Editing Foreign language (section)

==Foreign language versus second language==
{{More citations needed section|date=April 2019}}

Although significant differences between the definitions of second language and foreign language may be hard to find as the two terms are often taken as synonyms, research has been carried out to shed light on the differentiating traits of the two. The distinction between acronyms [[TESL]] (Teaching of English as a Second Language) and TEFL (Teaching of English as a Foreign Language) shows the attention different researchers have paid to the concepts of foreign language and second language.

Richards and Schmidt (2002: 472) provide the following information about second language:

"In a broad sense, any language learned after one has learnt one's [[native language]] [is called second language]. However, when contrasted with foreign language, the term refers more narrowly to a language that plays a major role in a particular country or region though it may not be the first language of many people who use it. For example, the learning of English by immigrants in the US or the learning of Catalan by speakers of Spanish in [[Catalonia]] (an autonomous region of Spain) are cases of second (not foreign) language learning, because those languages are necessary for survival in those societies. English is also a second language for many people in countries like [[Nigeria]], [[India]], [[Singapore]] and the [[Philippines]] (plus Spanish), because English fulfills many important functions in those countries (including the business of education and government) and Learning English is necessary to be successful within that context. (Some people in these countries however may acquire English as a first language, if it is the main language used at home)."<ref name=":1">{{Cite book |last1=Richards |first1=Jack C. |url=https://books.google.com/books?id=s9TkngEACAAJ |title=Longman Dictionary of Language Teaching and Applied Linguistics |last2=Schmidt |first2=Richard |date=2002 |publisher=Pearson Education |isbn=9780582438255 |edition=3rd}}</ref>

They also define a ''foreign language'' as a language which is not the native language of large numbers of people in a particular country of region, is not used as a medium of instruction in schools and is not widely used as a medium of communication in government, media, etc. They note that foreign languages are typically taught as school subjects for the purpose of communicating with foreigners or for reading printed materials in the language.<ref name=":1" /> For example, French is a foreign language for most people in England. However, French is not a foreign language for most people in France.

Crystal (2003) notes that ''first language'' is distinguishable from ''second language'' (a language other than one's mother-tongue used for a special purpose, e.g. for education, government) distinguishable in turn from ''foreign language'' (where no such special status is implied).<ref>{{Cite book |last=Crystal |first=David |date=2003 |title=English as a Global Language |url=https://books.google.com/books?id=Zc0-AQAAIAAJ |publisher=Cambridge University Press |isbn=978-0-521-53032-3}}</ref> He also notes that the distinction between the latter two is not universally recognised (especially not in the US).

Stern (1983) believes that there is today consensus that a necessary distinction is to be made between a non-native language learnt and used within one country to which the term ''second language'' has been applied and a non-native language learnt and used with reference to a speech community outside national or territorial boundaries to which the term ''foreign language'' is commonly given. He argues that while the distinction between 'second' and 'foreign' has a certain justification, it is perhaps less important than it has sometimes been made out to be and it may be misleading. He notes that the distinction became popular after [[World War II]] in international organisations, such as [[UNESCO]], in order to meet [[nationalist]] susceptibilities in discussions on language questions.<ref>{{Cite book |last=Stern |first=H.H. |date=1983 |title=Fundamental Concepts of Language Teaching: Historical and Interdisciplinary Perspectives on Applied Linguistic Research |url=https://books.google.com/books?id=5g4NAQAAIAAJ |publisher=Oxford University Press}}</ref>

Fasold and Connor-Linton (2006), Falk (1978) and Hudson (2000) provide similar definitions for the two terms.<ref>{{Cite book |last1=Fasold |first1=Ralph W. |last2=Connor-Linton |first2=Jeff |date=2006 |title=An Introduction to Language and Linguistics |url=https://books.google.com/books?id=JkxjAAAAMAAJ |publisher=Cambridge University Press}}</ref><ref>{{Cite book |last=Falk |first=Yehuda N. |date=1978 |title=Linguistics and Language: A Survey of Basic Concepts and Implications |url=https://books.google.com/books?id=-_NkAAAAMAAJ |publisher=Wiley}}</ref><ref>{{Cite book |last=Hudson |first=R.A. |date=2000 |title=Sociolinguistics: Second Edition |url=https://books.google.com/books?id=y1w9AAAAIAAJ&dq=%22second+language%22+%22foreign+language%22&pg=PA4|publisher=Cambridge University Press}}</ref> O'Grady ''et al.'' (1384) do not mention the exact terms 'second' and 'foreign' language, but they emphasise on the role of learning environment in teaching non-native languages.<ref>{{Cite book|last1=O'Grady|first1=W.|last2=Dobrovolsky|first2=M.|last3=Aronoff|first3=M.|year=1997|title=Contemporary Linguistics: An Introduction|url=https://books.google.com/books?id=vY8NAQAAIAAJ|publisher=St. Martin's Press}}</ref>

