How second language ocurrs
... begin in the silent period stage. Most of the time they can understand a few words and can make assumptions from what they hear. For example, Walter probably knew what “calle” meant, then my mom pointed the other side of the street and he assumed that he had to cross the street. And he learned a new word also. Second, Early Production stage the student begins to speak answering Yes or No questions. They answer questions such as, “how are you,” and common greetings. The person uses a very simple language, usually phrases that he or she learned in class or heard from somebody else. The student usually uses repetitive language. For example: when I was learning English, I learned how to say “Happy Birthday.” On my friend’s birthday and I said in front of the class, “today is Ana happy birthday” when I should had said “today is Ana’s birthday.” I used a phrase that I learned and I tried to put it into context. It was hard, but I was still in the process of understanding the grammar structure and the exact meaning of the words. This proves that when a student is in the process of leaning, he or she uses repetitive language from what it was learned before in class. During the stage of speech emergence, the Students can write and complete longer phrases. For example, they can write or say “I like apples.” They can make full simple sentences on their own, sometimes translating from their first language to the second language. For example, in English the phrase “the red house” is translated “the house red” into Spanish. I believe that these are common mistakes that a student makes during this stage. But also, the student begins to make the sentences by her own and not from repetitive phrases. I remember that in my English class I had to write journals and every time I was able to write longer phrases even while I was still having problems with Spanish and English grammar. During the intermediate stage, the student can use the language to communicate using more complex sentences. For example, when a student uses the phrase “I think the food is too spicy” he is able to understand speech that is supported by pictures, objects or actions, and long sequences that talk about a specific topic. It is difficult to switch from one topic to another .For example, when you watch TV; you are able to understand TV sitcoms because of the expressions of the actors. But still if somebody just comes to you and start talking to you it is difficult to catch on at first. At this point you listening and speaking skills are fairly developed. The grammatical errors are simpler. For example: “She talks” a Spanish speaker still will have problems and will say: “She talk”. I think that this usually happens when your brain is focusing more...