Learning a second language may be a really tedious process for people, they can get frustrated in the process, maybe it can be for the pronunciation of words, maybe it can be for the grammar structure, or just maybe because they don’t like the language but they have to learning for obligation (by obligation we mean jobs, school, etc.)
For people who really wants a second language grammar, pronunciation and mistakes would not matter because for them it is just part of their process, they will hardly get frustrated by making mistakes because for them, mistakes will just help them to correct their learning process (pronunciation, grammar). There are some positives things that people that is learning a second language can get, as: increase their perception, feed their brain, open new opportunities, deepen their connection with other cultures, become in polyglot, strength their decision making, etc.
There are five benefits that people who is learning a second language can get, as:
1. Behaviorism:
In behaviorism it is also based on ideas of positive and negative reinforcement are effective learning tools, this will greatly influence how the second language will be learned, as well as we know, some people learn faster than others, conductivism is important in this factor.
2. Cognitivism:
As we know, this is a learning theory developed by Jean Piaget, where he explains that learning is faster through experience. In this theory, students learn more effectively through experiences, with readings, talking with other people and much practice, in this case it would be in the acquisition of a second language, many of us have lived it and we have realized that with our experiences and practices we have improved with the passage of time.
3. Constructivism:
Each person is responsible for creating their own personality, to acquire new knowledge based on their experiences to create their own meaning.
4. Humanism:
The learning is a natural process, in which the learning of a second language it would be like acquired unconsciously, for example a child who travels to a country where they speak only English, for their age they will acquire the second language faster unconsciously when only he knew Spanish, the same thing would happen with an adult, only slower. Scenarios and role models are important factors in humanistic learning, as are the experiences, exploration and observation of others.
5. Connectivism:
is a relatively new learning theory, developed and based upon the idea that people process information by forming connections. This theory has developed with the digital and technology age, adapting to advances in these arenas. This new theory suggests that people no longer stop learning after formal education and continue to gain knowledge from other avenues such as job skills, networking, experience and access to information with new tools in technology.
It’s important to remember that there are two types of factors that can influence to the person that is learning the second language: Internal Factor and External Factor.
· Internal Factor
The internal factors are those that the individual learner brings with him or her to the particular learning situation.
Age:
Second Language Acquisition (SLA) is influenced by the age of the learner. For example, when the kid is exposed to a second language, his age will not matter for him or her to learn, because the exposure to the second language will be the teacher whom the kid will learn from. Older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.
Personality:
Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.
Motivation (intrinsic):
Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don’t.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.
Experiences:
Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven’t. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn’t had such experiences.
Cognition:
In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.
Native language:
Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren’t. So, for example, a Dutch child will learn English more quickly than a Japanese child.
External factors
External factors are those that characterize the particular language learning situation.
Curriculum:
For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.
Instruction:
Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.
Culture and status:
There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.
Motivation (extrinsic):
Students who are given continuing, appropriate encouragement to learn by their teachers and parents will generally fare better than those who aren’t. For example, students from families that place little importance on language learning are likely to progress less quickly.
Access to native speakers:
The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.
Teaching Methods 