So, the distinction between 'second language' and 'foreign language' is a geographical and environmental distinction. We can mention 'second-language situation' and 'foreign-language situation' as two situations of learning, not two kinds of languages. So a foreign language is not always a foreign language and a second language is not always a second language. Since the distinction is geographical, the two situations (learning second language and learning foreign language) can be considered as a continuum. At one extreme, we may find learners learning without external help and direction purely from exposure to the non-native language through living in the target language environment (second-language learning) and at the other we find learners learning the non-native language exclusively in language teaching setting and classrooms (foreign-language learning).

A 'second language' usually has [[official language|official status]] or a recognised function within a country which a foreign language has not and furthermore these two different situations frequently have important consequences to which attention has been drawn in some books. For example, [[Persian language|Persian]] is a second language for [[Kurdish people]], but not vice versa, because there is no Kurdish environment for Persian speakers who are learning [[Kurdish languages|Kurdish]]. On the other hand, English is a foreign language for both groups, because there is no contact between Kurdish and Persian people with English people. However, if an [[Iranian peoples|Iranian person]] goes to [[United States]], then English becomes a second language for them. Thus, British immigrants to Iran learn Persian as a second language, and Persian speakers study English in Britain as a second language. Meanwhile, people in Kurdistan can speak of learning Kurdish by Persian speakers as a second rather than foreign language.

The purposes of second-language learning are often different from foreign-language learning. Second language is needed for full participation in the political and economic life of the nation, because it is frequently the official language or one of two or more recognised languages. It may be the language needed for education. Among the purposes of foreign-language learning are traveling abroad, communication with native speakers, reading foreign literature or scientific and technical works.

There are some major differences between foreign and second language teaching and learning. In second-language learning, one can receive input for learning both inside and outside the classroom. They can readily put to use what is learned, as can the child learning its first language, so much naturalistic practice is possible.

Second-language learners are usually more successful in developing non-native language skills and what is learned may be essential for getting along in the community, so motivation is stronger.

[[Acculturation]] that is a main aspect of learning a language is easier in the case of second-language learning and the emotional role of language (as opposed to communicational role) is easier to use for learners.

The major characteristics of the planned condition of the classroom in the case of foreign-language learning as opposed to natural conditions of second-language learning are:

# Psycho-social demands of classroom: The school classroom requires adjustment of the learner to the group processes, classroom discipline and procedures. The learner receives only a limited amount of individual attention. Regular attendance is required.
# Preselected language data: The teacher generally introduces preselected target language items. Spontaneity is limited. A planned curriculum is followed with the teacher attempting to realize certain goals regarding the language that is to be learned.
# Grammatical rules presented. The teacher may describe a rule in the native language to explain a grammatical structure. The teacher is expected to understand, assimilate and later apply the abstract rule.
# Unreal limited situations. Situations for language use in the classroom are limited in variety and scope as compared to those outside of the classroom. The situations which are employed are often simulated.
# Educational aids and assignments. In order to assist learning and achieve teacher goals, books, writing or a language lab, for example, may be used. Work assignments may be given to be completed in the class or at home.

There are some other issues in teaching and learning foreign language and second language including the type of motivation and the distinction between 'learning' and 'acquisition' that I will discuss them in separate parts.

===Acquisition versus learning===
In linguistic and pedagogic literature, there is often a distinction made between [[language acquisition|acquisition]] and language learning. Children are said to 'acquire' their native language, as they begin with no prior information or knowledge, whereas adults are said to 'learn' a non-native language. Acquisition is viewed as a natural, unconscious, untaught, and possibly unteachable process, while learning is seen as more artificial, usually conscious and possibly dependent on instruction and study.

This distinction between acquisition and learning can be useful in discussing language learning, as the general conditions in the case of second language acquisition offer opportunities for acquisition, as it is informal, free, undirected, and naturalistic. Conversely, in the case of foreign language learning, educational treatment may offer opportunities primarily for learning.

However, it is important to note that acquisition can occur in the case of foreign-language learning, and learning can occur in the case of second-language learning. For example, [[Immigration to the United States|immigrants to the US]] may attend language teaching classes in the target language environment, allowing for both acquisition and learning. Similarly, foreign-language learners who are far from the target language environment may still acquire language through exposure to media such as foreign radio or literature.

In conclusion, while the distinction between acquisition and learning is useful in understanding language acquisition and learning, it is important to recognize that both processes can occur in various language learning contexts. Therefore, it is essential to employ a variety of language learning strategies and techniques, tailored to the specific learner's needs and goals, to maximize language acquisition and learning.