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A person’s second language or L2 is a language that is not the native language/first language/L1 of the speaker, but is learned by the speaker after his/her native language (usually a foreign language, see below). Additionally, a person’s second language can be explained as the second language in the country the speaker lives in and they may be both used in daily life. For example, Canada has two official languages(English and French) and some citizens speak and use both of them.
A person’s dominant language, which is the language the speaker uses most or is most comfortable with, is not necessarily to be his/her first language. The second language can also be the dominant one. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children move, with or without their family (because of immigration or international adoption), to a new language environment.

Second-language acquisition

The distinction between acquiring and learning was made by Stephen Krashen (1982) as part of his Monitor Theory. According to Krashen, the acquisition of a language is a natural process; whereas learning a language is a conscious one. In the former, the student needs to partake in natural communicative situations. In the latter, error correction is present, as is the study of grammatical rules isolated from natural language. Not all educators in second language agree to this distinction; however, the study of how a second language is learned/acquired is referred to as second-language acquisition (SLA).

Research in SLA "...focuses on the developing knowledge and use of a language by children and adults who already know at least one other language... [and] a knowledge of second-language acquisition may help educational policy makers set more realistic goals for programmes for both foreign language courses and the learning of the majority language by minority language children and adults." (Spada & Lightbown, p. 115).

SLA has been influenced by both linguistic and psychological theories. One of the dominant linguistic theories hypothesizes that a device or module of sorts in the brain contains innate knowledge. Many psychological theories, on the other hand, hypothesize that cognitive mechanisms, responsible for much of human learning, process language.

Other dominant theories and points of research include 2nd language acquisition studies (which examine if L1 findings can be transferred to L2 learning), verbal behaviour (the view that constructed linguistic stimuli can create a desired speech response), morpheme studies, behaviourism, error analysis, stages and order of acquisition, structuralism (approach that looks at how the basic units of language relate to each other according to their common characteristics), 1st language acquisition studies, contrastive analysis (approach where languages were examined in terms of differences and similarities) and inter-language (which describes L2 learners’ language as a rule-governed, dynamic system) (Mitchell, Myles, 2004).

These theories have all influenced second-language teaching and pedagogy. There are many different methods of second-language teaching, many of which stem directly from a particular theory. Common methods are the grammar-translation method, the direct method, the audio-lingual method (clearly influenced by audio-lingual research and the behaviourist approach), the Silent Way, Suggestopedia, community language learning, the Total Physical Response method, and the communicative approach (highly influenced by Krashen’s theories) (Doggett, 1994). Some of these approaches are more popular than others, and are viewed to be more effective. Most language teachers do not use one singular style, but will use a mix in their teaching. This provides a more balanced approach to teaching and helps students of a variety of learning styles succeed.

Effect of age

The defining difference between a first language (L1) and a second language (L2) is the age the person learned the language. For example, linguist Eric Lenneberg used second language to mean a language consciously acquired or used by its speaker after puberty. In most cases, people never achieve the same level of fluency and comprehension in their second languages as in their first language. These views are closely associated with the critical period hypothesis.^[1]^[2]^[3]^[4]

In acquiring an L2, Hyltenstam (1992) found that around the age of six or seven seemed to be a cut-off point for bilinguals to achieve native-like proficiency. After that age, L2 learners could get near-native-like-ness but their language would, while consisting of few actual errors, have enough errors to set them apart from the L1 group. The inability of some subjects to achieve native-like proficiency must be seen in relation to the age of onset (AO). Later, Hyltenstam & Abrahamsson (2003) modified their age cut-offs to argue that after childhood, in general, it becomes more and more difficult to acquire native-like-ness, but that there is no cut-off point in particular.

As we are learning more and more about the brain, there is a hypothesis that when a child is going through puberty, that is the time that accents start. Before a child goes through puberty, the chemical processes in the brain are more geared towards language and social communication. Whereas after puberty, the ability for learning a language without an accent has been rerouted to function in another area of the brain—most likely in the frontal lobe area promoting cognitive functions, or in the neural system of hormone allocated for reproduction and sexual organ growth.

As far as the relationship between age and eventual attainment in SLA is concerned, Krashen, Long, and Scarcella, say that people who encounter foreign language in early age, begin natural exposure to second languages and obtain better proficiency than those who learn the second language as an adult. However, when it comes to the relationship between age and rate SLA, “Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant)” (Krashen, Long, Scarcella 573). Also, “older children acquire faster than younger children do (again, in early stages of morphological and syntactic development where time and exposure are held constant)” (573). In other words, adults and older children are fast learners when it comes to the initial stage of foreign language education.

Gauthier and Genesee (2011) have done a research which mainly focuses on the second language acquisition of internationally adopted children and results show that early experiences of one language of children can affect their ability to acquire a second language, and usually children learn their second language slower and weaker even during the critical period.^[5]

As for the fluency, it is better to do foreign language education at an early age, but being exposed to a foreign language since an early age causes a “weak identification” (Billiet, Maddens and Beerten 241). Such issue leads to a "double sense of national belonging," that makes one not sure of where he or she belongs to because according to Brian A. Jacob, multicultural education affects students' "relations, attitudes, and behaviors" (Jacob 364). And as children learn more and more foreign languages, children start to adapt, and get absorbed into the foreign culture that they “undertake to describe themselves in ways that engage with representations others have made” (Pratt 35). Due to such factors, learning foreign languages at an early age may incur one’s perspective of his or her native country.^[6]

