Language competition in the Tongue Essay

Learning a stake lecture has been proven to be a worthwhile stick to many a(prenominal) individuals from different nations across the population who wanted to engage in world affairs and fruitful foreign correspondences despite the difficulties that they encountered in the initial move they took in completing the sulfur row course. Some linguists have noted that the linguistic journey for the purpose of skill a second wording becomes difficult when the fiter mentally entertains notions that the second expression block be extremely difficult to understand, and volition be almost impossible to use up in daily conversations.Fortunately, rough second actors line teachers k presently this mannequin of fear so they train the learners to trust in themselves and allow the experience of learning a second language to be as much recreation as possible. However, no motivation can change the circumstance that learning a second language is not really easy. The impregn subjec t news is the task is not impossible to achieve at all. unmatched can learn a second language when wiz is restrain(p) to do so. What could make learning a second language easier is perpetually the level of enthusiasm and willingness to practice and overcome the difficulties in learning.Learning a second language poses three layers of difficulties 1. ) flexing the old tongue to be known with the phonology of the new language, 2. ) uttering the phonemes and morphemes of the new lexicon without hindernce from the root language, and ultimately, 3. ) being able to use the new lexicon correctly in sentences and conversations. First, the phonology is observed, and then absent-minded by the learner. Phonology is the study of the sound system of a inclined language and the analysis and classification 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 throughout ones suppor t unless a second language is introduced. Naturally, the first language will interfere with the perception and utterance of the new phonemes at the initial stage of learning because the first phonemes have already been solidly established in the offend of the school principal that processes sounds and speech. 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 unadorned manner.The time that it would take for the phonemes of the second language to be fully freelance from the first phonemes varies from person to person, specifically from ones willingness to learn. Some learners neer get past times the overlapping phonemes of two or more 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 victimisation the second language in conversations one has to be even slightly familiar to approximately morphemes. At the initial stage of learning morphemes of the second language, one will initially meet interference by the first language. This concept ? As specialised 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 as well normal among bilinguals, as they use code mixing to adjust their brain in learning the new lexicon, using the first language as point of reference, not necessarily or immediately point of translation. Eventually, learners realize 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 certain use in complete sensible sentences.The third layer of obstacle 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 as well as be applied to avoid committing morphological overgeneralization in the new language. geomorphological overgeneralization is inability to distinguish the different ways in which grammatical rules habituate differently in two or more languages.It can be seen in some English language learners who may initially elect non-finite forms (e. g. , she go) before they use finite (e. g. , she goes) forms in their utterance and scripted 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 absorbe d and amaze into practice, the error becomes classified as morphological overgeneralization (Paradis & Genesee, 2). Another mannikin of morphological overgeneralization is inadvertently applying lexicon grammar twice in an utterance or sentence.For instance, language learners who know that the past 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 real 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 breakthrough inspiration from foreigners across the world who dared to study new languages and are now competent bilingual s or multilinguals.References Genesee, F. , & Nicoladis, E. (2006). Bilingual acquisition. In E. Hoff & M. Shatz (eds. ), enchiridion of vocabulary Development, 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.