Education Teacher | Second Language Acquisition

Running head: EDUCATION TEACHER
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Education Teacher
Student’s Name
Institutional Affiliation

EDUCATION TEACHER
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Education Teacher
Part 1: Interview and Outline
The selected interview is “Second Language Acquisition.” The outline for the paper is
given below:
Title
Hurdles in Second Language Acquisition
Introduction
Second language acquisition has five significant phases that begin with the silent stage.
The learner proceeds to early production before embarking on speech production or emergence,
intermediate fluency, and continued language development (Saville-Troike & Barto, 2016).
These phases are critical in the life of a person who wants to understand a second language that
are marked with difficulties that the student should overcome to become fluent.
Summary and Analysis
Main Theme
The main theme is the hardship in the acquisition of a second language.
Responses from Interviews
Response #1
Lena was compelled to learn Chinese because her family immigrated to China. She had
to entirely depend on her teacher for her communication needs, which made her hate the
language.
Response #2

EDUCATION TEACHER
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Thomas faced a similar situation where he was told the writing system avoided the
phonetics he was using in the US. The rules and patterns in Chinese are less evident than in
English, and finding a specific word in the Chinese language is a daunting task.
Literature Review
Bańka (2017) seeks to understand the challenges of teaching Chinese in universities. The
methodology deployed is a literature review. The author finds out that teaching Chinese is an
arduous task that teachers and students undertake. Students may lack exposure to these elements
of the Chinese outside the classroom context.
Wen (2015) reviews the challenges that students in Malaysia face when learning Chinese
characters. The methodology deployed is a literature review. The author contends that non-native
speakers find a daunting challenge when they attempt to learn Chinese characters. The Chinese
language has characters with various elements that may entail sounds, forms, and meanings.
Every student should learn all of these and recall them when speaking.
Yang (2018) seeks to determine the difficulty of learning Chinese characters in English
secondary schools. The methodology used is a Likert scale questionnaire and interviews. The
researcher argues that students believe character recognition is harder than writing them. They
also depict concerns between logography and the sound of specific characters.
Conclusion
A person who wants to acquire a second language needs to accept the culture of the target
people and work toward understanding the culture and, by extension, the language. Lena lacked
interest in learning Chinese because she only knew English while Thomas found it hard to
understand the tonal variations in Chinese. Learning the language needs constant practice