Second-language learning

Second-language learning, is the process by which people gain or acquire knowledge of another language by study, experience, or being taught while he or she has first language. Second-language learning is also the scientific discipline devoted to studying that process. The field of second-language learning is a sub discipline of applied linguistics (Crystal, 1997). According to (Krashen, 1987).  The Second-language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. Most people, at one time or another, have experienced learning a language through formal instruction. It may have been a compulsory subject a school, a local language class to prepare you for going abroad. the following are the effects of formal instruction on the root of second language leaning:

An intervening variable learner’s motivation, in formal instruction second language learner who are highly motivated learn are likely to enroll in classes and those who are less strongly motivated will keep away. Thus second language learner who motivated learn and acquire second language better than those who less motivated Schumann, (1975).

Amount of formal instruction experienced by learners can be equated with the number of years spent in the classroom, it is possible therefore that the positive effects of instruction derived not from the fact learners are focusing on form but from communication five properties of the interactions which occurred Krashen, (1987).

Another assumption of formal instruction is that the order in which grammatical features are taught will govern the order in which they are learnt. Language syllabuses are organized in such a way as to facilitate the correlation between the teaching order and the learning order Krashen, (1987).

On the morpheme orders before and after instruction differed significantly, but on there was no significant difference. In other words, the teaching and learning orders were different. Taken together, these studies suggest but do not prove that formal instruction does not alter the order of acquisition of grammatical morphemes when the learners is engaged in language use and is focused on meaning Schumann, (1975).

Instruction can result in an increased accuracy in production but the gains may not long-lasting, this means that instruction can improve accuracy in carefully planned speech production, however this improvement may disappear overtime as more natural process take over Shumann, (1975)

Classroom learners are able to make use of knowledge acquired through formal instruction when they are focused on form.

learning that results from formal instruction cannot influence second language However, classroom provides opportunities for comprehensible input.

Instruction can result in learners acquiring not only those features that have been taught but also others features that are implicationally associated with them.

Generally, Second-language learning is the most fundamental way to acquire language, but it claimed that language should be acquired through natural exposure, not learned through formal instruction The reality is that Formal Instruction provides an essential foundation to language learning. The acquired through natural exposure is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language natural communication in which speakers are concentrated not in the form of their utterances, but in the communicative act.

REFERENCES

Crystal, D. (1997). The Cambridge encyclopedia of the English language. UK: Cambridge

University Press.

Krashen, S. (1987). Principles and practice in second language acquisition. Englewood Cliffs:

Prentice-Hall International.

Schumann, J. (1975). Second language acquisition. UK: Cambridge University Press.