Editing Second language (section)

===Similarities and differences between learned and native proficiency===
====Speed====
Acquiring a second language can be a lifelong learning process for many. Despite persistent efforts, most learners of a second language will never become fully ''native-like'' in it, although with practice considerable fluency can be achieved.<ref>{{cite web|url=http://www.lang1234.info/2/category/accent/1.html|title=Good Accents|publisher=globe1234.com|access-date=2013-08-23|archive-date=2013-10-05|archive-url=https://web.archive.org/web/20131005222938/http://www.lang1234.info/2/category/accent/1.html|url-status=dead |date=January 17, 2012 }}</ref> However, children by around the age of 5 have more or less mastered their first language with the exception of [[vocabulary]] and a few [[Grammar|grammatical]] structures, and the process is relatively very fast because language is a very complex skill. Moreover, if children start to learn a second language when they are seven years old or younger, they will also be fully fluent with their second language in a faster speed comparing to the speed of learning by adults who start to learn a second language later in their life.{{sfn|Johnson|Newport|1989}}

====Correction====
In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language, which is a significant difference between input and output. Children are exposed to a language environment of errors and lack of correction but they end up having the capacity to figure out the grammatical rules. Error correction does not seem to have a direct influence on learning a second language. Instruction may affect the rate of learning, but the stages remain the same. Adolescents and adults who know the rule are faster than those who do not.

In the learning of a second language the correction of errors remains a controversial topic with many differing schools of thought. Throughout the last century much advancement has been made in research on the correction of students' errors. In the 1950s and 1960s, the viewpoint of the day was that all errors must be corrected at all costs. Little thought went to students' feelings or self-esteem in regards to this constant correction.{{sfn|Russell|2009}}

In the 1970s, Dulay and Burt's studies showed that learners acquire grammar forms and structures in a pre-determined, inalterable order, and that teaching or correcting styles would not change that.{{sfn|Russell|2009}}

In 1977, Terrell"s studies showing that there were more factors to be considered in the classroom than the cognitive processing of the students.{{sfn|Russell|2009}} He contested that the affective side of students and their self-esteem were equally important to the teaching process.{{sfn|Russell|2009}}

In the 1980s, the strict grammar and corrective approach of the 1950s became obsolete. Researchers asserted that correction was often unnecessary and that instead of furthering students' learning it was hindering them. The main concern at this time was relieving student stress and creating a warm environment for them. Stephen Krashen was a big proponent in this hands-off approach to error correction.{{sfn|Russell|2009}}

The 1990s brought back the familiar idea that explicit grammar instruction and error correction was indeed useful for the SLA process. At this time, more research started to be undertaken to determine exactly which kinds of corrections are the most useful for students. In 1998, Lyster concluded that "recasts", the teacher repeating a student's incorrect utterance with the correct version, are not always the most useful because students do not notice the correction. His studies in 2002 showed that students learn better when teachers help students recognize and correct their own errors.{{sfn|Russell|2009}} Mackey, Gas and McDonough had similar findings in 2000 and attributed the success of this method to the student's active participation in the corrective processes.{{sfn|Russell|2009}}

====Depth of knowledge====
According to [[Noam Chomsky]], children will bridge the gap between input and output by their innate grammar because the input (utterances they hear) is so poor but all children end up having complete knowledge of grammar. Chomsky calls it the [[Poverty of the stimulus|Poverty of Stimulus]]. And second language learners can do this by applying the rules they learn to the sentence-construction, for example. So learners in both their native and second language have knowledge that goes beyond what they have received, so that people can make correct utterances (phrases, sentences, questions, etc) that they have never learned or heard before.

====Emotionality====
[[Bilingualism]] has been an advantage to today's world and being bilingual gives the opportunity to understand and communicate with people with different cultural backgrounds. However, a study done by Optiz and Degner in 2012 shows that sequential bilinguals (i.e. learn their L2 after L1) often relate themselves to the emotions more when they perceive these emotions by their first language/native language/L1, but feel less emotional when by their second language even though they know the meaning of words clearly.{{sfn|Opitz|Degner|2012}} The emotional distinction between L1 and L2 indicates that the "effective valence" of words is processed less immediate in L2 because of the delayed vocabulary/lexical access to these two languages.

====Success====
Success in language learning can be measured in two ways: likelihood and quality. First language learners ''will'' be successful in both measurements. It is inevitable that all people will learn a first language and with few exceptions, they will be fully successful. For second language learners, success is not guaranteed. For one, learners may become fossilized or ''stuck'' as it were with ungrammatical items. ([[Fossilization (linguistics)|Fossilization]] occurs when language errors become a permanent feature.)<ref>See {{harv|Canale|Swain|1980}}, {{harv|Johnson|1992}}, {{harv|Selinker|1972}}, and {{harv|Selinker|Lamendella|1978}}.</ref> The difference between learners may be significant. As noted elsewhere, L2 learners rarely achieve complete ''native-like'' control of the second language.

For L2 pronunciation, there are two principles that have been put forth by Levis. The first is nativeness which means the speaker's ability to approximately reach the speaking pattern of the second language of speakers; and the second, understanding, refers to the speaker's ability to make themselves understood.{{sfn|Levis|2005}}

{|class="wikitable"
|+Similarities and differences between L2 and L1{{clarify| reason = This table needs better explanation. Much of it is presently incomprehensible to ordinary readers.|date=December 2015}}
!!!L2!!L1
|-
!Speed
|slower than acquisition of L1||acquisition is rapid
|-
!Stages
|systematic stages of development||systematic stages of development
|-
!Error correction
|not ''directly'' influential||not involved
|-
!Depth of knowledge
|beyond the level of input||beyond the level of input
|-
!Emotionality
|less emotional when perceiving words by L2||more emotional when perceiving words by L1
|-
!Success (1)
|not inevitable (possible ''fossilization''*)||inevitable
|-
!Success (2)
||rarely fully successful (if learning starts after Critical Period)||successful
|}
Being successful in learning a second language is often found to be challenging for some individuals. Research has been done to look into why some students are more successful than others. Stern,{{sfn|Stern|1975}} Rubin{{sfn|Rubin|1975}} and Reiss{{sfn|Reiss|1985}} are just a few of the researchers who have dedicated time to this subject. They have worked to determine what qualities make a "good language learner".{{sfn|Mollica|Neussel|1997}} Some of their common findings are that a good language learner uses positive learning strategies, is an active learner who is constantly searching for meaning. Also a good language learner demonstrates a willingness to practice and use the language in real communication. He also monitors himself and his learning, has a strong drive to communicate, and has a good ear and good listening skills.{{sfn|Mollica|Neussel|1997}}

Özgür and Griffiths have designed an experiment in 2013 about the relationship between different [[Motivation in second-language learning|motivations]] and second language acquisition.{{sfn|Özgür|Griffiths|2013}} They looked at four types of motivations—intrinsic (inner feelings of learner), extrinsic (reward from outside), integrative (attitude towards learning), and instrumental (practical needs). According to the test results, the intrinsic part has been the main  motivation for these student who learn English as their second language. However, students report themselves being strongly instrumentally motivated. In conclusion, learning a second language and being successful depend on every individual.