Similarities and differences between learned and native proficiency

Speed

Acquiring a second language can be a lifelong learning process for many. Despite persistent efforts, most learners of a second language will never become fully native-like in it, although with practice considerable fluency can be achieved.^[7] However, children by around the age of 5 have more or less mastered their first language with the exception of vocabulary and a few grammatical structures, and the process is relatively very fast because language is a very complex skill. Moreover, if children start to learn a second language when they are 7 years old or younger, they will also be fully fluent with their second language in a faster speed comparing to the speed of learning by adults who start to learn a second language later in their life. ^[8]

Correction

In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language, which is a significant difference between input and output. Children are exposed to a language environment of errors and lack of correction but they end up having the capacity to figure out the grammatical rules. Error correction does not seem to have a direct influence on learning a second language. Instruction may affect the rate of learning, but the stages remain the same. Adolescents and adults who know the rule are faster than those who do not.

In the learning of a second language the correction of errors remains a controversial topic with many differing schools of thought. Throughout the last century much advancement has been made in research on the correction of students’ errors. In the 1950s and 60s the viewpoint of the day was that all errors must be corrected at all costs. Little thought went to students’ feelings or self-esteem in regards to this constant correction (Russell, 2009).

In the 1970s Dulay and Burt’s studies showed that learners acquire grammar forms and structures in a pre-determined, inalterable order, and that teaching or correcting styles would not change this (Russell, 2009).

In this same decade Terrell (1977) did studies that showed that there were more factors to be considered in the classroom than the cognitive processing of the students (Russell, 2009). He contested that the affective side of students and their self-esteem were equally important to the teaching process (Russell, 2009).

A few years later in the 1980s, the strict grammar and corrective approach of the 1950s became obsolete. Researchers asserted that correction was often unnecessary and that instead of furthering students’ learning it was hindering them (Russell, 2009). The main concern at this time was relieving student stress and creating a warm environment for them. Stephen Krashen was a big proponent in this hands-off approach to error correction (Russell, 2009).

The 1990s brought back the familiar idea that explicit grammar instruction and error correction was indeed useful for the SLA process. At this time, more research started to be undertaken to determine exactly which kinds of corrections are the most useful for students. In 1998, Lyster concluded that “recasts” (when the teacher repeats a student’s incorrect utterance with the correct version) are not always the most useful because students do not notice the correction (Russell, 2009). His studies in 2002 showed that students learn better when teachers help students recognize and correct their own errors (Russell, 2009). Mackey, Gas and McDonough had similar findings in 2000 and attributed the success of this method to the student’s active participation in the corrective processes.^[9]

Depth of knowledge

According to Noam Chomsky, children will bridge the gap between input and output by their innate grammar because the input (utterances they hear) is so poor but all children end up having complete knowledge of grammar. Chomsky calls it the Poverty of Stimulus. And second language learners can do this by applying the rules they learn to the sentence-construction, for example. So learners in both their native and second language have knowledge that goes beyond what they have received, so that people can make correct utterances (phrases, sentences, questions, etc) that they have never learned or heard before.

Emotionality

Bilingualism has been an advantage to today's world and being bilingual gives the opportunity to understand and communicate with people with different cultural backgrounds. However, a study done by Optiz and Degner in 2012 shows that sequential bilinguals (i.e. learn their L2 after L1) often relate themselves to the emotions more when they perceive these emotions by their first language/native language/L1, but feel less emotional when by their second language even though they know the meaning of words clearly.^[10] The emotional distinction between L1 and L2 indicates that the "effective valence" of words is processed less immediate in L2 because of the delayed vocabulary/lexical access to these two languages.

Success

Success in language learning can be measured in two ways: likelihood and quality. First language learners will be successful in both measurements. It is inevitable that all people will learn a first language and with few exceptions, they will be fully successful. For second language learners, success is not guaranteed. For one, learners may become fossilized or stuck as it were with ungrammatical items. (Fossilization occurs when language errors become a permanent feature. See Canale & Swain (1980), Johnson (1992), Selinker (1972), and Selinker and Lamendella (1978).) The difference between learners may be significant. As noted elsewhere, L2 learners rarely achieve complete native-like control of the second language.
For L2 pronounciation, there are two principles that haven been put forth by Levis (2005). The first is nativeness which means the speakers' ability to approximately reach the speaking pattern of the second language of speakers; and the second, understanding, refers to the speaker's ability to make themselves understood.^[11]

Similarities and differences between L2 and L1^{[clarification needed]}
	L2	L1
Speed	slower than acquisition of L1	acquisition is rapid
Stages	systematic stages of development	systematic stages of development
Error correction	not directly influential	not involved
Depth of knowledge	beyond the level of input	beyond the level of input
Emotionality	less emotional when perceiving words by L2	more emotional when perceiving words by L1
Success (1)	not inevitable (possible fossilization*)	inevitable
Success (2)	rarely fully successful (if learning starts after Critical Period)	successful

Being successful in learning a second language can seem like a daunting task. Research has been done to look into why some students are more successful than others. Stern (1975), Rubin (1975) and Reiss (1985) are just a few of the researchers who have dedicated time to this subject. They have worked to determine what qualities make a "good language learner" (Mollica, Neussel, 1997). Some of their common findings are that a good language learner uses positive learning strategies, is an active learner who is constantly searching for meaning. Also a good language learner demonstrates a willingness to practice and use the language in real communication. He also monitors himself and his learning, has a strong drive to communicate, and has a good ear and good listening skills (Mollica, Neussel, 1997).

