Second Language Acquisition Association with Positive Learning and Social Outcomes

Second Language Acquisition
Student Name
Institutional Affiliation
Date
Second Language Acquisition
Introduction
The student body is becoming more and more internationalized. Today, many international students visit the United States and other European nations to acquire knowledge and be self-reliant in the future. As the education sector is becoming diversified, it is becoming apparent that language use is an important factor in aiding communication between the student-instructor relationships and among students drawn from diverse social backgrounds. In particular, the second language (L2) fluency field lends itself to this subject as an important topic worth consideration. An understating of the second language (L2) fluency transcend simplifying instructions to students to achieving nuanced relationships among the instructors, students, and non-teaching staff. L2 users differ from monolingual native speakers in a meaningful manner. As such, it is important to consider how they speak by giving them autonomy of speech and refraining from associating them as an approximation to monolingual native speakers. Language professionals are striving to ensure that second language is taken seriously in learning institutions. This paper argues that second language acquisition is associated with positive learning and social outcomes when utilized appropriately.
Literature Review
According to Rossiter et al. (2010), most learning institutions are getting it wrong when it comes to developing oral fluency among students pursuing second language acquisition. Efficient communication in a second language is dependent on the oral fluency of the language. Communicating fluently in the second language gives students the freedom to interact freely with academic, occupational, and social contexts. However, achieving oral fluency is a demanding task. It demands students to invest considerable time in practicing the language. Conversely, in some instances, it requires considerable financial input. Oral fluency is one of the main attributes of fluency in a second language context. The term "fluency" bears a different meaning. However, in its basic form, it is conceptualized as a term related to understanding the vocabulary and grammar of the language (Rossiter et al., 2010). Oral fluency has been associated with improved speech. As much as the majority of communicative language teaching (CLT) classrooms have promoted fluency, they have failed to create an ideal environment for the growth of automatic fluency. Besides, the classrooms have failed to incorporate explicit, focused instruction in developing oral fluency skills. This revelation reveals that as much as more students are spending more time memorizing key elements of a second language, the majority have been disappointed in getting the requisite oral fluency skills.
Oral fluency increases with the increase with the amount of time an individual is exposed to a second language. Further, motivation and ethnic affiliation also influence fluency development. Several theories have been used to ascertain possible ways language proficiency can be improved for a learner pursuing a second language course. As noted earlier, increasing the time to learn the language is a great way of impro...