Patch 1,2 and 3 Essay Example | Topics and Well Written Essays - 2250 words

Patch 1,2 and 3 - establish ExamplePeople are, in most cases,compelled to learn more than one nomenclature at a time, the existing knowledge of a native style affects both the pace, and level that one learns a brisk row. Young learners always think in their native voice communication and relay the information in the innovative language. This breaks a arrive of semantic rules commanding the use of the new language and if not corrected in time, its effect may last to affect how he or she uses the new language. Additionally, the teacher of the new language and his native language influences the manner in which their students learn the new language. In the Western world, students of new language always seek the services of a native speaker of the new language or go away to a country of the new language to learn. In the developing world, students learn second hand languages taught by fellow natives. The teachers therefore break a number of rules and pass the broken languages to their students. This explains why the English intercommunicate in a number of African countries is either pronounced differently or infused will local pidgins. The student in the case study suffers from the influence of mother tongue too. From the way he writes, it is unobjectionable that he is not an English native speaker. French sounds like English in a number of ways, some of the French words sound and mean the same to other English words. However, the greatest oddment between English and French is the French attach gender to most of its words and sentences. From the write up, it is seeming(a) that the writer is trying to keep up with the English language requirements but because he keeps thinking in French, he finds himself attaching a gender to some of the English words. A remedy to this is constant practice and the index to detach from the use of a native language while learning a different language. It is neer possible to abolish the use of the first language especial ly when learning another but learners exigency concentrate on the new language and use the semantic rules of the new language. This way, they minimize the number of well-formed mistakes they make on the new language. This also makes the learning a lot faster. Another key component part that affects a learners ability to learn and use a new language is age. This element is debatable but most scholars concur that young learners usually master the rules of a new language faster than older learners do. In young age, people are not preoccupied with other businesses, as is the case in old age. Children will therefore concentrate more on the new language and master it faster. Additionally, this has also contributed to the fact that children interact more with their peers than adults do. It is in these interactions that they learn from their colleagues the new language and the rules that govern the usage of the new language. Despite the faster speed of learning a language at a younger a ge, it is also evident that young learners have a tendency of forgetting a language that they do not use faster. There is no remedy to this apart from continuous practice and the usage of the doubled languages one learned. The writer in this case is an adult learner. His age is best determined based on the issues he addresses in his article. Some of the themes he struggles to raise are those that children cannot possibly comprehend. Writing is different from speaking.