Özgür and Griffiths have designed an experiment in 2013 about the relationship between different motivations and second language acquisition.^[12] They have looked at four types of motivations—intrinsic (inner feelings of learner), extrinsic (reward from outside), integrative (attitude towards learning), and instrumental (practical needs). According to the test results, the intrinsic part has been the main motivation for these student who learn English as their second language. However, students report themselves being strongly instrumentally motivated. In conclusion, learning a second language and being successful depend on every individual.

Foreign language

A German student learning French. English (1.5 billion learners), French (82 million learners) and Chinese (30 million learners) are the three most commonly studied foreign languages.^[13]

In pedagogy and sociolinguistics, a distinction is made between second language and foreign language, the latter is being learned for use in an area where that language is originally from another country and not spoken in the native country of the speakers. And in other words, foreign language is used from the perspective of countries; the second language is used from the perspective of individuals.

For example, arguably, English in countries such as India, Pakistan, Bangladesh, the Philippines, the Nordic countries and the Netherlands can be considered a second language for many of its speakers, because they learn it young and use it regularly; indeed in southern Asia it is the official language of the courts, government and business. The same can be said for French in Algeria, Morocco and Tunisia, although French is nominally not an official language in any of these Arabic-speaking countries. In practice, French is widely used in a variety of contexts in these countries, and public signs are normally printed in both Arabic and French. A similar phenomenon exists in post-Soviet states such as the Ukraine, Uzbekistan, Kyrgyzstan and Kazakhstan, where Russian can be considered a second language, and there are large Russophone communities there.

However, in China (with the exception perhaps of Hong Kong), English must be considered a foreign language due to the lack of opportunities for use, such as historical links, media, conversation between people, and similar vocabulary. Likewise, French would be considered a foreign language in Romania and Moldova. This is despite Romanian and French being Romance languages (unlike Chinese and English, which come from two different language families: Sino-Tibetan and Indo-European). This is also despite Romania and Moldova being the only two countries in the world where Romanian is an official language at the national level, Romania's historical links to France, and both Romanian-speaking countries' membership in the Francophonie.

Benefits of Bilingualism

Psychological studies have found that speaking two or more languages is good for people's cognitive process and the differences between brains of bilinguals and single language speakers usually provides some mental benefits, according to an article on The Telegraph in 2013.^[14] Including but not limited to these:
Becoming smarter
Speaking a second language improves the functions of the brain by thinking and using the different language systems.
Building multitasking skills
According to a study from the Pennsylvania State University, "juggling language can make better brains".^[15] Because multilingual people are usually good at switching between different language systems, they can be good multitaskers as well.
Improving memory
The vocabulary capacity for a high school graduate student is about 45000 words, according to Nagy and Anderson (1984)^[16], and being a bilingual will double this number because learning a language involves memorizing rules and vocabulary.
See more in references.

Data for Further Information

Weber's Report

George H. J. Weber, a Swiss businessman and independent scholar, founder of the Andaman Association and creator of the encyclopedic andaman.org Web site, made a report in December 1997 about the number of secondary speakers of the world's leading languages.^[17]^[18] Weber used the Fischer Weltalmanach of 1986 as his only source^[19] for the L2-speakers data, in preparing the data in the following table. These numbers are here compared with those referred to by Ethnologue, a popular source in the linguistics field. See below Table 1.

Later Data

Collecting the number of second language speakers of every language is extremely difficult and even the best estimates contain the guess work. Data below updated June 2013 from Ethnologue.com^[20] See below Table 2&3.

Language	L2 speakers (Weltalmanach 1986)	L2 speakers (Ethnologue.com)
1. French	190 million	50 million
2. English	150 million	>430 million
3. Russian	125 million	110 million
4. Portuguese	28 million	15 million
5. Arabic	21 million	246 million
6. Mandarin	20 million	178 million
7. Spanish	20 million	60 million
8. German	9 million	28 million
9. Japanese	8 million	1 million

Language	The world's most spoken language by native speakers (million)
Mandarin	1197
Spanish	406
English	335
Hindi-Urdu	260
Arabic	223
Portuguese	202
Bengali	193
Russian	162
Japanese	122
Javanese	84.3

Language	The world's most spoken language by total speakers (million)
Mandarin	1200
English	1000
Hindi-Urdu	900
Spanish	450
Russian/Belorussian	320
Arabic	250
Bengali/Sylhetti	250
Malay/Indonesian	200
Portuguese	200
Japanese	130

