structure, they must confine themselves to immediate concrete life situations - and they are long past that stage. To a teenager, errors can be devastating. Language acquisition is most effective when there is a low level of "negative affective factors i.e. anxiety, confidence, motivation." (Krashen). For these reasons, it is much better for students to complete the awkward initiation into the new language at an early age, so that, when they are teenagers, the nature of their French activities and their proficiency in French will be at a much more advanced level. At an early age, nearly all students, regardless of intellectual ability, can learn to express themselves orally in another language. Differences in intellectual ability are much more apparent when second language study is begun in later years. Greater proficiency in second language learning will be achieved if students begin their study as early as possible. The more time spent on study and the greater the opportunities for real communication, the more progress will be made. It has been demonstrated that students who begin their study of a second language early are superior in pronunciation, fluency and motivation to speak. Second language study at the elementary level is usually successful. Young children show little evidence of psychological resistance and the desire to translate that older students typically do. They accept playful repetition, can deal comfortably with making errors. They are more at ease with the language and have better fluency and pronunciation. These are both motivational factors and the basis for further development. In the early stages of second language study, it is inevitable that students will make mistakes when attempting to use the language in free speech. Over-generalizations occur just as they do in the mother tongue. Younger students readily accept the fact that errors will occur and correct them. Older students are often afraid to risk making errors in front of their peers. This inhibits participation and motivation, both key factors in second language learning. The above text is from the following official governemnt website. http://www.sasked.gov.sk.ca/docs/francais/frcore/sec/corefrench.html