Contextual factors that influence children's learning of a second language
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Date
2010-01-01
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Abstract
Learning to talk is one of the most visible and important achievements of early childhood. In a matter of months, and without explicit teaching, children move from hesitant single words to fluent sentences and from a small vocabulary to one that is growing by six new words a day. New language tools mean new opportunities for social understanding, for learning about the world, and for sharing experiences, pleasures and needs. Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.Internal factors are those that the individual language learner brings with him or her to the particular learning situation, such as age, personality, motivation, experience, native language, and others. External factors are those that influence students from the outside like the learning styles that influence students when they are in classes. Along these lines, this report has to do with all those contextual factors that influence children`s learning of a foreign language. Many theories, opinions, models, and proposals on how to teach English to children have been considered of great help for our bibliographical work.
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Enseñanza del idioma inglés