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Principles about Second Language Learning


1. There are no gaps between words which is why new language learners find it difficult to identify individual words.


2. Words are stored in semantic memory. they cannot be learnt subconsciously. There is no such thing as a subconscious memory store.

3. Children's language acquisition is biologically primary, which means that adults cannot learn like young children.

4. Young children are more conducive to learning a new language especially the language phonological and grammar. Unless adults learn new language phonology in childhood there is some language sounds they will never be able to produce.

5. Learners are not inanimate objects where words or chunks of language can be poured into the brain like petrol in a tank. What is referred to the feed the duck method of learning.

6. Facts like words and phrases are learnt through distributed practice. It a process like painting, where the paints needs to dry before what is being learnt is revisited.

6. 50% of facts, which words are, is lost within a hour of learning them.

7.   Learners can successfully learn a language through memorising phrases or stories. Learners need to engage in extensive construction to develop fluent language capability.

8. Research suggests it will take around three years of daily practice to bring a 1,500 fluent vocabulary into fluent usage.

9. Cramming will cause interference it will be like attempting to hold to many oranges in one's hands at at once. All will be lost.
 
10. There is no credence to the Mozart effect. Music does not enhance learning. It does not allow a vast amount of language to be learnt. Music and language both pass through the phonological loop of working memory.

Plenary

     Proven methods are derived from proven methods there are no 'miracle' methods of learning as Processor Sarah Eaton. Anyone practising 'unique' methods will not be applying proven methods. A vast amount of research has gone into education in the last two decades.

      There is no clear distinction between learning a new language than learning anything else. The aural aspects of language learning reflect musical learning.

         Children do not learn their native language sub-consciously. They are not tape recorders. They do learn it naturally with parental support. New language learning resembles learning maths, because learners need to develop new skills into fluency.

Learners are advised to purchase the Open University *Success with Languages" Hurd and Murphy (2004). Academics language research is provided by Coleman and Klapper (2006). There are twenty-one second language authorities contributing to that book. Reference to deSuggestopedia as proven method is not referred to in these references.
DS Kirsch.pdf