Notes and references

^ Pratt, Mary (1991). "Arts of the Contact Zone". Profession: 33–40.
^ Beerten, Roeland; Billiet, Jaak; Bart Maddens (2003). "National Identity and Attitude Toward Foreigners in a Multinational State: A Replication". International Society of Political Psychology. 2. 24.
^ Jacob, Brian (Aug 1995). "Defining Culture in a Multicultural Environment: An Ethnography of Heritage High School". American Journal of Education. 4. 103 (4): 339–376. doi:10.1086/444107.
^ Scarcella, Robin; Krashen, Stephen D.; Michael A. Long (Dec 1979). "Age, Rate and Eventual Attainment in Second Language Acquisition". TESOL Quarterly. 13 (4): 573–582. doi:10.2307/3586451.
^ Gauthier, Karine; Genesee, Fred (March 2011). "Language Development in Internationally Adopted Children: A Special Case of Early Second Language Learning". Child Development. 82 (3): 887–901.
^ Pratt, Mary (1991). "Arts of the Contact Zone". Profession: 33–40.
^ "Good Accents". globe1234.com. Retrieved 2013-08-23.
^ Johnson, Jacqueline; Newport, Elissa (January 1989). "Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language". Cognitive Psychology. 21 (1): 60–99.
^ Russell, Victoria (2009). "Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today?" (PDF). Electronic Journal of Foreign Language Teaching. 6 (1): 21–31. Retrieved 23 May 2017.
^ Opitz, Bertram; Degner, Juliane (July 2012). "Emotionality in a second language: It's a matter of time". Neuropsychologia. 50 (8): 1961–1967.
^ Levis, John (Autumn 2005). "Changing Contexts and Shifting Paradigms in Pronunciation Teaching". TESOL Quarterly. 39 (3): 369–377.
^ Özgür, Burcu; Griffiths, Carol (25 January 2013). "Second Language Motivation". Procedia - Social and Behavioral Sciences. 70: 1109–1114.
^ Rick Noack and Lazaro Gamio, "The world’s languages, in 7 maps and charts", The Washington Post, 23 April 2015 (page visited on 9 June 2015).
^ Merritt, Anne. "Why learn a foreign language? Benefits of bilingualism". The Telegraph. Retrieved 19 Jun 2013.
^ "Juggling languages can build better brains". PennState. Retrieved February 18, 2011.
^ Nagy, William; Anderson, Richard (Spring 1984). "How Many Words are There in Printed School English?" (PDF). Reading Research Quarterly. 19 (3): 304–330.
^ The World's Most Widely Spoken Languages (reference for entire table)
^ The World's 10 most influential Languages (reference for entire table)
^ Fig 6. [number of secondary speakers] is based on a table given in the Fischer Weltalamanach [sic] 1986, p. 910. Full article
^ "The most spoken languages". Ethnologue. Reference for two tables

