Difficulties Of Second Language Phonology

Aidan Dyson Mrs. Vernon English 10 AA 9 April 2024 After reading The Great Gatsby, write an essay that compares and contrasts the moods at both Buchanan’s palace and Gatsby’s mansion and argues that Fitzgerald does this through the images he creates. How did he bring the Buchanan palace to life? How does he create an amusement park atmosphere at Gatsby’s Mansion? How do the moods contribute to the theme of new money vs. old money? How does this development of mood help Fitzgerald communicate his intended message?

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

We will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

Mitri, Souraya, and Mansour Terry. "Phonological Awareness Skills in Young African American English Speakers." Reading and Writing 27.3 (2014): 555-69. Print.

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

Literacy skills are an essential element of a student’s early learning at primary school and these are of vital importance to developing a foundation of knowledge from which students can further their understanding of reading, writing, speaking and listening. One of the key components which forms a student’s literacy skills is their phonological awareness (PA), this is described as the understanding a student has that speech is made up of words and those words are made up of individual sounds (phonemes) which can be manipulated (Hagans & Good, 2013, p.104). Implementing a PA intervention program to identified students during the early stages of Year 1 should target the right students with the right skills at the right time to

Phonological awareness strategies play a vital role in the development of vocabulary and word consciousness. “It is a sound structure of language—that is, that language is made up of words, syllables, rhymes, and sounds (phonemes)” (Phonological Awareness). This awareness of sounds in a spoken language is a strong indicator of future literacy success. Strategies to promote phonological awareness provide opportunities to help students to hear and differentiate and segregate sounds in their oral language. Emergent learns can better discern rhymes and alteration and understand sounds through syllables.

It is important to bear in mind that the phonological component or awareness is fundamental for the development of verbal, semantic and, above all, reader-writer language. When the sound of the letter is not recognized, it can not learn to read or write correctly. Therefore, it is necessary to do a training in phonological awareness

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Seeing the difference in learning languages between Machiko and Shuji is their age, it shows the existence of a critical period for language. If an individual learns a language between the age of 5 years and puberty, they are just as successful as an individual who is a native speaker in that language. Due to the fact that Machiko learned English after her critical period, she will have an inadequate phonological development in English. Phonological development is the acquisition of knowledge about the sound system of a language. Machiko will not be as knowledgeable because “r” and “l” sounds are not important in Japanese, but are essential in English. Machiko’s youngest brother, Shuji, will have no difficulty in attaining a successful phonological

According to Freeman, phonological understanding is recognizing a word and be able to pronounce it. This exercise addresses this in the beginning from reading or listening exercises,

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Children are normally found to be successful in acquiring a language that is spoken or signed to them during their early developmental years, successful here meaning native-level proficiency. Unless a child is completely removed from an environment where language is communicated the child will eventually learn a first language in due time with support from care-givers and parents. When one attempts to acquire a second language this is not always the case though. Many more factors go into learning a second language and can affect one’s ability to achieve native-like proficiency in that language. Some of the factors can be age when one begins to learn the second language, how similar the first and second languages are to each other, and