Second language acquisition is an important aspect in the educational discourse considering that some individuals acquire the second language quickly than others. Several factors contribute to the pace at which an individual acquires the second language. These factors can be classified into external and internal factors depending on how they influence the second language acquisition process. Internal factors are associated with the factors that are within the learner while the external factors are those that are beyond the learner's control. Some of the factors that are associated with second language learning include intelligence and aptitude, age, motivation, attitudes cognitive styles, and personality. Furthermore, learners are going to acquire a second language quickly or slowly depending on the support they receive from others as well as having a friendly learning environment. Overall, both external and internal factors have an impact on whether second language learning will be faster or slower.
Internal Factors Impacting Second Language Learning
Internal factors associated with second language learning are those factors that a learner or an individual brings into the learning environment. The internal factors include age, motivation, cognition, experiences, and personality
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Motivation
Motivation can be classified under the internal factors as it has to do with whether the learner wants to learn the second language or is being forced to. It is important to note that individual keen on acquiring the second language may have both intrinsic and extrinsic motivation. Learners who are willing and are motivated to learn are more likely to go out of their way to find relevant materials and resources to enhance their knowledge (Sergio, 2017, 14). In particular, learners who believe that the second language will apply to their lives are motivated to learn the language as opposed to those who do not find this relevance. As a result, these learners are more likely to produce the second language in a much as they are yet to master the language.
Personality
Personality is a crucial factor that influences second language learning largely considering that different have different personalities. In particular, anxious, and introverted individuals may have slower progress as they have difficulties developing effective oral skills. Moreover, introverted individuals are not likely to go out of their way to seek further clarifications for fear of being judged. On the other hand, outgoing students will not be worried or concerned about the opinion of others. In this case, they will seek opportunities to ask questions hope that they will get meaningful insights (Lou, 2017, 72. Furthermore, outgoing students will not be worried about making mistakes something that will enhance the acquisition of the second language more quickly.
Age
Age is a determining factor when it comes to second language learners considering that age correlates with individuals experience and discipline. Children who are already fluent or have solid literacy skills are more likely to have an easier time learning a second language than those without these literacy skills. In a way, solid literacy skills in the native language mean that the learner will have an easier time in making connection s between the first and the second language. In another scenario, older students can learn as a second language but it may be harder to achieve native pronunciation. The reason for this outcome is the fact that the first language may have had a permanent impact on their ability to be articulate in the second language.
Experiences and Cognition
Individuals with high levels of cognition or intelligence are more likely to learn a language faster as compared to individuals with lower cognition. The reason for that assertion the fact that there is an innate ability that comes in handy when trying to learn and master a second language. I the same breath individuals who have accumulated experiences from interacting with different cultures or language groups are likely to learn a second language quicker. The experiences act as a base onto which to build upon more linguistic knowledge. On the other hand, an individual who has not had an opportunity to interact with other cultures or languages may not be as open to learning a second language.
The learner's Native Language
An individual's native language is a factor that has a lot of influence on how quickly or slow that individual will learn a new language. In particular, a learner's native language, which is closely related to the second language, will enhance the learning process. The reason for this is the fact that there will be semantic, morphological, and even syntax similarities between the two languages (Kurt, 2015, 371). The similarities will make the learners be more passionate as one discovers the link between the two languages. This is the case with a Dutch child learning English as the second language since the two languages are closely related. On the other hand, a native language, which does not belong in the family of the second language, will delay learning. The reason for this is the lack of similarities, which may confuse the learner who may not understand why grammatical rules in the native language do not apply in the second language.
External Factors Influencing Second Language Learning
External factors that influence the learning of a second language are those factors that can be manipulated to either promote or derail the learning of a second language.
Curriculum
The educational system places so much emphasis on curriculum and this insistence may come in the way of ESL students, The reason for this proposition is the fact that the teacher is forced to set apart enough time for these students which may not be possible due to the curriculum demands (Sardegna, Lee, and Kusey, 2017, 90). It is possible that the ESL students will have slower progress especially if they do not get the extra support that needs. In addition, they may be held back from joining the mainstream educational system if they have not achieved the requisite level of language proficiency.
Instruction Method
Second language acquisition is only possible where the instructor is able to provide the learners' width effective and appropriate learning experiences. At this point, it is important to establish that there are better and not so good language teachers who affect the outcome of learning a second language. According to Smithers and Gray (2018), the better teacher knows exactly how to teach, assess and motivate their learners so that they can master the second language easily. On the other hand, not so good teachers will fail to adhere to the best practices and methodologies, which will slow down the acquisition process.
Access to and Support from Native Speakers
An individual is likely to acquire a second language much easier if he or she has regular contact with native speakers of the second language. These native speakers can offer much-needed feedback to the learners both in and out of the classroom. It is likely that the native speakers will cheer the learner on thus boosting his or her confidence. In the same breath, a learner who has the support to learn the native language at home is likely to learn the language quicker. The extra support may help the learner to interact more with the language something that may not be possible in the classroom environment.
In conclusion, need to communicate with a diverse population and achieve academic objectives are the major factor that makes people learn a second language. Learning a second language may not be easy but internal and external factors can help one to have an easier time learning the second language. An individual must be motivated to learn the second language as well as have the right personality that allows for consultations. Moreover, it is crucial for the learner to have the requisite cognitive ability as this makes the process easier and faster. Apart from these, the external environment that includes the instruction method, curriculum, and access and support from native speakers will ease the process. Overall, an interaction of these factors may hamper or enhance the speed and effectiveness at which ones acquire the second language.
Bibliography
Kurt, M., 2015. Which methodology works better? English language teachers’ awareness of innovative language learning methodologies. Education , 135(3), pp. 309-322.
Lou, H., 2017. Language learning motivation as ideological becoming. System , 65, pp. 69-77.
Sardegna, V. G., Lee, J. & Kusey, C., 2017. Self‐Efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning , 68(1), pp. 83-114).
Sergio, B. C., 2017 Lifelong learning and limiting factors in second language acquisition for adult students in post-obligatory education. Cogent Psychology , 4(1), pp. 12-19.
Smithers, R. W. & Gray, J. W. 2018. Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy, Applied Linguistics Review . 0(0).
