Editing Second language (section)

====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.