@@ Line 1: / Line 1: @@
 {{essay|date=March 2012}}
-A person's '''second language''' or '''L2''' is a language that is not the [[native language]] of the speaker, but that is used in the [[Locale (geographic)|locale]] of that person. In contrast, a [[foreign language]] is a language that is learned in an area where that language has no presence or is not commonly spoken by the community as a whole. Some languages, often called [[International auxiliary language|auxiliary language]]s, one of them being English, are used primarily as foreign languages. More informally, a second language can be said to be any [[language acquisition|language learned]] in addition to one's native language, especially in the context of [[second-language acquisition]] (that is, acquiring a language that is beside the native language ).
+A person’s '''second language''' or '''L2''' is a language that is not the [[native language]]/[[first language]]/L1 of the speaker, but is learned by the speaker after his/her native language (usually a [[foreign language]], see below). Additionally, a person’s second language can be explained as the second language in the country the speaker lives in and they may be both used in daily life. For example, [[Languages of Canada|Canada]] has two official languages(English and French) and some citizens speak and use both of them.<br>
+A person’s dominant language, which is the language the speaker uses most or is most comfortable with, is not necessarily to be his/her first language. The second language can also be the dominant one. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as [[language attrition]]. This can happen when young children move, with or without their family (because of [[immigration]] or [[international adoption]]), to a new language environment.<br>
-A person's first language is not necessarily their dominant language, the one they use most or are most comfortable with. For example, the [[Canada|Canadian]] census defines ''first language'' for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as [[language attrition]]. This can happen when young children move, with or without their family (because of [[immigration]] or [[international adoption]]), to a new language environment.
 ==Second-language acquisition==
@@ Line 22: / Line 21: @@
 The defining difference between a first language (L1) and a second language (L2) is the age the person learned the language. For example, [[linguistics|linguist]] [[Eric Lenneberg]] used ''second language'' to mean [[language acquisition|a language consciously acquired]] or used by its speaker after puberty. In most cases, people never achieve the same level of fluency and comprehension in their second languages as in their first language. These views are closely associated with the [[critical period hypothesis]].<ref>{{cite journal|last=Pratt|first=Mary|title=Arts of the Contact Zone|journal=Profession|year=1991|pages=33–40}}</ref><ref>{{cite journal|last=Beerten|first=Roeland |author2=Billiet, Jaak |author3=Bart Maddens|title=National Identity and Attitude Toward Foreigners in a Multinational State: A Replication|journal=International Society of Political Psychology|year=2003|volume=24|series=2}}</ref><ref>{{cite journal|last=Jacob|first=Brian|title=Defining Culture in a Multicultural Environment: An Ethnography of Heritage High School|journal=American Journal of Education|date=Aug 1995|volume=103|series=4|pages=339–376|doi=10.1086/444107|issue=4}}</ref><ref>{{cite journal|last=Scarcella|first=Robin |author2=Krashen, Stephen D. |author3=Michael A. Long |title=Age, Rate and Eventual Attainment in Second Language Acquisition|journal=TESOL Quarterly|date=Dec 1979|volume=13|issue=4|pages=573–582|doi=10.2307/3586451}}</ref>
-In acquiring an L2, Hyltenstam (1992) found that around the age of six or seven seemed to be a cut-off point for [[Multilingualism|bilinguals]] to achieve native-like proficiency. After that age, L2 learners could get ''near-native-like-ness'' but their language would, while consisting of few actual errors, have enough errors to set them apart from the L1 group. The inability of some subjects to achieve native-like proficiency must be seen in relation to the ''age of onset'' (AO). “The age of 6 or 8 does seem to be an important period in distinguishing between near-native and native-like ultimate attainment. More specifically, it may be suggested that AO interacts with frequency and intensity of language use” (Hyltenstam, 1992, p.&nbsp;364).
+In acquiring an L2, Hyltenstam (1992) found that around the age of six or seven seemed to be a cut-off point for [[Multilingualism|bilinguals]] to achieve native-like proficiency. After that age, L2 learners could get ''near-native-like-ness'' but their language would, while consisting of few actual errors, have enough errors to set them apart from the L1 group. The inability of some subjects to achieve native-like proficiency must be seen in relation to the ''age of onset'' (AO). Later, Hyltenstam & Abrahamsson (2003) modified their age cut-offs to argue that after childhood, in general, it becomes more and more difficult to acquire native-like-ness, but that there is no cut-off point in particular.<br>
-Later, Hyltenstam & Abrahamsson (2003) modified their age cut-offs to argue that after childhood, in general, it becomes more and more difficult to acquire native-like-ness, but that there is no cut-off point in particular. Furthermore, they discuss a number of cases where a native-like L2 was acquired during adulthood.
 As we are learning more and more about the brain, there is a hypothesis that when a child is going through puberty, that is the time that accents ''start''. Before a child goes through puberty, the chemical processes in the brain are more geared towards language and social communication. Whereas after puberty, the ability for learning a language without an accent has been rerouted to function in another area of the brain—most likely in the frontal lobe area promoting cognitive functions, or in the neural system of hormone allocated for reproduction and sexual organ growth.
@@ Line 30: / Line 27: @@
 As far as the relationship between age and eventual attainment in SLA is concerned, Krashen, Long, and Scarcella, say that people who encounter foreign language in early age, begin natural exposure to second languages and obtain better proficiency than those who learn the second language as an adult. However, when it comes to the relationship between age and rate [[Second-language acquisition|SLA]], “Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant)” ([[Stephen Krashen|Krashen]], Long, Scarcella 573). Also, “older children acquire faster than younger children do (again, in early stages of morphological and syntactic development where time and exposure are held constant)” (573). In other words, adults and older children are fast learners when it comes to the initial stage of foreign language education.
+Gauthier and Genesee (2011) have done a research which mainly focuses on the second language acquisition of internationally adopted children and results show that early experiences of one language of children can affect their ability to acquire a second language, and usually children learn their second language slower and weaker even during the critical period.<ref>{{cite journal |last1=Gauthier |first1=Karine |last2=Genesee |first2=Fred |title=Language Development in Internationally Adopted Children: A Special Case of Early Second Language Learning |journal=Child Development |date=March 2011 |volume=82 |issue=3 |pages=887-901 |url=https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2011.01578.x}}</ref><br>
