A language is learned by a person in two basic methods. The most common and effective method is to learn the language starting as baby in a rich cultural, visual and verbal environment. Here the learning is informal, stimulating and fun and the language is learned by the child as its brain matures. The brain at this stage is also in its most plastic stage and vocal muscle control is learned with language development generally without emotional hindrance. The second way is a formal method, usually where a second language is learned after puberty. The brain has since undergone specialization, and a conscious effort must be made by a person in order to grasp the new language. While the acquisition of language structure may be faster, verbalization is much more difficult to achieve by the average mature person. All learning is very influenced by visual cues and non verbal language. Thus a teacher with good visual aids is a very important component in the learning process

The first language is stored in a different part of the brain to subsequent languages. Therewith, the learning process is embedded in the growing brain as it also learns to interact and command the muscles of speech. A child’s brain is more flexible than an adult’s brain, not as specialized and before around 11-13 years of age the brain has about twice as many neurons than an adult brain (4). Thus on average a person will always pronounce his/her “mother tongue” better in line with the way the surroundings pronounced the words, i.e. family and circle of people it interacts with than any language learned later. The emotive feelings evoked by the languages learned by the growing brain are also usually more intense than through languages learned later. True, bi/multi-lingual abilities are obtained when the child learns an additional language as a baby, or while very young (4). When the brain deteriorates in old age the language learned as a baby is retained better than the language learned at the adult stage. When the child is very young the language is learned in the same way as the first language and both languages are typically jumbled when the child first speaks (2). The child learns, however, to use the different languages under different circumstances (e. to grandparents) (1). Thus an appreciation of the difference between the languages develops as the child grows.

The learning of a second language is deposited in parts of the matured brain different from that of the first language learned as a baby (4). Extra steps need to be taken with learning the second language. The learning of language takes place at a more conscious level, like the study of mathematics or scientific principles. The greater ability of the brain enables a more structured learning process such and grammatical constructing, examining and learning tenses etc, (4). The drive to learn and responsibility of learning is generated and owned by the student. The control of muscle structure to command speech is superimposed on the muscular control system of the first language. This generates what is known as accent (while expressing the language orally). The ability to hear is also different to that of a child and so the command of the written language can be achieved usually much better than the spoken word.

Emotional issues like embarrassment can impede the learning, (1). Thus it is important the teacher relaxes and inspires the student and makes the learning process a pleasure, (3). Motivation to learn is vastly enhanced if the material to be learned is readily related by the student.

There are two methods of learning, the formal and the informal method. The informal way of learning is by example in everyday life. The formal method of learning is through structural learning in the classroom. The typical time taken by a student to become fluent in the new language is about 5 years. An accent usually remains unless the student is very talented. It is reported that a musical ability also helps minimise the accent, as does audio learning with feedback (3). All learning is very influenced by visual cues and non verbal language. Thus a teacher with good visual aids is a very important component in the learning process (2).

A language is learned by a person in two basic ways. The most effective way is to learn the language in a rich cultural, visual and verbal environment with much positive encouragement as usually experienced by growing children. Here the learning is stimulating and fun, and the language is learned by the child as its brain matures and vocal muscle control is learned with language development. The second way of learning a language is by academic instructions where language is learned according to its structure. Here a conscious effort must be made by a person who has to be of maturity and drive. While the acquisition of language may be faster, verbalization is much more difficult to achieve by the average person. All learning is very influenced by visual cues and non verbal language. Thus a teacher with powers of visualization is a very important component in the language learning process.

References:

• Emotional Intelligence by David Coleman, Bloomsbury, London; 1995
• Investment in Excellence, Lou Tice, The Pacific Institute, Seattle, 2003
• TESOL Course Material, The International TEFL Corporation , Phuket, 2007.
• The Human Mind by Robert Winston, Barton Books, London; 2003

Barbara Wendlandt
9/April/2007
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