Navigating Second Language Acquisition: Insights From Learner Profiles and Effective Teaching Strategies

Abstract

This article delves into the complexity of second language acquisition (SLA) through the learning trajectories of two teenage students, Anna and Bella, who achieved comparable proficiency levels despite their disparate linguistic and cultural backgrounds. Anna's controlled learning in Uzbek and Tajik contrasts with Bella's multilingual upbringing in Russian and Tajik, demonstrating how native language, age, and context affect SLA.

The analysis investigates grammar, syntax, and pronunciation issues, combining SLA theories like as Krashen's Affective Filter Hypothesis with practical teaching insights. It underlines the need of individualized, student-centered solutions for meeting various learner needs and makes actionable recommendations for educators in multilingual settings.