Paper Summary:

The paper will look at second-language acquisition and mastery with an eye towards figuring out whether or not children learn best when the second-language inputs they receive mostly involves instruction emphasizing the grammatical form of the second language. The paper explores whether second-language grammatical and lexical acquisition is something formally and consciously learned or whether it is really much more of an instinctive process involving unconscious environmental inputs. To answer questions such as these, the paper looks at several studies which argue that foreign-language acquisition is a formal process in which success is assured only when people learn the formal elements of a language. The paper then shows how this hypothesis is compromised when the role of sub-conscious "global" inputs is considered. The paper discusses studies on how formal cognition is involved in "picking up" a new language and the subtleties of its structure. The paper reveals that form-based instruction which looks chiefly at grammatical rules and at how a second language "should" look have been revealed by scholarly research as ineffective tools for developing language acquisition if they are the chief means used by instructors to develop second-language linguistic competencies.

From the Paper:

"The following paper will look at second-language acquisition and mastery with an eye towards figuring out whether or not children learn best when the second-language inputs they receive mostly involves instruction emphasizing the grammatical form of the second language. More than that, is it appropriate to ask whether second-language grammatical and lexical acquisition is something formally and consciously learned (through formal instruction on things like grammar and syntax) or whether it is really much more of an instinctive process involving unconscious environmental..."

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