Studying a second language in the world happens due to various reasons such as immigration, trade and science needs and also education. Learning another language may be important in human intellectual activity after mastering the mother tongue. Therefore it is not surprising that research in this area became very attractive in cognitive science because the complexity in second language acquisition is not possible to examine it from one perspective only.
It is known that second language acquisition (SLA) or second language learning is the process by which people of a language can learn a second language in addition to their native language. (“Second Language Acquisition”: 18 December 2010) Second language acquisition is the process of learning a new language after the acquisition of a learner’s native language. It can also incorporate the learning of third, fourth or subsequent languages as well as heritage language learning.
Bilingualism is not usually seen to be within the field of second language acquisition. Most SLA learning a language, not the process itself, and see the term as referring to native- like fluency, which second language learners rarely achieve. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. This paper will be focused on the difficulties for learners to learn English as second language in Indonesia.
It will be focused on the children when they learn language because the possibility to make English becomes the second language depends on the children when they acquire a language. There are five proposals for classroom teaching; provide examples from classroom interaction to illustrate how the proposals get translated into classroom practice. The researcher in this case myself who writes this paper- will give example based on the researcher’s experience when teaching in the classroom.
For each proposal, a few relevant studies will be presented, discussed, and compared with one another. Those proposals are: 1. Get it right from the beginning; 2. Say what you mean and mean what you say; 3. Just liste and read; 4. Teach what is teachable; 5. Get it right in the end.
Name : Radity
Source : https://media.neliti.com/media/publications/222028-the-possibility-of-english-as-a-second-l.pdfa Adipramono