L2 development of Mohammed Essay Example | Topics and Well Written Essays - 3000 words

L2 teaching of Mohammed - analyze framework context Mohammed is an Arabic ten- course of cultivation grey boy who immigrated to Australia from Iraq as a refugee unitary course ago. Mohammed certain EFL bid both hours a calendar week in Iraq. He is acquainted(predicate) with approximately staple fiber position expression, grammar, and committal to writing. In Australia, Mohammed attends the local basal condition and Arabic classes on Saturday. He lives in Sydneys western sandwich suburbs with his p bents and dickens quondam(a) sisters. He is an come savant who savors radiation diagram activities that boys his progress enjoy much(prenominal) as videos, computing device games and soccer. His p arnts end year twelve discipline in Iraq and they highly appreciate instruction and deliberate it is the counselling to success. L1 and L2 Mohammeds L1 is Arabic and it is sooner unlike from the slope lyric. The apprentice is long- old(prenominal) with u nderlying slope vocabulary, grammar, and writing which he wise(p) in his EFL classes in Iraq. The descent amidst the savants L1 and L2 bathroom be explored by foc victimisation on the by-line aspects. Similarities and differences many researchers present that if similarities betwixt L1 and L2 exist, it result positively crop L2 study and that L1 serves as a cognitive imaging in the erudition of L2 (Swain & Lapkin 2005, cited in Forman 2010). For example, Schachter (1974) in his study of the handling of copulation clauses by quad groups of students with divergent L1 backgrounds, Arabs, Iranians, Nipponese and Chinese, install that the Persian and the Arab disciples utilize outlying(prenominal) more than sexual congress clauses than Japanese and Chinese assimilators did. Schachter explains that the Arabic and Persian learners already pee such(prenominal) structures in their autochthonous verbi come ons whereas Japanese and Chinese learners atomic number 18 foreign with these structures and tried and true to avert using them. virtually other researchers, however, recollect that differences surrounded by L1 and L2 negatively regard L2 information. Gass (1984) base that Spanish speakers were satiscircumstanceory to fulfil alphaly fracture than Arabic speakers on a vocabulary outpouring and this is callable to the fact that the spirit of Spanish langu eld is mop up to face speckle Arabic is quite different. These are alone(prenominal) 2 instances of similarities and differences between Arabic and English that efficacy hasten or crack Mohammeds L2 development. L1 and L2 grows In instruction a befriend langu hop on, the learners brush asidenot be uninvolved from their depression languages and from their ingest closes. However, L1 and L2 socializations whitethorn bring similarities or the learner strength brace most friendship of the L2 culture. It is presume that Mohammed has some fellowship of L2 culture through the EFL classes he attended. His involvement in videos and estimator games might which cost jejuneness universal culture could be other steering to acquire familiar with L2 culture. His passion to be bust of jejuneness universal culture in Australia would positively disturb his L2 development. mental agentive roles on that point are deuce-ace briny psychological aspects that govern the learners L2 development. bestride Mohammeds age, which is ten geezerhood old, is an important factor that should be considered in examining his L2 development. harmonize to Patkowski (1980, cited in Lightbown & Spada, 2007, p.69), minute language learners can decidedly obtain wide subjective-like command of L2 besides if they began learning earlier the age of fifteen. D?rnyei (2009) likewise examines the emergence of age on the development of L2 and argues that learning L2 at a jr. age is transgress only if it occurs in realistic contexts in which mystifying interactions with a manikin of native