Language Development of Exchange Students Under the Influence of Social Factors (Other (Not Listed) Sample)

Literature review
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Literature review
language development of exchange students under the influence of social factors
In this paper the author purposes on examining the various theories and carrying out research on the second language acquisitions (SLA). Consequently, the author focuses on giving out instructions in the best possible ways and especially to the students in the higher institutions of learning about the various factors such as the native language, different social factors such as attending various social events in various vicinities at the institution such as sporting activities and clubs. Similarly, engagement in various group activities at the various levels in the system, sharing accommodation facilities with the native and non-native speakers among other factors and the surrounding environment in the organization which adversely make a significant contribution to the acquisition of the second language. The literature review will substantially make emphasis on addressing the modality through which instructions offered in the learning environment can contribute to the successful acquisition of the second language while linking up with the factors outlined in the above section of this paper. Consequently, the significant focus of this article is to make definitions on proficiency and accessing of L2 or second language skills (KENDALL & KHUON, 2005).
There are many competing theories offering various perspectives giving modes in which instructions can make promotions when learning new languages according to Wesche, (WESCHE, 1981). The empirical researchers made do not always show findings that can be referred to be as the cut outcomes. The literature review endeavors in making reflections on the various viewpoints provided by the theories to be discussed in this paper. There would be a misrepresentation of the field research carried out in the different areas that are involved in acquiring the second language. The article will make attempts that are geared towards identification of the set of principles with basis on the theories rendered on the researchers that are believed to provide a guideline used in designing language, curricula, and classroom for the students. While making proposals of the principles contained in the theories, the author of the literature review focuses on adopting a formulation that makes adoption of progressive stances.
In accordance to research carried out in the acquisition of the second language, proficiency refers to advancement in a certain line of knowledge or skill. Considering this article, the term described above can largely mean the acquisition of the skill in linguistics or communication of English.
In the field of linguistics, it is important to make an assessment in the development of students in the universities as they acquire the second language since it greatly enables them to share ideas through communication with various types of audiences. According to suggestions made by researchers, writing in English is deemed to be a form of modality in languages that holds greater challenges for second language learners in comparison to speaking, reading and listening. Regarding the second language learners, writing is very essential. In international education and business writing and communication is regarded as a significant tool in the acquisition of the second language.
According to Stenhouse, the principles provided are required to be viewed as provisional specifications which can be made operational with the best methods available in any learning environment in the various institutions and consequently need to be tried out by the students and the instructors particularly in the universities in their context. An examination of the theories used in the learning of the second language is prioritized in this literature review. In the teaching of any language, three main approaches are used in the acquisition of the second language and are divided into various sections. In the first part, important considerations on the pragmatic studies especially in the lecture halls are made TERRELL. Secondly, once given massive amounts of information from the various researches carried out in different institutions over a specified period of the last decades, the information provided is considered as selective since it has its focal point on the central claims made for the theories and studies carried out in the seminars. This section of this literature review gives a provision with its basis on the identification of an array of different principles that can be put into maximum utilization by the practitioners.
Alternatively, an approach was developed in the United States according to Terrell; the oral situation plan saw its development with its basis on the structural syllabus. The mode of approach by this American linguistic is similar to the audiolingual approach promoted in this great nation as it is based on the structured program (TERELL, 2002). Therefore, a specification of the formal linguistic structures that need to be taught in the universities. Irrespective of the resemblance seen in this theory, there exists a difference since this method makes emphasis on the meanings that are realized by the different available structures recognized. There is the existence of a set of textbooks that are used in teaching the second language today. The approach described in this section has been dominant in the United States where the teaching contexts have been influenced by the British. The approach has its basis in the behaviorists learning theory in its original form. In this method, the process of learning the second language resembles the other type of learning since it involves the formation of habits and behaviors. Formation of patterns happens when students learn the correct responses that make stimulation through repeating out the practices.
By this theory, one is not required to give precise explanations on the grammar points. According to andiron, the oral situational approach theory has drawn its implications in the theory that has its basis on the building of skills. The argument is based on making declarations on knowledge or being in consent or rather having known how or procedural knowledge. Once the language has been atomized in an individual, the learning process begins and becomes procedural knowledge with restructuring through the practices. According to DeKeyser, there is the existence of practices where language is required to be apprehended as a language that resembles the behavior or certain habits of students (DEKEYSER, 1998). The theory incorporates the opportunities of students to engage in various forms of activities and social events in the institution such as indoor and outdoor sporting activities, participation in events geared towards the promotion of the different cultures since students trace different origin that are characterized with a unique language and cultural practices according to House. Such activities are geared towards making a strong emphasis that consequently forms significant meaning in the act of mapping and replicating all sort of conditions that can be put into active application and be used in the daily forms of communications.
According to the skill- learning theory, there are specific types of explanations that are incorporated in the oral-situational approach as discussed in the opinions in the above sections according to Ferguson, (FERGUSON, 2006). The present practice procedure is the methodology applied in this method. In this theory, the current refers to the process of providing explicit information that entails details of the grammatical structure used in the language put into application by the instructors and the students. By this theory, the information about the grammar is directed towards declarative knowledge. Signed Usage of exercises that entail controlled the production of the structures that are targeted in communication thus this is referred to as the produce. In addition to this, the performance that are designed to tasks engage the learners in the real-life habits and behaviors and thus is used in the completion of the automation process. The mode of approach applied in this theory is strongly figured in the handbooks that are popular since they are used in training the language instructors who offer their services in the higher institutions of learning. The theory makes the assumption that the interface position on the relationship that exists between the implicit knowledge of the second language and the particular section. At times, the oral-situational approach is referred to as communicative, but it's misleading since it cultivates its basis on the structural syllabus and the methodology used is accurate other than being fluent as considered by most individuals and some linguistics.
English as a second language can be referred to as usage of the English language different individuals with various native languages from different vicinities across the globe. The English language is recognized globally as an international language, and in the recent past, the language has become an avenue for linking individuals in different vicinities across the globe with international channels of communication that enable movement through the information highways. The teaching and learning processes involved has already taken place in the various institutions of learning such as the universities and colleges. With the global challenges being experienced, experts in the scientific field claim that the English language will have more attention on the national levels of education. The issue of teaching language is notably high especially in the universities with learners that have students with different mother tongue.
Currently, there has been set up training institutions that are teaching English in various countries. The setup and m...