¶ … Mandarin a Necessary Language to Learn
In many regards, learning Mandarin can be considered a necessary task for a host of reasons, not the least of which may be found in the ever-fickle and competitive job market of today and of the future. There are several indicators that demonstrate that this statement is true, not the least of which can be found in the British school systems. At certain schools in Britain, both teachers and students are actively taking this language in efforts to be able to communicate with the native culture which many predict to be the economic power of the future -- perhaps even more so than the United States. When one pauses to consider that the majority of the people who live in China, which just so happens to comprise about 20% of the world's population, accounting for approximately 1.2 billion people which is more than can be found in North America and Europe combined, the necessity of learning this language becomes more apparent (Ming, 2011). This point becomes magnified when taking into account the immense influence China has in today's ever increasingly global economy. The message, therefore, is quite clear -- learning Mandarin is a pragmatic necessity to compete in the marketplace for today, and for tomorrow.
Interestingly enough, there are a number of students, school systems, and federal level programs and financing that appears to agree with the stance that learning Mandarin is swiftly becoming a necessity, not just for students in the United States but also for those across the world. In 2008, there were 60,000 students in the U.S. studying the language at a variety of levels including in post-secondary and secondary learning institutions. That figure represents a whopping 195% increase from 2004, and is indicative of the fact that compared to the study of other foreign languages in the United States, the pursuit of learning Mandarin has increased more than the study of any other language since that timeframe. In comparison, the study of Japanese only increased 18%, the study of German went up 8%, the study of Russian and Spanish, respectively, increased 3 and 2% (although it is significant that there were 6.42 million studying Spanish in 2008) (Robelen, 2011).
Subsequently, it cannot be considered too surprising that the study of Mandarin has increased. China has increased its eminent presence throughout the global stage accordingly to the study of its primary language, Mandarin. China is one of the world's leaders in terms of industry, technology, commerce, and economics. From a historical perspective, the study of the native tongue of a country that has figured prominently in international relations (including the study of Russia in the 60's and the pursuit of Japanese in the 80's) is anything but new. Additionally, with the efforts of federally funded agencies such as the American Council on the Teaching of Foreign Languages actively promoting the learning of foreign languages within schools, Mandarin is the natural choice for the new millennium.
There are also a number of benefits associated with employability and the learning of Mandarin, which would enable the learner to communicate with more people than the learning of any other language would allow him or her to communicate with. In today's global marketplace, employers increasingly value workers who can speak foreign languages. In fact, the ability to do so is often so great of an asset that it can be used to leverage several employment boons in terms of salary and benefits. The ability to speak Mandarin, then, (particularly at a fluent level) would be a highly distinguishing facet of someone's professional profile, especially if he or she was involved in some aspect of business or finance, two areas in which China's proficiency is increasing almost daily. To underscore this point, it should be noted that perhaps five in a hundred thousand European citizens can communicate fluently in Mandarin. For laborers seeking employment in Europe in these aforementioned fields, the ability to speak this language...
The acculturation model developed by Schumann (1978) consists of a taxonomy of variables that were developed based on the concept that both social (group) and affective (individual) variables are the primary causative variables as shown in Table __ below. In this regard, the term "acculturation" is used to refer to the learner's positive identification with, and hence social and psychological integration with, the target language group. For instance, Schumann
Age and Learning a New Language What is the ideal age for a person to be able to learn a new language? What are the dynamics (besides age) that contribute to SLA? This paper delves into those subjects using scholarly articles as resources. The Literature on Learning a New Language and Age "…Early beginners, through their longer exposure to L2, reach the necessary competence levels in their two languages sooner to allow transfer
Many studies show that one should start foreign language studies as soon as possible, and the peak age of learning the second language is said to be on or before the child reaches the age of 10. After the baby is born, and eventually learned his/her native language, it now gradually starts having its full capacity to learn another or new language just by imitating and hearing his/her environment. The
Spanish as World Language in the Field of Media There are approximately 400 million people who can speak Spanish by the end of the twentieth century; this makes Spanish the 4th most commonly used language in the world. The first three languages are Mandarin Chinese, English and Hindi. There are 21 countries in which Spanish is the official language and in most of them it is the only official language. Spanish
2009). Other studies had previously concluded that English infants developed a preference for trochaic words, the dominant stress construct of English words, over iambic stress patterns within the first year of life (Hohle et al. 2009). A comparison of German and Frecnh infants in four distinct experiments confirms and even narrows down the timeframe in which this differentiation of preference occurs, and also shows (through the French language experiments)
This was usually the case with the proliferation of British rule at the time; trade was the predecessor to British Colonialism. For administrative purposes, Singapore became a part of Penang and Malacca which were two other settlements in the region. By 1826 these areas were grouped together and became known as the Straits Settlement. Initially the centre of the Straits Settlement was Penang. Penang was governed by Calcutta and
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