According to linguists (ie scholars participating in the scientific study of human language), there is an important distinction between language acquisition and language learning.

As you may have noticed, children will interact between parents and their neighbors through their native language. The need for communication opens the way for language acquisition. As experts suggest, everyone has the innate ability to get language. By the time the child is five years old, he can clearly and almost perfectly formulate ideas for language and grammar. Although parents never sit with children to explain their language, they demonstrate complicated rules and patterns that can lead to adult madness if they want to learn and use them accurately. This suggests that language and meaningful communication lead to the acquisition of the first language without systematic research

When learning second language in children, you will realize that this is almost the same as the first language acquisition. And even teachers are more focused on the communicative aspect of the language than merely repeating and memorizing rules and patterns for children. To learn the language, students need a natural source of communication.

The focus is on the text of communication and not on the form. Young students working in the second language learn a lot of "work". Quickly acquire the language to communicate with their classmates.

In short, we see this tendency in which second language teachers are aware of the importance of communicating young learners and the inability to acquire knowledge (though they will definitely get them as they did in their mother tongue)

Unfortunately, when it comes to adult students , a quick overview of current methodologies and language courses clearly shows that communication is left blank, neglected or even ignored. In almost all cases, the courses revolve around grammar, patterns, repetitions, drilling and rote memorization, without a human conversational partner intervening.

The same courses that promise you the independence of language and the ability to communicate at the end of the course is NOT a chance to engage in meaningful conversations. How many times did you buy or read the "final language course on a CD" in which a student should simply sit in front of a computer to hear it over and over again and repeat the words and phrases. This is not a communication. You teach parrots! The animal will surely learn and repeat a few sentences and have fun with you and your friends, but will never be able to communicate effectively.

How can we expect to communicate if we never get a chance to be a real person? The language without real communication is as useless as the Saint-Valentine's Day without being in love or without a child.

In some other scenarios where there is a teacher, work in the classroom is mostly grammatically oriented: time, rules, multiple choice exercises, etc. etc Is this similar to how the child "acquires a language"? Definitely no. No wonder why many people are unable to acquire a second language. Simply because they do anything, by their nature is extremely unnatural and meaningful. This is the area of ​​language learning.

Today's language learning is not communicative. This is the result of a direct language instruction. And this is certainly not a good age for young students – not for adults either. In language learning, students know the new language consciously and know it.

You can fill in blank languages ​​on the languages ​​page. Research, however, shows that knowledge of grammatical rules does not necessarily lead to good speech or writing. A student who has commented on the language rules may be able to test English standardized but can not properly speak or write.

As a teacher, we have a duty to ensure that our students "learn" instead of "acquire". What can we do to achieve this higher goal? In our next mini-article, we will explore simple, effective and extremely innovative ways to turn our learning environment into a realistic language environments.

Reflection (* 2)

Read the article carefully.

What do you think you want to learn to learn a language or study a language?

What are the differences between language acquisition and learning?

In your personal experience, do you feel that you have acquired or learned a language? Or maybe both? Explain your reasons

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