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FACTORS THAT INFLUENCE A LANGUAGES ABILITY TO BE LEARNED
Ordabaeva D.
Nukus, Uzbekistan
4
th
year Student, Berdakh Karakalpak State University
Seytjanova L.T.
Nukus, Uzbekistan
Scientific Advisor, Berdakh KSU, Department of English Language and Literature
Abstract:
The given article considers the impacts of factors in the process of learning
languages to learners. The analysis of view and thoughts of scientists on the factors in
the process of educating the second languages.
Keywords:
factors, learning process, language, influence.
Introduction
Learning a new language is a fascinating action that can open up a world of
opportunities and connections. However, not all languages are equally easy to learn.
There are various factors that influence the ease or difficulty of acquiring a new
language. These factors play a crucial role in determining the ability to learn a language
effectively. Understanding these influential factors is essential for language learners,
educators, and researchers alike. In this essay, we will explore the key factors that
influence a language’s ability to be learned, unraveling the intricate relationship between
language acquisition and these influential elements. By examining these factors, we can
gain valuable revelation about the learning process and discover strategies to enhance
language learning outcomes.
There are many general factors that influence second language learning such as
age, aptitude, intelligence, cognitive style, attitudes, motivation and personality (Ellis,
1985). The aim of this session is to present these factors and their contribution to success
or failure in second language acquisition. Here are some key factors that play a
significant role in language learning:
Linguistic Similarities:
Languages that are similar to one another, either in terms
of vocabulary, grammar, or syntax, are generally easier for speakers of one language to
learn another. For example, a native Spanish speaker may find it relatively easier to learn
Portuguese or Italian compared to Mandarin Chinese or Arabic.
Native Language Proficiency:
Proficiency in one’s native language can greatly
impact the ability to learn another language. Pupils who have a strong foundation in their
first language often have a better understanding of grammar, syntax, and vocabulary
acquisition, making it easier for them to transfer those skills to a new language.
Motivation
: Motivation is one of the most important factors in second language
acquisition. Richards (1985, p. 185) believes motivation as a factor that determines a
person’s desire to do something. It is obvious that learners who want to learn are likely to
achieve more than those who do not. The role of attitudes and motivation in SLA has
been investigated by Gardner and Lambert (1972), who define motivation in terms of ‘
the learner’s overall goal or orientation’, and attitude as ‘the persistence shown by the
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learner in striving for a goal’ (Ellis 1985, p. 117; Patsy Lightbown at.al, 2000, p. 56).
They distinguish two types of motivation:
a) Integrative motivation: a learner studies a language because he is interested in
the people and culture of the target language or in order to communicate with people of
another culture who speak it.
b) Instrumental motivation: a learner’s goals for learning the second language are
functional and useful, for example they need the language to get a better job, to pass tests,
to enable him to read foreign newspaper, etc.
Age and Critical Period:
Age is one of the factors that influence second language
learning. The age at which a person starts learning a language can be crucial. Studies
have shown that younger learners, particularly children, tend to have a higher proficiency
in acquiring new languages, often achieving native-like fluency. This is attributed to the
brain’s plasticity and ability to absorb language rules more easily during the critical
period of language development. Critical period hypothesis by Lenneberg proposes that
in child development there is a period during which language can be acquired more easily
than that at any other time. According to him the critical period lasts until puberty and is
due to biological development. He adds that language learning may be more difficult
after puberty because the brain lacks the ability and adaptation [2]. Other researchers
have also proved that learners who start learning a foreign language as children achieve a
more native-like accent than those who start as adolescents or adults (Oyama, 1976;
Asher and Garcia, 1969) and they are also better in the acquisition of grammar
(Patkowski, 1980, p. 1990).
Learning Environment and Exposure:
An immersive and supportive learning
environment enhances language learning. Being exposed to the target language through
interactions with native speakers, cultural activities, and authentic materials like books or
media can facilitate comprehension and proficiency.
Learning Strategies and Techniques:
Adopting effective learning strategies can
significantly impact language acquisition. Techniques such as regular practice, repetition,
vocabulary building, and active engagement with the language through speaking and
writing exercises can accelerate learning and improve language skills.
Individual Learning Style:
Different individuals have different learning styles
and preferences. Some learners may excel in auditory learning, while others may benefit
more from visual or kinesthetic approaches. Understanding and accommodating
individual learning styles can optimize learning outcomes.
These factors, although not exhaustive, demonstrate the complexity of language
learning. While some factors can facilitate the process, others may present challenges.
However, with proper motivation, dedication, and effective learning strategies,
individuals can overcome these challenges and successfully acquire a new language.
Conclusion
Several factors described in this paper influence second language acquisition
variedly. It has to be said that individual differences are important factors in SLA. Those
factors: motivation, attitude, age, intelligence, aptitude, learning style, and personality
influence the way learners encounter language learning and may hinder or support them
in their efforts to master L2. Moreover, these elements seem to be an essential part of the
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learning process, which can contribute to the success or failure of a second language
learner.
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URL:
https://cyberleninka.ru/article/n/stilisticheskiy-analiz-kontsepta-mu-abbat-lyubov-v-
proizvedenii-terbenbes
