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Official Status Persian Kurdish People Kurdish Iranian Person United States

The document discusses the differences between second language learning and foreign language learning. It states that the distinction is based on geography and environment - a second language is learned in the country or environment where it is used officially, while a foreign language is learned outside of this environment. It provides examples to illustrate this, such as Persian being a second language for Kurdish people in Iran but a foreign language for both groups in other countries. The document also notes some differences in motivation and opportunities for natural practice between second language learning versus classroom-based foreign language learning.

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Ariel Gonzales
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13 views4 pages

Official Status Persian Kurdish People Kurdish Iranian Person United States

The document discusses the differences between second language learning and foreign language learning. It states that the distinction is based on geography and environment - a second language is learned in the country or environment where it is used officially, while a foreign language is learned outside of this environment. It provides examples to illustrate this, such as Persian being a second language for Kurdish people in Iran but a foreign language for both groups in other countries. The document also notes some differences in motivation and opportunities for natural practice between second language learning versus classroom-based foreign language learning.

Uploaded by

Ariel Gonzales
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© © All Rights Reserved
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Fasold and Connor-Linton (2006), Falk (1978) and Hudson (2000) provide similar definitions for the

two terms. O'Grady et al. (1384) don't mention the exact terms 'second' and 'foreign' language, but
they emphasise on the role of learning environment in teaching non-native languages.
So, the distinction between 'second language' and 'foreign language' is a geographical and
environmental distinction. We can mention 'second language situation' and 'foreign language
situation' as two situations of learning, not two kinds of languages. So a foreign language is not
always a foreign language and a second language is not always a second language. Since the
distinction is geographical, the two situations (learning second language and learning foreign
language) can be considered as a continuum. At one extreme, we may find learners learning without
external help and direction purely from exposure to the non-native language through living in the
target language environment (second language learning) and at the other we find learners learning
the non-native language exclusively in language teaching setting and classrooms (foreign language
learning).
A 'second language' usually has official status or a recognised function within a country which a
foreign language has not and furthermore these two different situations frequently have important
consequences to which attention has been drawn in some books. For example, Persian is a second
language for Kurdish people, but not vice versa, because there is no Kurdish environment for
Persian speakers who are learning Kurdish. On the other hand, English is a foreign language for
both groups, because there is no contact between Kurdish and Persian people with English people.
However, if an Iranian person goes to United States, then English becomes a second language for
them. Thus, British immigrants to Iran learn Persian as a second language, and Persian speakers
study English in Britain as a second language. Meanwhile, people in Kurdistan can speak of learning
Kurdish by Persian speakers as a second rather than foreign language.
The purposes of second language learning are often different from foreign language learning.
Second language is needed for full participation in the political and economic life of the nation,
because it is frequently the official language or one of two or more recognised languages. It may be
the language needed for education. Among the purposes of foreign language learning are traveling
abroad, communication with native speakers, reading foreign literature or scientific and technical
works.
There are some major differences between foreign and second language teaching and learning. In
second language learning, one can receive input for learning both inside and outside the classroom.
They can readily put to use what is learned, as can the child learning its first language, so much
naturalistic practice is possible.
Second language learners are usually more successful in developing non-native language skills and
what is learned may be essential for getting along in the community, so motivation is stronger.
Acculturation that is a main aspect of learning a language is easier in the case of second-language
learning and the emotional role of language (as opposed to communicational role) is easier to use
for learners.
The major characteristics of the planned condition of the classroom in the case of foreign language
learning as opposed to natural conditions of second language learning are:

1. Psycho-social demands of classroom: The school classroom requires adjustment of the


learner to the group processes, classroom discipline and procedures. The learner receives
only a limited amount of individual attention. Regular attendance is required.
2. Preselected language data: The teacher generally introduces preselected target language
items. Spontaneity is limited. A planned curriculum is followed with the teacher attempting to
realize certain goals regarding the language that is to be learned.
3. Grammatical rules presented. The teacher may describe a rule in the native language to
explain a grammatical structure. The teacher is expected to understand, assimilate and later
apply the abstract rule.
4. Unreal limited situations. Situations for language use in the classroom are limited in variety
and scope as compared to those outside of the classroom. The situations which are
employed are often simulated.
5. Educational aids and assignments. In order to assist learning and achieve teacher goals,
books, writing or a language lab, for example, may be used. Work assignments may be
given to be completed in the class or at home.
There are some other issues in teaching and learning foreign language and second language
including the type of motivation and the distinction between 'learning' and 'acquisition' that I will
discuss them in separate parts.

