Article response paper Example | Topics and Well Written Essays - 750 words - 1

Response paper - Article ExampleThey also address out the misconception that many scholars have on the relationship between L2 and L3 acquirement L3 is not a perpetuation of L2 as they are self-employed person of each other. As such, the authors highlight the reasons why L3/Ln must be analysed independent of their predecessors, L1 and L2. They also outline the differences between the factors, while specifying their individual and collective contributions to the study of speech acquisition. How Article Relates To foregoing Knowledge Up to until when I read the phrase, I was unaware of the existence of any differences in address acquisition to me, schooling a new language was the same process as the child first-language. However, the article outlines the differences in language acquisition clearly. Universal grammar, obtained from first language (L2), and previous linguistic knowledge discover the acquisition of handsome third language (L3). Whereas there are controversies on the extent to which these factors affect adult acquisition, there is a general agreement that experiences with L1 and L2 determine its path and last attainment. The article also outlines how children film L2 using linguistic experiences from L1. Just like adults do, children form hypotheses about the second language that they are judge to learn. They use these hypotheses to form opinions and come up with techniques and methodologies that help them acquire second languages. The fact that children with L1 experience function, in a similar way as adults, means that L1 acquisition is often referred to as child language ineffectively. This is because it offers children an experience similar to that which L2 acquisition, referred to as adult acquisition, offers grown-ups. Some studies have stateed unexplainable characteristics in L3 that were not learnt in L1 or L2. It is, therefore, correct to deduce that universal grammar is available even at L3. This reinforces the argument that l anguage acquisition is age independent thereby discrediting the notion that L1 is child first language and L2 and L3 as adult acquisition. When L2 learners square off to acquire new languages, whether through tutoring or naturally, they become L3 learners. At this level, they have more metalinguistic acquaintance and learning experience than at L2, increasing their proficiency and instructional experience. The article also brings out the fact that tests reveal that the effects of L1 and L2 on L3 depend on the relationships between the languages, as well as the typological proximity of the studies. This is dictated by the level of similarity, or difference, between the L1 and L2 and the L3 acquisitions. For instance, studies showed that placing German as a constant L3, and English and french as alternative L1 and L2, L2 yielded stronger presence in L3, with English showing a stronger influence than French. This is in scandalise of English and French having very little similarity. This is indicative of the fact that the language learnt as L2 has a greater impact on L3 than that used at L1. Other researches also revealed that no matter the languages, some instances of L1 volition be transferred to L2, and in some cases, L3 on the other hand, L3 absorbs some features of L2 as well as L1. triplet Concise Excerpts from Article i. it is largely accepted that some level of transfer obtains and significantly alters the path and ultimate attainment potential of adult acquisition