Identifying the Implementation of Teaching English to Early Childhood in the Development of Language Acquisition
DOI:
https://doi.org/10.47750/pegegog.14.02.15Keywords:
Early childhood, language acquisition, second language acquisition, teaching EnglishAbstract
Through signs and symbols, language serves as a means of expressing ideas and sentiments. These signs and symbols are used to encode and decode the information. The world has many different languages in use. As their first language, a baby learns their mother tongue. From birth, he or she is exposed to this language. Any additional language that is learned or acquired is referred to as a second language. There are two definitions of SLA, which stands for second language acquisition. It is a term that is generally used to describe learning a second language. To be more explicit, it is the name of the theory that outlines how individuals learn a second language. As we focus on speaking, this largely unconscious process happens. It is comparable to the acquisition of a second language, which explains how formal language teaching helps us acquire languages more deliberately. The ideas that the teacher can create communication contexts that support language learning, that language learning progresses naturally, that affective filters exist that hinder language learning, especially for adults, and that input is of utmost importance are all implications for the language classroom. This study aims to investigate the impact of language training on young children's language acquisition. The technique is qualitative and draws its methods from literature reviews.
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