… is predominant in english and english-derived territories (australia, new zealand, united states, english canadas, … ) and describes the situation where encroachment by foreign lexicons is limited ; therefore making it difficult for populations in these areas to acquire new lexicons.
Ultimately, it is the reason for the complete failure of the french immersion educational system in english canadas. It may be interesting to examine how the 2nd-language-spanish educational system in the united states is different and whether it has been a more successful attempt.
One might say former canadian prime-minister paul martin is a prime example of a poor french-immersion-resulted french-lexicon (in spite of having been born after the system came into effect).
Chronic-lexical-under-exposure may be corrected by watching foreign-streams (internet newscasts). It is a false premise that youths are better able to acquire foreign lexicons. If a similar situation and adequate-time is provided to adults they can and may even surpass the quality of youth-acquired-foreign-lexicons.
The purpose of watching foreign-streams is to accustomize oneself to foreign sounds and graphemes in spite of initial or prolonged nothing-comprehension.
It is suggested that teachers always teach grammar and never native-fluency, which should be self-taught using internet-sources. It is highly subjective whether a teacher is natively-fluent in the language they may teach.
In the past, students have been forced to speak the immersive language exclusively during classtime; this is counter-productive as it creates a faulty lexicon. The most-effective way to create a natively-fluent lexicon is by having at the minimum half of the students as native speakers. If this condition cannot be met, teachers must encourage self-immersion away from other learners prone to similar mistakes.
Of course, some learners will always be more apt to foreign-language-aquisition than others; however, this may be due to varying observational skills.
Ultimately, it is the reason for the complete failure of the french immersion educational system in english canadas. It may be interesting to examine how the 2nd-language-spanish educational system in the united states is different and whether it has been a more successful attempt.
One might say former canadian prime-minister paul martin is a prime example of a poor french-immersion-resulted french-lexicon (in spite of having been born after the system came into effect).
Chronic-lexical-under-exposure may be corrected by watching foreign-streams (internet newscasts). It is a false premise that youths are better able to acquire foreign lexicons. If a similar situation and adequate-time is provided to adults they can and may even surpass the quality of youth-acquired-foreign-lexicons.
The purpose of watching foreign-streams is to accustomize oneself to foreign sounds and graphemes in spite of initial or prolonged nothing-comprehension.
It is suggested that teachers always teach grammar and never native-fluency, which should be self-taught using internet-sources. It is highly subjective whether a teacher is natively-fluent in the language they may teach.
In the past, students have been forced to speak the immersive language exclusively during classtime; this is counter-productive as it creates a faulty lexicon. The most-effective way to create a natively-fluent lexicon is by having at the minimum half of the students as native speakers. If this condition cannot be met, teachers must encourage self-immersion away from other learners prone to similar mistakes.
Of course, some learners will always be more apt to foreign-language-aquisition than others; however, this may be due to varying observational skills.
