Reading response 9 Essay Example | Topics and Well Written Essays - 500 words

Reading response 9 - Essay ExampleFrom my personal experience, Arabic students who argon learning English manifest a form of lingua franca. I observed that students are having problems in learning English because of the variations of Arabic, where they have Standard and Colloquial varieties and regional dialects affecting their learning of TL phonology finished NL phonology. TL phonology problems come from syntax and grammar differences between NL and TL, which impact how L2 learners read the TL. The more that the students relied on a specific or multiple Arabic dialects to translate TL, the more difficult it seems for them to understand TL. However, some students showed interlanguage in how they bridged NL and TL phonology without depending on NL or TL phonology. I noticed how interlanguage whitethorn be allowing these students of creating a new mental system that goes outside NL and TL language structures. A universal joint language mental system can help explain how SLA happen s when phonological variations are strong plenty and certain sounds and syllables present in TL are not practiced in NL. Perhaps this is the office of the human brain of optimizing phonological domains through interlanguage strategies. It would be interesting to gather empirical test to back up the use of interlanguage strategies.In Chapter 20, second language speech productions importance in developing particular SLA skills is discussed through related language theories. Accented TL is an ongoing center of SLA study, especially as age and other social and biological factors affect it. I am interested in focusing on the validity of the Critical Period Hypothesis (CPH) to Arabic L2 learners. though there are variations to age ranges, CPH basically argues that there is an age limit (from five to fifteen age old) in which students learn the native accent of TL. Some aspects of CPH are true, depending on different internal and immaterial factors.In my teaching