Acquisition versus learning[edit]


There is often a distinction between acquisition and learning in linguistic and pedagogic literature.
Children are described as 'acquiring' their native language, where there is no previous information
and knowledge in their mind. On the other hand, adults are said to 'learn' a non-native language.
Acquisition is viewed as a natural, unconscious, untaught, and probably unteachable process, while
learning is somewhat artificial, usually conscious and possibly dependent on instruction and study.
The distinction between acquisition and learning can be used in this discussion, because the general
conditions in the case of second language offer opportunities for acquisition, because it is informal,
free, undirected or naturalistic. On the other hand, educational treatment in the case of foreign
language may offer opportunities mainly for learning.
Nevertheless, acquisition can take place in the case of foreign language learning and learning can
take place in the case of second language learning. For example, immigrants to the US can attend
language teaching classes in the target language environment. On the other hand, foreign language
learners that are far from target language environment can sometimes acquire some points for
example by listening to foreign radio, reading literature etc.
Language exchange is a method of language learning based on mutual language practicing by
learning partners who are speakers of different languages. This is usually done by two native
speakers teaching each other their native language. [1] Language exchange is different from other
Language learning methods as there is usually no set syllabus or activities. [1] Language exchange is
sometimes called Tandem language learning.[2]
In modern contexts, "language exchange" most often refers to the mutual teaching of partners' first
languages. Language exchanges are generally considered helpful for developing language
proficiency, especially in speaking fluency and listening comprehension. Language exchanges that
take place through writing or text chats also improve reading comprehension and writing ability. The
aim of language exchange is to develop and increase language knowledge and intercultural skills.
[1]
 This is usually done through social interaction with the native speaker.[1] Given that language
exchanges generally take place between native speakers of different languages, there is also the
side benefit of improving cross-cultural communication.
This practice has long been used by individuals to exchange knowledge of foreign languages. For
example, John Milton gave Roger Williams an opportunity to practice Hebrew, Greek, Latin,
and French, while receiving lessons in Dutch in exchange.[3] Language exchange first came about in
the early 1800s where school aged children in England were introduced to the newly set up
program.[2] Countries such as Belgium and Switzerland found the language exchange program very
easy to run as there were many languages spoken in the one country. [2] French and German youth
picked up language exchange in 1968 which then spread to Turkey and Madrid.
In education[edit]
Universities are increasingly experimenting with language exchanges as part of the language
learning curriculum. In this respect, language exchanges have a similar role as study
abroad programs and language immersion programs in creating an environment where the language
student must use the foreign language for genuine communication outside of a classroom setting.
Language Travelling has increased significantly over the last three years, with an increase of 67%.
[4]
 However, there are also concerns that language exchanges cannot be used as a substitute for
formal language education, given the difficulty of using language exchanges in learning formal
grammar and writing skills.
In addition, various offline organizations exist to facilitate language exchanges, such as Tandem
language learning and Unilang, as well as mobile apps like uTandem, Bilingua, Hello Pal
and Tandem.
By using the mobile apps, users from all over the world can connect with new language partners to
share connections and passions. Some of the apps will connect you based on interests, location or
just with a native speaker of the language you are searching for.
Institutional programs In Europe, the Erasmus programme (established in 1987 by the European
Union and incorporated in the Socrates programme in 1994) allows students to do part of their
studies in another European institution. The students will be studying for a minimum of three months,
up to one year.
In Canada, the Katimavik programme is addressed to young volunteers aged 17 to 21; This program
has cultural aims and allows them to practice the second official language in three Canadian
provinces.
In Spain, the fields of education and training have increased language tourism by more than 20%
between 2007 and 2009.
LAOTSE (Links to Asia by Organizing Traineeship and Student Exchange) is an international
network of technical universities from Europe to Asia. [5][circular reference]

Benefits[edit]
Language exchanges have been viewed as a helpful tool to aid language learning at language
schools. Language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary
acquisition, and vernacular usage. A major benefit of language exchange is the exposure to the
native speaker's culture.[6] Understanding the culture of native speaker will help with understanding
why and how the language is used.[6] Another benefit is that you are in an friendly and informal
environment, this means there is no pressure to get everything right as both speakers are trying to
learn and understand.[6] This also gives the learning environment a fun and productive atmosphere.
By learning with native speakers each person will get a better understanding of the language as they
are learning from someone who has knowledge and background in the language, whereas, learning
from someone who has learnt the language later on in their life may not be correct in what they are
teaching. Another benefit is that people are learning faster when they have a one-on-one connection
with the "teacher". Many people choose to learn one-on-one but struggle try to find a teacher.
People like this are highly motivated to learn a new language. The native speakers who are helping
these people may feel a new sense of motivation since they are now responsible for teaching this
person.[2][6]

Technology[edit]
With the growth of the internet, language exchanges using social networks and voice-over-IP
technologies have become increasingly popular. Language learning social networks, such as
HelloTalk, now offer students the ability to find language partners around the world, and speak, text
chat or video through instant messengers. This has allowed students who previously could not find
foreign language partners to search online for native speakers of that language. Another perk of this
technology is that users can verify their texts with native speakers. This way there will be less
grammar mistakes and bigger improvements in languages. [7] There are now over 24 different online
language exchange groups that can be joined.[

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