Изучение иностранных языков: от детства до взрослого возраста.

possible languages of extra terrestrials
Language not native to a specific country

A foreign language is a language that is not an official language of, nor typically spoken in, a specific country. Native speakers from that country usually need to acquire it through conscious learning, such as through language lessons at school, self teaching, or attending language courses. A foreign language might be learned as a second language; however, there is a distinction between the two terms. A second language refers to a language that plays a significant role in the region where the speaker lives, whether for communication, education, business, or governance. Consequently, a second language is not necessarily a foreign language. Children who learn more than one language from birth or at a very young age are considered bilingual or multilingual. These children can be said to have two, three, or more mother tongues, meaning these languages would not be considered foreign to them, even if one language is a foreign language for the majority of people in the child's birth country. For instance, a child learning English from their English parent and Irish at school in Ireland can speak both English and Irish, but neither is a foreign language for them. This situation is common in countries like India, South Africa, or Canada, which have multiple official languages. In general, it is believed that children have an advantage in learning foreign languages compared to adults. However, studies have shown that pre existing knowledge of language and grammar rules, as well as a superior ability to memorize vocabulary, may benefit adults when learning foreign languages.

Most schools around the world teach at least one foreign language and most colleges and high schools require foreign language before graduation. By 1998, nearly all pupils in Europe studied at least one foreign language as part of their compulsory education, the only exception being Ireland, where primary and secondary schoolchildren learn both Irish and English, but neither is considered a foreign language (although Irish pupils do study a third European language). On average in Europe, at the start of foreign language teaching, learners have lessons for three to four hours a week. Compulsory lessons in a foreign language normally start at the end of primary school or the start of secondary school. In Luxembourg, Norway and Malta, however, the first foreign language is studied at age six, and in Flanders at age 10. In Wales, all children are taught Welsh from the first year of primary school. The Welsh language is also compulsory up to the age of 16, although a formal GCSE qualification is optional. In some countries, learners have lessons taken entirely in a foreign language: for example, more than half of European countries with a minority/regional language community use partial immersion to teach both the minority and the state language. This method is also highly used in Canada, wherein anglophone students spend all of most of their lessons learning the materials in French. In 1995, the European Commission's White Paper on Education and Training emphasised the importance of schoolchildren learning at least two foreign languages before upper secondary education. The Lisbon Summit of 2000 defined languages as one of the five key skills. Despite the high rate of foreign language teaching in schools, the number of adults claiming to speak a foreign language is generally lower than might be expected. This is particularly true of native English speakers: in 2004 a British survey by recruitment firm Office Angels showed that fewer than one in 10 UK workers could speak a foreign language and that less than 5% could count to 20 in a second language. In 2012, a European Commission survey found that 61% of respondents in the UK were unlikely to speak any language other than their mother tongue (page 5). Since the 1990s, the Common European Framework of Reference for Languages has tried to standardise the learning of languages across Europe. An article from The Atlantic claims that only 1 percent of the adults within the US population consider themselves proficient in speaking a foreign language. This is in stark contrast to many other countries, where the percentage is much higher. Even though there are many benefits that come with learning a foreign language, schools across the United States continue to cut foreign language from their budgets.

In recent years, computer assisted language learning has been integrated into foreign language education and computer programs with varying levels of interactional relationship between computer and the language learner have been developed. Language learning aids such as foreign language writing aid and foreign language reading aid, targeted at the specific language skills of foreign language learners, are also alternative instruments available for foreign language learners.

Learning a foreign language provides various benefits, ranging from improving career opportunities to enhancing cognitive abilities. In 2004, the Michel Thomas Language Centre in the United Kingdom conducted a study that found that speaking a second language could increase an average worker's salary by £3000 (€3 300) a year, or £145 000 (€159 000) in a lifetime, and are also more likely to be more successful with the opposite sex. Further results showed that nine out of 10 British companies thought their businesses could benefit from better language skills. Studies show that a bilingual or multilingual person can earn much more than a computer programmer or engineer because they can use their abilities in foreign language to obtain success in a wide range of career paths. In addition, due to the increase in the number of people from different parts of the world, a multilingual person can more easily communicate with prospective customers. Also in 2004, a study by University College London (UCL) examined the brains of 105 people who could speak more than one language. The study found that people who learned a second language when younger had denser grey matter than those who learned one later. A series of experiments on more than 300 people from the U. S. and Korea found that thinking in a second language reduced deep seated, misleading biases that unduly influence how risks and benefits are perceived. Other research has shown that early exposure to a second language increases divergent thinking strategies, which helps not only in language related tasks, but also in areas such as math. Children who are exposed to a second language early on have different ways of expressing themselves, which helps them better understand that there is more than one way to look at a problem and that there is more than one solution. Another benefit of learning a foreign language is that it improves one's attention span and ability to multitask. A study by the University of the Potomac found that bilinguals have better control over their attention and can switch between tasks more easily than monolinguals. This is because bilinguals have to constantly monitor which language they are using and suppress the interference from the other language. This mental exercise trains their executive function, which is responsible for planning, organizing, problem solving and decision making. Learning a foreign language also boosts one's creativity, as it exposes them to new ways of expressing ideas and thinking outside the box. Learning a foreign language also has positive effects on one's first language. According to the Cambridge Assessment English blog, learning another language helps students improve their literacy skills in their native language, as they become more aware of grammar, vocabulary and sentence structure. Learning a foreign language also enhances one's understanding of other cultures and perspectives, as they can access more information and entertainment sources in different languages and communicate with people from diverse backgrounds. This can foster empathy, tolerance and respect for others. In summary, learning a foreign language is not only useful for practical purposes, but also beneficial for cognitive, social and personal development. It can improve one's brain power, memory, concentration, creativity, communication skills and cultural awareness. It can also open up new opportunities for education, work and travel. Therefore, learning a foreign language is a worthwhile investment for anyone who wants to enrich their lives and broaden their horizons.

In linguistic and pedagogic literature, there is often a distinction made between 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, 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.