Free Essay Sample on Language Exposure

Published: 2024-01-03
Free Essay Sample on Language Exposure
Type of paper:  Essay
Categories:  Languages
Pages: 4
Wordcount: 1049 words
9 min read


Most importantly, learning the English language gives individuals an added advantage in acquiring improved social status, business opportunities, and enhanced educational performances (Charise, 2007). As a result, various educational institutions (private and public) worldwide have incorporated the use of (EFL), "English as a foreign language," to help enhance the development of effective English communication skills (Nadler & Nadler, 2000). Research provides that, to some extent, language learning may be complex and challenging, mainly for individuals learning it as L2 (foreign or second language) (Al Zoubi, 2018). However, due to its impact and the change of economic power, an increased number of students presently study the English language to incorporate authentic language in the process, which helps enhance their language skills.

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Language Exposure

Language exposure can therefore be taken to mean the student's contact with other target languages which they intend to learn. In classrooms, instructors are required to give learners extensive exposure to practice, such as target languages from different angles and contexts, which further enhances learning. Practical examples also prove useful in effective language exposure programs in educational institutions; this includes incorporating natural inputs from magazines, books, websites, videos, cassettes, and television, among others. EFL is also advocated for since it increases cognitive abilities. Similarly, Ceron, Joya, and Temes (critics) argue that English language exposure enhances a person's fluency regarding their own native dialects and develops an increased understanding of L2 (English language), which is being learned (Al Zoubi, 2018). Similarly, Research also provides that since individuals exposed to foreign languages can sue more than one language simultaneously, switching consistently and inhibition of competing information becomes easy.

Due to its status as a Lingua Franca, the impact of English language exposure has been ranked at the intercontinental level. For his reason, most European countries, among other nations, provide English learning at primary levels in accordance with the EU (European Union). Turkey, for instance, altered its educational strategies since 2012 (Al Zoubi, 2018). This study is based on the notion that "the more foreign language is exposed, the more foreign language is learned." In this case, the impact of English exposure for students in Komat University of Gagauzia and Balikesir University of Turkey are extensively analyzed and discussed. By extensively discussing the impact of English language exposure, this study depicts the associated benefits. Therefore, the information can be used in emphasizing foreign language learning, and various interventions can also be made to enhance the effective learning of both foreign and secondary languages.

Learners Contact

Language exposure refers to the level of the learners contact with their target languages which they are learning or attempting to learn. Within the classroom environment, the primary role of instructors is based on giving learners increased exposures in which they can practice foreign languages from distinct speakers and context varieties. Generally, most researchers refer language exposure to student’s practices outside the classroom which extensively impacts on their target language learning. For instance, Benson (2001) argues that exposure to outside-of-class language means "any kind of learning taking place outside classrooms and which entails self-directed, and self-instruction naturalistic learning." There are various techniques to achieve outside classroom language exposure which involve, reading English novels, newspapers, and magazines, surfing media platforms using the English language, L2 interactions, and watching English programs, among others (Webb, 2010).

Research provides that teaching of the English language ought to be developed and encouraged in and out of classrooms through the correct methods. This, in turn, enables students to express and improve their target languages. Half of the students under study (Komat and Balikesir Universities) provided that even though learning in classrooms is important, learning from home through example, watching films is also significant in that they may incorporate the words used in such films in their daily interactions. d’Ydewalle & De Bruycker, 2007, provides that such type of learning is referred to as "incidental learning." The challenges facing English learning are said to be ineffective curriculum design, lack of interest and practice, reduced motivation levels, and teaching methods, which therefore raises the need to supervise and make interventions where necessary to ensure all students learn foreign languages (d'Ydewalle & De Bruycker, 2007). This study examines and provides answers to questions such as the extent to which English language exposure influences the acquisition of language and the existing relationship between the development of the four language skills and the English language.

Foreign Language Teaching

FL (foreign language) teaching and learning is the practice of learning or teaching languages other than an individual's native language. This means that foreign languages entail all languages taught extensively in classrooms, which are not incorporated in the broader community in which the teaching takes place (Alaga & Palencia, 2015). Presently, language instructors argue that FL should be incorporated in a manner that allows students to expand their (IC) intercultural competence, which would then guarantee that the students view various relationships between cultures, critical examination of such cultures, and mediating across. Schulz argues that IC teaching must entail being aware of variables interfering with communicative interactions, reasons for cultural misapprehension among cultures, and evaluation and identification of prejudices (Webb, 2010). This further means that learning a foreign language enables students to creatively and effectively participate in real life surroundings.

Most importantly, FL enables individuals to have interdisciplinary perspectives and see connections in various content areas. Research provides that foreign language teaching and learning have gone through multiple paradigm shifts due to experiences and research which have increased and influenced theoretical and scientific knowledge on ways in which students acquire and learn FL's. For instance, in the traditional setting, FL entailed "mimetic" processes in which students would imitate and repeat newer information.


Presently, one sector that has stayed debated on in the second and foreign language learning' world is attempts to answer questions such as whether or not native-linked attainment is necessary or not globally. Similarly, the depiction of (EFL) English language as a foreign language raises questions. For instance, Timmy (2002), among other researchers' inquiries regarding whether or not speakers should follow the implemented English language native norms due to its increased incorporation in global contexts. In response, various terms, such as World English and Global English, have been developed (McArthur, 2001). "Global Englishes," for instance, is based on the notion that, "English language belongs to all…however they use it" (p.4).

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