Barrier in Learning Second Language
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Added on 2020-02-24
Barrier in Learning Second Language
Added on 2020-02-24
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Running head: ACADEMIC ENGLISH Academic English Name of the StudentName of the UniversityAuthor note
1ACADEMIC ENGLISH Different cultures act as barrier in learning a second language as it might cause culturalmisunderstandings or confusions. The acclimatization to a new cultureand translation whilelearning second language pose challenges to the learners. Culture acts as barriers for the secndlanguage learners as it give rise to cultural misunderstandings. Learners have their own culturallearning and communication strategies and when these are transferred in learning a secondlanguage, this gives rise to cultural misunderstandings, frustrations and embarrassment (Hidasi,2008). Different cultures poses misinterpretation of the valued behaviours that affect theirlearning of second language. As a result, it affects their learning style, understanding, productionof the language and interactions. This also gives rise to processing of mental and verbalprogramming affecting communication with low understanding of second language. Forexample, Japanese language work well in a Japanese context and transferring that model ofcommunication strategy to another language create cultural misunderstandings. Therefore, thisdiversity in culture in terms of different learning styles affects the second language learningabilities (Dörnyei, 2014). The lack of vocabulary is another barrier in learning a second language. It has aninfluence on the second language learners in terms of reading, comprehension, listening andconversation in the second language. Learners face difficulty in expressing their feelings, ideasduring composition and while conversing in second language. Vocabulary challenges theirmemory and makes them prone to grammatical errors and sentence construction in the secondlanguage. The lack of vocabulary pose problems during interactions and this is the main reasonthat hinders learners to learn second language. As there is inadequate vocabulary acquisition andknowledge, learners find difficulty in learning the grammar rules in the second language (Larsen-Freeman & Long, 2014). Inadequate vocabulary also affects the speaking skill of the second
2ACADEMIC ENGLISH language and attains proficiency over the second language. Due to lack of vocabulary, secondlanguage learners are unable to access words in that language that affects their circumventionability to define the target language (Alqahtani, 2015). Teaching method also pose difficulty to second language learners. For the languagelearning, teachers play the most important role. They design teaching plans based on differentlearning styles for teaching the course plan or lesions. When acquiring a second language, theteaching methods affect the learner’s progress in learning second language. The learning processis different in every child and has different way of acquiring information. This results in greatdisparity in understanding the teaching style of instructors and expectations of the learners ofhow the class will be conducting. This might result in learning anxiety among the learners asthey face difficulties in understanding the teaching instructions in second language (Ishihara &Cohen, 2014). Low context learning prefers to communicate through words and as a result, lowcontext of teaching poses challenges for the second language learners as when they lackvocabulary and word meaning. On the other hand, high context vocabulary communicates in away when certain things are left unsaid. In this case, empathy is required to have socialinteractions and due to lack of good command over second language, learners are unable tocommunicate. Lack of pronunciation also poses difficulty in learning the second language. It has anegative effect on the learning skills of the learners that affect their way of communication insecond language. It greatly impairs their communication skills and it depicts their inability tolearn the second language with fluency. When the second language learners face difficulty inpronunciation, it results in their inability to learn words of the new language. Alphabeticalsystem of pronunciation is important in learning the pronunciation of new words and its
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