-As for the fluency, it is better to do foreign language education at an early age, but being exposed to a foreign language since an early age causes a “weak identification” (Billiet, Maddens and Beerten 241). Such issue leads to a "double sense of national belonging," that makes one not sure of where he or she belongs to because according to Brian A. Jacob, multicultural education affects students' "relations, attitudes, and behaviors" (Jacob 364). And as children learn more and more foreign languages, children start to adapt, and get absorbed into the foreign culture that they “undertake to describe themselves in ways that engage with representations others have made” (Pratt 35). Due to such factors, learning foreign languages at an early age may incur one’s perspective of his or her native country.
+As for the fluency, it is better to do foreign language education at an early age, but being exposed to a foreign language since an early age causes a “weak identification” (Billiet, Maddens and Beerten 241). Such issue leads to a "double sense of national belonging," that makes one not sure of where he or she belongs to because according to Brian A. Jacob, multicultural education affects students' "relations, attitudes, and behaviors" (Jacob 364). And as children learn more and more foreign languages, children start to adapt, and get absorbed into the foreign culture that they “undertake to describe themselves in ways that engage with representations others have made” (Pratt 35). Due to such factors, learning foreign languages at an early age may incur one’s perspective of his or her native country.<ref>{{cite journal|last=Pratt|first=Mary|title=Arts of the Contact Zone|journal=Profession|year=1991|pages=33–40}}</ref>
 ===Similarities and differences between learned and native proficiency===
 ====Speed====
+Acquiring a second language can be a lifelong learning process for many. Despite persistent efforts, most learners of a second language will never become fully ''native-like'' in it, although with practice considerable fluency can be achieved.<ref>{{cite web|url=http://www.lang1234.info/2/category/accent/1.html|title=Good Accents|publisher=globe1234.com |accessdate=2013-08-23}}</ref> However, children by around the age of 5 have more or less mastered their first language with the exception of [[vocabulary]] and a few [[Grammar|grammatical]] structures, and the process is relatively very fast because language is a very complex skill. Moreover, if children start to learn a second language when they are 7 years old or younger, they will also be fully fluent with their second language in a faster speed comparing to the speed of learning by adults who start to learn a second language later in their life. <ref>{{cite journal |last1=Johnson |first1=Jacqueline |last2=Newport |first2=Elissa |title=Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language |journal=Cognitive Psychology |date=January 1989 |volume=21 |issue=1 |pages=60-99 |url=https://www.sciencedirect.com/science/article/pii/0010028589900030}}</ref><br>
-{{Unreferenced section|date=January 2013}}
-Acquiring a second language can be a lifelong learning process for many. Despite persistent efforts, most learners of a second language will never become fully ''native-like'' in it, although with practice considerable fluency can be achieved.<ref>{{cite web|url=http://www.lang1234.info/2/category/accent/1.html|title=Good Accents|publisher=globe1234.com |accessdate=2013-08-23}}</ref> However, children by around the age of 5 have more or less mastered their first language, with the exception of [[vocabulary]] and a few [[Grammar|grammatical]] structures.
 ====Correction====
-Error correction does not seem to have a ''direct'' influence on learning a second language. Instruction may affect the ''rate'' of learning, but the ''stages'' remain the same. Adolescents and adults who ''know the rule'' are faster than those who do not. In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language.
+In the first language, children do not respond to systematic correction. Furthermore, children who have limited input still acquire the first language, which is a significant difference between input and output. Children are exposed to a language environment of errors and lack of correction but they end up having the capacity to figure out the grammatical rules. Error correction does not seem to have a direct influence on learning a second language. Instruction may affect the rate of learning, but the stages remain the same. Adolescents and adults who know the rule are faster than those who do not. <br>
 In the learning of a second language the correction of errors remains a controversial topic with many differing schools of thought. Throughout the last century much advancement has been made in research on the correction of students’ errors. In the 1950s and 60s the viewpoint of the day was that all errors must be corrected at all costs. Little thought went to students’ feelings or self-esteem in regards to this constant correction (Russell, 2009).
@@ Line 51: / Line 48: @@
 ====Depth of knowledge====
-Learners in both languages have knowledge that goes beyond the input they received, in that they are able to construct correct utterances (e.g. phrases, sentences, and questions) that they have never seen or heard before.
+According to [[Noam Chomsky]], children will bridge the gap between input and output by their innate grammar because the input (utterances they hear) is so poor but all children end up having complete knowledge of grammar. Chomsky calls it the [[Poverty of the stimulus|Poverty of Stimulus]]. And second language learners can do this by applying the rules they learn to the sentence-construction, for example. So learners in both their native and second language have knowledge that goes beyond what they have received, so that people can make correct utterances (phrases, sentences, questions, etc) that they have never learned or heard before.<br>
+====Emotionality====
+[[Bilingualism]] has been an advantage to today's world and being bilingual gives the opportunity to understand and communicate with people with different cultural backgrounds. However, a study done by Optiz and Degner in 2012 shows that sequential bilinguals (i.e. learn their L2 after L1) often relate themselves to the emotions more when they perceive these emotions by their first language/native language/L1, but feel less emotional when by their second language even though they know the meaning of words clearly.<ref>{{cite journal |last1=Opitz |first1=Bertram |last2=Degner |first2=Juliane |title=Emotionality in a second language: It's a matter of time |journal=Neuropsychologia |date=July 2012 |volume=50 |issue=8 |pages=1961-1967 |url=https://www.sciencedirect.com/science/article/pii/S0028393212001844}}</ref> The emotional distinction between L1 and L2 indicates that the "effective valence" of words is processed less immediate in L2 because of the delayed vocabulary/lexical access to these two languages.<br>
 ====Success====
