Useful Statements for Learning Languages | Discussion

Part 1

There are two statements about language learning that are important to discuss and that I agree with.

Statement 1: The most important predicted of success in second language acquisition is motivation.

Reviewing the information from the textbook, it is possible to find much evidence that supports my views. Motivation is an important factor in the process of foreign language learning. According to Patsy M. Lightbown and Nina Spada, “positive attitudes are associated with a willingness to keep learning”. Although motivation is considered to be a complex phenomenon, it is associated with communication needs and attitudes of learners. There is a need for recognition of the communicative value of the second language, which plays a critical role in acquiring language proficiency.

Statement 2: Teacher should teach simple language structures before complex ones.

Reviewing the information from the textbook, it is possible to find much evidence that supports my views. Simple language structures are easy to understand, analyse and learn. The major goal of any teacher is to help students achieve success in the process of second language learning. This goal can be attained if learners’ developmental level is appropriate for the material selected by the teacher.

I might respond to colleagues if I heard them making these statements in the following way:

I agree that motivation contributed to success in second language acquisition. Highly motivated second language learners are able to spend much time in order to achieve fluency in the process of learning. Motivation depends on an individual’s attitudes towards the people who speak the target language. As learners have a great desire to be integrated in the community of the target language speakers, they begin to show positive results in different areas of learning (reading, writing, comprehension, speaking).  I would tell my colleagues that group dynamics and learning environment should be improved to create positive conditions for strengthening of learners’ motivation.

Moreover, I might respond to parents whose children are in my class, or if I teach adults, to those adult students. I would tell them that they should develop effective communication skills in order to be able to communicate with native speakers. Due to increased motivation, they will be able to contact effectively. As a result, the level of proficiency will be increased.

Part 2

There are two statements about language learning that I disagree with or feel uncertain about when I first read them or heard about them.

Statement 1: Highly intellect people are good language learnings.

Reviewing the information in the book that has strengthened my opinion, I can conclude that intelligence is associated with the level of individual’s performance in tests like IQ testing and others.  Actually, the IQ tests cannot be used to assess learner’s ability to succeed in second language learning because IQ tests are related to metalinguistic knowledge rather then to communicative ability (Lightbown & Spada).

Statement 2: When learners are allowed to interact freely, they copy each other mistakes.

Reviewing the information in the book that has strengthened my opinion, I can conclude that learners are not dependent on interaction. They can learn from interaction with others. Researches state that   “one to one interaction gives children access to language that is adjusted to their level of comprehension”, as mentioned by Lightbown and Spada. Children do not copy each other mistakes if they interact with adult who may help them learn new words and explain new rules in a clear and comprehensive way.

I might respond to my colleagues If I heard them make these statements in the following way: Do not allow learners to interact freely because they need control of a teacher or reliable sources, such as television programs, which provide correct phrases. Learners can repeat these phrases and increase their level of proficiency.

I would respond to parents whose children are in my class, or, if I teach adults, to those adult students in the following way:  Do no allow children to practice free interaction with other children because they make mistakes. Coping mistakes reduces the level of proficiency. Television programs and special language learning programs can be used by adult students if the content of these programs is clear and easy to understand.  

Works Cited

Lightbown, Patsy M. & Spada, Nina. How Languages are Learned 4th edition – Oxford Handbooks for Language Teachers. Oxford University Press, 2013.

The terms offer and acceptance. (2016, May 17). Retrieved from

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: October 27, 2021]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: October 27, 2021]
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