Language competition in the Tongue Essay

Learning a jiffy language has been proven to be a worthwhile experience to many individuals from opposite nations across the world who wanted to engage in world affairs and fruitful foreign correspondences despite the difficulties that they encountered in the sign steps they took in terminate the snatch language course. Some linguists ask noted that the linguistic journey for the purpose of learning a second language becomes difficult when the learner mentally entertains notions that the second language will be extremely difficult to understand, and will be almost impossible to use in daily conversations.Fortunately, some second language teachers know this kind of fear so they train the learners to trust in themselves and allow the experience of learning a second language to be as much fun as possible. However, no motivation can change the fact that learning a second language is not in reality easy. The good naturals is the task is not impossible to achieve at all. One can le arn a second language when one is resolute to do so. What could make learning a second language easier is always the level of enthusiasm and willingness to utilisation and overcome the difficulties in learning.Learning a second language poses three layers of difficulties 1. ) flexing the old tongue to be familiar with the phonology of the new language, 2. ) uttering the phonemes and morphemes of the new lexicon without stay from the first language, and ultimately, 3. ) being able to use the new lexicon correctly in sentences and conversations. First, the phonology is observed, and then absorbed by the learner. Phonology is the study of the sound system of a given language and the analysis and miscellany of its phonemes?. Humans begin to perceive phonemes of their first language even before one reaches a year old.This set of sounds is retained to memory and used passim ones life unless a second language is introduced. Naturally, the first language will interfere with the percept ion and remark of the new phonemes at the initial tip of learning because the first phonemes have already been solidly established in the part of the brain that processes sounds and tongue. Over time, and through constant exposure to and practice of the second language, the new phonemes will have its place in the memory and will be processed by the brain in a explicit manner.The time that it would take for the phonemes of the second language to be fully independent from the first phonemes varies from person to person, specifically from ones willingness to learn. Some learners never larn sometime(prenominal) the overlapping phonemes of two or to a greater extent than languages in their perception, while those who try harder are able to distinguish and express one from another. After the phonemes comes the morphemes, the smallest units of speech that convey meaning.?Prior to using the second language in conversations one has to be even slightly familiar to some morphemes. At t he initial stage of learning morphemes of the second language, one will initially meet interference by the first language. This concept ? As defined in www. hyperdictionary. com. ? www. hyperdictionary. com. of linguistic interference is called code-mixing. Code-mixing is the use of elements (phonological, lexical, morphosyntactic) from two languages in the same utterance or stretch of conversation (Genesee & Nicoladi 12).It is also normal among bilinguals, as they use code mixing to right their brain in learning the new lexicon, using the first language as point of reference, not necessarily or immediately point of translation. Eventually, learners play more words into their memory and later become competent in distinguishing one code from the other. Morphemes should not keep the learner from trying to learn more about the second language because this stage will define the final stage in learning a second language, its actual use in complete sensible sentences.The third layer of difficulty in learning a second language is actually using the new language in sentences and conversations. It is expected that learners of a second language would struggle with morphemes, as discussed above. The manner in which learners adjust to learning morphemes should also be applied to avoid committing morphological overgeneralization in the new language. Morphological overgeneralization is inability to distinguish the different ways in which grammatical rules apply differently in two or more languages.It can be seen in some English language learners who may initially prefer non-finite forms (e. g. , she go) before they use finite (e. g. , she goes) forms in their utterance and written sentences. Practically, this is a problem under grammatical errors. But since it is covered by the morphology of the new language that is trying to be absorbed and tramp into practice, the error becomes classified as morphological overgeneralization (Paradis & Genesee, 2). Another example of morphological overgeneralization is inadvertently applying lexicon grammar twice in an utterance or sentence.For instance, language learners who know that the away tense of halt is halted are likely to forget in the early stages of their learning process that there are some exemptions in adding -ed to indicate the past tense. To give a specific example, the past tense of go is went but some learners might use wented in their speech. Teachers and tutors of second language learners have to be extremely patient and very creative in their job. If they give more details about the language and more examples for common usage, then the learners will have more fun in learning.On the other hand, learners of a second language should find inspiration from foreigners across the world who dared to study new languages and are now competent bilinguals or multilinguals.References Genesee, F. , & Nicoladis, E. (2006). Bilingual acquisition. In E. Hoff & M. Shatz (eds. ), Handbook of Language Develop ment, Oxford, Eng. Blackwell. Online Dictionary. 12 Mar 2007. http//www. hyperdictionary. com Paradis, J. & Genesee, F. (1996). Syntactic acquisition in bilingual children Autonomous or interdependent? Studies in Second Language Acquisition, 18, 1-2.