-Success in language learning can be measured in two ways: likelihood and quality. First language learners ''will'' be successful in both measurements. It is inevitable that all people will learn a first language and with few exceptions, they will be fully successful. For second language learners, success is not guaranteed. For one, learners may become fossilized or ''stuck'' as it were with ungrammatical items. (Fossilization occurs when language errors become a permanent feature. See Canale & Swain (1980), Johnson (1992), Selinker (1972), and Selinker and Lamendella (1978).) The difference between learners may be significant. Finally, as noted elsewhere, L2 learners rarely achieve complete ''native-like'' control of the second language.
+Success in language learning can be measured in two ways: likelihood and quality. First language learners ''will'' be successful in both measurements. It is inevitable that all people will learn a first language and with few exceptions, they will be fully successful. For second language learners, success is not guaranteed. For one, learners may become fossilized or ''stuck'' as it were with ungrammatical items. ([[Fossilization (linguistics)|Fossilization]] occurs when language errors become a permanent feature. See Canale & Swain (1980), Johnson (1992), Selinker (1972), and Selinker and Lamendella (1978).) The difference between learners may be significant. As noted elsewhere, L2 learners rarely achieve complete ''native-like'' control of the second language. <br>
+For L2 pronounciation, there are two principles that haven been put forth by Levis (2005). The first is nativeness which means the speakers' ability to approximately reach the speaking pattern of the second language of speakers; and the second, understanding, refers to the speaker's ability to make themselves understood.<ref>{{cite journal |last1=Levis |first1=John |title=Changing Contexts and Shifting Paradigms in Pronunciation Teaching |journal=TESOL Quarterly |date=Autumn 2005 |volume=39 |issue=3 |pages=369-377 |url=https://onlinelibrary.wiley.com/doi/10.2307/3588485}}</ref>
 {|class="wikitable"
@@ Line 61: / Line 62: @@
 |-
 !Speed
-|NA||acquisition is rapid
+|slower than acquisition of L1||acquisition is rapid
 |-
 !Stages
@@ Line 71: / Line 72: @@
 !Depth of knowledge
 |beyond the level of input||beyond the level of input
+|-
+!Emotionality
+|less emotional when perceiving words by L2||more emotional when perceiving words by L1
 |-
 !Success (1)
@@ Line 76: / Line 80: @@
 |-
 !Success (2)
-||rarely fully successful||successful
+||rarely fully successful (if learning starts after Critical Period)||successful
 |}
+Being successful in learning a second language can seem like a daunting task. Research has been done to look into why some students are more successful than others. Stern (1975), Rubin (1975) and Reiss (1985) are just a few of the researchers who have dedicated time to this subject. They have worked to determine what qualities make a "good language learner" (Mollica, Neussel, 1997). Some of their common findings are that a good language learner uses positive learning strategies, is an active learner who is constantly searching for meaning. Also a good language learner demonstrates a willingness to practice and use the language in real communication. He also monitors himself and his learning, has a strong drive to communicate, and has a good ear and good listening skills (Mollica, Neussel, 1997).<br>
+Özgür and Griffiths have designed an experiment in 2013 about the relationship between different motivations and second language acquisition.<ref>{{cite journal |last1=Özgür |first1=Burcu |last2=Griffiths |first2=Carol |title=Second Language Motivation |journal=Procedia - Social and Behavioral Sciences |date=25 January 2013 |volume=70 |pages=1109-1114 |url=https://www.sciencedirect.com/science/article/pii/S1877042813001663}}</ref> They have looked at four types of motivations—intrinsic (inner feelings of learner), extrinsic (reward from outside), integrative (attitude towards learning), and instrumental (practical needs). According to the test results, the intrinsic part has been the main  motivation for these student who learn English as their second language. However, students report themselves being strongly instrumentally motivated. In conclusion, learning a second language and being successful depend on every individual.<br>
-Being successful in learning a second language can seem like a daunting task. Research has been done to look into why some students are more successful than others. Stern (1975), Rubin (1975) and Reiss (1985) are just a few of the researchers who have dedicated time to this subject. They have worked to determine what qualities make a "good language learner" (Mollica, Neussel, 1997). Some of their common findings are that a good language learner uses positive learning strategies, is an active learner who is constantly searching for meaning. Also a good language learner demonstrates a willingness to practice and use the language in real communication. He also monitors himself and his learning, has a strong drive to communicate, and has a good ear and good listening skills (Mollica, Neussel, 1997).
 ==Foreign language==
@@ Line 85: / Line 90: @@
 [[File:Spanish class.jpg|thumb|[[High school]] [[Spanish language|Spanish]] taught as a second [[language]] to a class of native [[English speakers]] at an [[United States|American]] [[private school]] in [[Massachusetts]].]]
-In pedagogy and [[sociolinguistics]], a distinction is made between second language and [[foreign language]], the latter being learned for use in an area where that language is not generally spoken. Arguably, [[English language|English]] in countries such as [[India]], [[Pakistan]], [[Bangladesh]], the [[Philippines]], the [[Nordic countries]] and the [[Netherlands]] can be considered a second language for many of its speakers, because they learn it young and use it regularly; indeed in southern Asia it is the official language of the courts, government and business.
+In [[pedagogy]] and [[sociolinguistics]], a distinction is made between second language and foreign language, the latter is being learned for use in an area where that language is originally from another country and not spoken in the native country of the speakers. And in other words, foreign language is used from the perspective of countries; the second language is used from the perspective of individuals.
-The same can be said for [[French language|French]] in [[Algeria]], [[Morocco]] and [[Tunisia]], although—as with English in the Scandinavian countries and the Netherlands—French is nominally not an official language in any of these [[Arab world|Arabic-speaking countries]]. In practice, French is widely used in a variety of contexts in these countries, and public signs are normally printed in both Arabic and French. A similar phenomenon exists in [[post-Soviet states]] such as the [[Ukraine]], [[Uzbekistan]], [[Kyrgyzstan]] and [[Kazakhstan]], where [[Russian language|Russian]] can be considered a second language, and there are large [[Russophone]] communities there.
+For example, arguably, [[English language|English]] in countries such as [[India]], [[Pakistan]], [[Bangladesh]], [[the Philippines]], the [[Nordic countries]] and the [[Netherlands]] can be considered a second language for many of its speakers, because they learn it young and use it regularly; indeed in [[southern Asia]] it is the [[official language]] of the courts, government and business. The same can be said for [[French]] in [[Algeria]], [[Morocco]] and [[Tunisia]], although French is nominally not an official language in any of these [[Arabic-speaking countries]]. In practice, French is widely used in a variety of contexts in these countries, and public signs are normally printed in both Arabic and French. A similar phenomenon exists in [[post-Soviet states]] such as the [[Ukraine]], [[Uzbekistan]], [[Kyrgyzstan]] and [[Kazakhstan]], where [[Russian language|Russian]] can be considered a second language, and there are large [[Russophone]] communities there.
