Psychology Annotated bibliography

Second Language Acquisition
Name
Institution
In this paper, I will examine some of the challenges present in second language acquisition through a human developmental approach. I argue that when developing teaching materials, teachers should draw on cultural and linguistic anthropologies in order to more appropriately and effectively foster second language acquisition and to help students overcome and recognize some of the challenges they face; particularly to dispel cultural biases and ethnocentrism. The paper has looked at the importance of second language learning, the challenges faced by learners and the teachers, and the contribution of anthropology to the procedure of second linguistic acquisition. Also, I would like to depict the approaches that teachers who teach the second language should consider adopting in order to make it easy for learners to understand the second language; this includes teaching the culture of the target language before teaching the language itself. Language is used to maintain the cultural values and beliefs. Though there is a Google translator, the benefits of learning a second language are numerous and therefore people should acquire the second language. The paper shows how language is applied in different cultures and countries. The culture is most discussed in this paper as it is studied in both psychology, anthropology and in second language acquisition. Therefore, the relationship between second language acquisition and human development creates the meaning of this paper.

Haynes, J. (2005). Stages of second language acquisition. Retrieved from www.everythingesl.net.
The article aims at showing the stages that an individual goes through in the quest of learning English as a second language. The method used consist of a four-stage analysis on the progress of acquiring a second language. The stages include
Pre-production – it is the stage where a learner already has a grasp on 500 words.
Early production – it takes about six months and the learner learns an active vocabulary of around 1000 words.
Speech emergence – the learner knows around 3000 words and can communicate in short phrases
Intermediate fluency – the learner knows around 6000 words.
Advanced fluency – the learner has achieved cognitive academic language proficiency, it takes about 64 to 10 years.
IPEK, H. (2009). Comparing and contrasting first and second language acquisition: Implications for language teachers. English Language Teaching, 2(2). http://dx.doi.org/10.5539/elt.v2n2p155
The paper compares and contrasts the similarities and differences in the learning of the first language and the second language. It aims at drawing implications that foreign language teachers should consider for them to ensure the success of their students. Understanding the process of language acquisition enables a teacher to come up with a solid plan for successful teaching of a foreign language.
Kumagai, Y. (1994). The effects of culture on language learning and ways of communication: The Japanese case.
The article aims at showing how culture affects language learning and communication. It takes a particular study of how Japanese learn the English language and highlights the method of language teaching the Japanese employ. It involves learning grammar and vocabulary extensively first. The article also shows how disregarding one’s culture in language acquisition might create a communication challenge; one might be misunderstood when using the second language.
Liu, H., & Chen, C. (2015). A comparative study of foreign language anxiety and motivation of academic- and vocational-track high school students. English Language Teaching, 8(3). http://dx.doi.org/10.5539/elt.v8n3p193
The aim of the article is to determine whether the level of motivation and anxiety influences in the acquisition of English as a foreign language. The study population encompasses 155 students in Taiwan. 60 of them learn in English for academic purpose while the rest learn it for a vocational purpose. The outcome shows that those academically motivated extrinsically perform better compared to those doing it for a vocational purpose.

Wang, C. (2009). On linguistic environment for foreign language acquisition. Asian Culture and History, 1(1). http://dx.doi.org/10.5539/ach.v1n1p58
The article aims at showing how important it is to create a favorable linguistic language environment. The article explains how children learn the first language and how they can pick up the second one given a favorable language learning environment. Creating an effective linguistic environment in a foreign classroom is key in ensuring the quick and comprehensive learning of the language.
White, L. Is there a “logical problem” of second language acquisition? TESL Canada Journal, 2(2), 29-42.
The article highlights the importance of universal grammar in second language acquisition. As explained by the generative theory, grammar employs a systematic set of rules that generate the exact combinations to form a grammatical sentence. Learning the system enables them to construct sentences and improve communication in the second language.
Wilson, S., & Peterson, P. (2006). Theories of learning and teaching what do they mean for educators? National Education Association.
The article highlights the implication of teaching on teachers. It discusses on the learning process in a move aimed at setting solid the base for active learning. The article goes ahead to highlight the effective ways of teaching and tries to address the challenges that teachers face all in the effort of knowledge impartment for example in the teaching of a second language.
Young, D. (1991). Creating a low-anxiety classroom environment: What does
language anxiety research suggest? The Modern Language Journal, 75(4), 426-437. http://dx.doi.org/10.1111/j.1540-4781.1991.tb05378.x
The article aims at showing the benefit of creating a low-anxiety classroom environment in second language acquisition. It highlights the research on how anxiety can interfere with second language learning. The paper also explains how to achieve the creation of a low- anxiety classroom environment.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Queen’s University.
The article aims at showing the effect of anxiety in second language acquisition. The paper analyses literature review to pinpoint the causes of anxiety in foreign language learning. It also explains how anxiety is not a negligible challenge when it comes to learning. Finally, it explains the educational implication that anxiety has on second language learning.
Reference
Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching and Learning, 7(11), 33.
Hulya, I. P. E. K. (2009). Comparing and contrasting first and second language acquisition: implications for language teachers. English Language Teaching, 2(2), 155.Haynes, J. (2005). Stages of second language acquisition. Retrieved from everythingESL. net: http://www. everythingesl. net/inservices/language_stages. php.
Kumagai, Y. (1994). The Effects of Culture on Language Learning and Ways of Communication: The Japanese Case.Scarino, Α., & Liddicoat, A. J. (2009). Teaching and learning languages: A guide. Melbourne Curricu-lum Corporation. Retrieved October 21, 2009.
Wilson, S. M., & Peterson, P. L. (2006). Theories of Learning and Teaching: What Do They Mean for Educators? Working Paper. National Education Association Research Department.
White, L. (1985). Is There a” Logical Problem” of Second Language Acquisition?. TESL Canada Journal, 2(2), 29-42.
Wang, C. (2009). On linguistic environment for foreign language acquisition. Asian Culture and History, 1(1), 58.
Young, D. J. (1991). Creating a low‐anxiety classroom environment: what does language anxiety research suggest? The Modern Language Journal, 75(4), 426-437.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. CJNSE/RCJCÉ, 1(1).