Language Acquistion Theory

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Language Acquistion Theory

By | September 2013
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Running head: LANGUAGE ACQUISTION THEORY

Language Acquisition Theory
Grand Canyon University
July 24, 2013

Language Acquisition Theory
After reading and rereading the article by Palmer et.al, there were many conclusions made. There has been a great struggle for English language learners to translate phrases that American English speakers do not think very much about. For example, these phrases could be “eats like a horse” or “he has egg in his face.” Figurative language such as this is a strenuous to understand for these students. Culture backgrounds prevent English language learners, from understanding and comprehending idioms. Even as English language learners become more efficient in the classroom they will always challenges with figurative language in school and outside of school. Figurative language is used mostly in Spanish speaking students are the most rapid growing group in schools in the United States. A report that was done in 1999 stated that one in six students between the ages of 14-19 either spoke another language other than English or were from another country. These students struggle greatly because the schools believe they learn English faster than they do or the English language is unclear due to phrases that are figurative. Another report in 1989 stated that 11.5% of lectures in the classroom had figurative language. Shocking enough the report also stated that 1 out of 10 words were idioms. English language learners have a difficult time translating these phrases because idioms do not easily translate from one language to another. In the English language one word can take on so many meanings which put up so many walls for the student while learning. Students need appropriate teaching to overcome these obstacles. When student do not understand figurative language it can interrupt the student from comprehending what they are reading. In return the student loses their ability to want to read more. English...
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