-In [[China]] (with the exception perhaps of [[Hong Kong]]), however, English must be considered a foreign language due to the lack of a number of characteristics, such as historical links, media, opportunities for use, and similar vocabulary. Likewise, French would be considered a foreign language in [[Romania]] and [[Moldova]]. This is despite [[Romanian language|Romanian]] and [[French language|French]] being [[Romance languages]] (unlike [[Chinese language|Chinese]] and [[English language|English]], which come from two different language families). This is also despite Romania and Moldova being the only two countries in the world where Romanian is an official language at the national level, Romania's historical links to [[France]], and both Romanian-speaking countries' membership in the [[Organisation internationale de la Francophonie|Francophonie]].
+However, in [[China]] (with the exception perhaps of Hong Kong), English must be considered a foreign language due to the lack of opportunities for use, such as historical links, media, conversation between people, and similar vocabulary. Likewise, French would be considered a foreign language in [[Romania]] and [[Moldova]]. This is despite Romanian and French being [[Romance languages]] (unlike Chinese and English, which come from two different [[language families]]: [[Sino-Tibetan]] and [[Indo-European languages|Indo-European]]). This is also despite Romania and Moldova being the only two countries in the world where Romanian is an official language at the national level, Romania's historical links to France, and both Romanian-speaking countries' membership in the [[Francophonie]].
+== Benefits of Bilingualism ==
+Psychological studies have found that speaking two or more languages is good for people's cognitive process and the differences between brains of bilinguals and single language speakers usually provides some mental benefits, according to an article on [[The Daily Telegraph|The Telegraph]] in 2013.<ref>{{cite web |last1=Merritt |first1=Anne |title=Why learn a foreign language? Benefits of bilingualism |url=https://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html |website=The Telegraph |accessdate=19 Jun 2013}}</ref> Including but not limited to these: <br>
-George H. J. Weber, a Swiss businessman and independent scholar, founder of the Andaman Association and creator of the encyclopedic andaman.org Web site, made a report in December 1997 about the number of secondary speakers of the world's leading languages.<ref>[http://faculty.ignatius.edu/turner/languages.htm The World's Most Widely Spoken Languages] (reference for entire table)</ref><ref>[http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm The World's 10 most influential Languages] (reference for entire table)</ref> Weber used the [[Fischer Weltalmanach]] of 1986 as his only source<ref>Fig 6. [number of secondary speakers] is based on a table given in the Fischer Weltalamanach {{sic}} 1986, p. 910. [http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm Full article]</ref> for the L2-speakers data, in preparing the data in the following table. These numbers are here compared with those referred to by Ethnologue, a popular source in the linguistics field.{{clarify| reason = The numbers from the two sources are so vastly different as to make the table useless, unless it is merely intended to show that no one has any idea what the true numbers are. Or, if the second column is later date, and the numbers are supposed to have changed that much over a relatively short length of time, then this should be explained.|date=December 2015}}
+'''Becoming smarter'''<br>
+Speaking a second language improves the functions of the brain by thinking and using the different language systems.<br>
+'''Building multitasking skills'''<br>
+According to a study from the Pennsylvania State University, "juggling language can make better brains".<ref>{{cite web |title=Juggling languages can build better brains |url=https://news.psu.edu/story/160653/2011/02/18/juggling-languages-can-build-better-brains |website=PennState |accessdate=February 18, 2011}}</ref> Because multilingual people are usually good at switching between different language systems, they can be good multitaskers as well. <br>
+'''Improving memory'''<br>
+The vocabulary capacity for a high school graduate student is about 45000 words, according to Nagy and Anderson (1984)<ref>{{cite journal |last1=Nagy |first1=William |last2=Anderson |first2=Richard |title=How Many Words are There in Printed School English? |journal=Reading Research Quarterly |date=Spring 1984 |volume=19 |issue=3 |pages=304-330 |url=https://www.jstor.org/stable/pdf/747823.pdf}}</ref>, and being a bilingual will double this number because learning a language involves memorizing rules and vocabulary.<br>
+See more in references.<br>
+== Data for Further Information ==
+==== Weber's Report ====
+George H. J. Weber, a Swiss businessman and independent scholar, founder of the Andaman Association and creator of the encyclopedic andaman.org Web site, made a report in December 1997 about the number of secondary speakers of the world's leading languages.<ref>[http://faculty.ignatius.edu/turner/languages.htm The World's Most Widely Spoken Languages] (reference for entire table)</ref><ref>[http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm The World's 10 most influential Languages] (reference for entire table)</ref> Weber used the [[Fischer Weltalmanach]] of 1986 as his only source<ref>Fig 6. [number of secondary speakers] is based on a table given in the Fischer Weltalamanach {{sic}} 1986, p. 910. [http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm Full article]</ref> for the L2-speakers data, in preparing the data in the following table. These numbers are here compared with those referred to by Ethnologue, a popular source in the linguistics field. See below Table 1.
 {| class="wikitable sortable"
 ! Language || data-sort-type="number" | L2 speakers (Weltalmanach 1986) || data-sort-type="number" | L2 speakers (Ethnologue.com)
@@ Line 113: / Line 128: @@
 |9. [[Japanese language|Japanese]]<br>|| 8 million || 1 million
 |-
+==== Later Data ====
+Collecting the number of second language speakers of every language is extremely difficult and even the best estimates contain the guess work. Data below updated June 2013 from [http://www.Ethnologue.com Ethnologue.com]<ref>{{cite web |title=The most spoken languages |url=https://www.ethnologue.com/ |website=Ethnologue |quote=Reference for two tables}}</ref> See below Table 2&3.
+{| class="wikitable sortable"
+|-
+! Language !! The world's most spoken language by native speakers (million)
+|-
+| Mandarin || 1197
+|-
+| Spanish || 406
+|-
+| English || 335
+|-
+| Hindi-Urdu || 260
+|-
+| Arabic || 223
+|-
+| Portuguese || 202
+|-
+| Bengali || 193
+|-
+| Russian || 162
+|-
+| Japanese || 122
+|-
+| Javanese || 84.3
+|-<br>
+{| class="wikitable sortable"
+|-
+! Language !! The world's most spoken language by total speakers (million)
+|-
+| Mandarin || 1200
+|-
+| English || 1000
+|-
+| Hindi-Urdu || 900
+|-
+| Spanish || 450
+|-
+| Russian/Belorussian || 320
+|-
+| Arabic || 250
+|-
+| Bengali/Sylhetti || 250
+|-
+| Malay/Indonesian || 200
+|-
+| Portuguese || 200
+|-
+| Japanese || 130
+|}
 ==See also==
 *[[Foreign language writing aid]]