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The original article that I will be expanding on is European Second Language Association. How to acquire a second language as an L2 learner, as opposed to only memorizing and communicating through one language in L1 is the existential part of this writing. In a study of two groups of anglophone learners in Canadian French immersion programmes - an early immersion group (aged 5-6 years when immersion started) and a late immersion group (aged 14-16 years when immersion started) - after each had 1,000 hours of immersion reports a stable accuracy order for inflected verb forms across the two groups. The most accurate forms were etre, present stem of other verb, avoir in the passe compose and least accurate was aller and infinitive. Furthermore, child French learners take little time to master the inflectional morphology of the target language, although they do use default forms for a while, such as nonfinite verbs. Studies report that finite forms are used in initial stages of acquisition, with present forms developing first, followed by past and future forms. Moreover, agreement is largely correct in early child L2 French, although 3rd person singular forms are often overgernalized as in child L1 French. Nextly, comparisons between second language learners and native speakers almost invariably seem to show that the leaners, even those who are most advanced, are not able to adapt their language to the context of use in the way that native speakers do. In addition when late L2 learners begin to receive regular exposure to another language, the new language exemplars are compared to the L1 exemplars, leading to L1 interference effects. Second language acquisition (SLA) has been primarily interested in underlying processes and knowledge related to learning and using languages other than L1. In terms of developing your comprehension and listening skills as an L2 learner there needs to be an increase of vocabulary familiarity and engaging with a native speaker on a daily basis. Henceforth, second language learners in an instructed setting, especially at beginner and intermediate proficiency levels, encounter situations that require them to use language that is beyond their current underlying capacity. Second, learners knowledge about language may be in relations to a variety of levels, the phonological, morphosyntactic, semantic, or discourse levels, allowing for current and future analyses. Highly proficient L2 speakers who acquired the L2 in adolescence or adulthood and who have had long exposure to L2 are importantly different from native speakers. Importantly, According to Buck (2001), Linguistic strategic, and learner variables are key to listening success. Rost (2004) further argues that listening comprehension is more than simply speech perception and that it entails listeners' memory structures. Listeners for example exercise their comprehension ability in real life listening contexts such as French immersion classroom, where the language of instruction is the target language. Listening comprehension is often perceived as a large challenge, which can cause frustration among second language learners. Listening comphrension shares many important features with reading comprehnsion. Both involve decoding and interpreting linguistic knowledge, vocabulary, syntax, topic, text structure, schema and culture for comprehension. Both listening and reading require cognitive processing that is flexible and adaptable to task demands to construct a mental representation of what has been comphrehended in memory. A recent study with a much more larger sample found more notable evidence for the contribution of L2 vocabulary knowledge to L2 listening comprehension.

There is also the development of L2 listening comprehension is associated with increases in L2 and L1 vocabulary knowledge, auditory ability, and working memory capacity. The relationship between L2 listening comprehension and metacognition was weak and non-significant. Learners may need to reach a certain level of L2 vocabulary knoweledge before they can attain a certain level of listening comphrension. In contrast L2 reading, L2 listening is more context sensitive and occurs without a visual text for reference. The role of L2 vocabulary in L2 listening comprehension is obviously considerable, there appears to be some varation among L2 listeners as to the degree to which they can manage the unknown or marginally unknown vocabularly items as they listen. Accordingly, it is likely that learners transfer L1 vocabulary knoweldge to their efforts to learn L2 vocabulary. Beginner listeners rely heavily on transfer and overcome their limited L2 knowledge by using cognates and extralinguistic cues. French and English share a high number of cognates, that enables listeners to bettter understand auditory listening. AD develops through exposure to the L2, as a general skill it is not yet developed among beginner learners. As opposed to more specfic skills such as vocabulary knowledge are better predictors of L2 listening. Greater L2 language proficiency helps listeners retain and process increasingly larger amounts of meaningful speech. They found that one useful strategy was to ask learners to report and discuss their cognitive processes during listening tasks. L2 learners can benefit in the long term from instruction in the use of metacognitive skills. Students with more advanced L2 listening skills are able to manage their comprehension processes through their use of metacognitive knoweldge. Different learning contexts, classroom as against non-classroom, different kinds of institutions, settings where the language being learned carries different national and international connotations and status can all influence levels of achievement in SLA. L2 acquirers of French know that there are constraints on movement operations of "de" phrases, result process distinction which underlines the use of "de" and "par" has syntactic consequences and the structure "qui de" and adjective there is a difference on whether the adjective is separated from qui or not. The way learners come to know what they know is therefore largely a matter of discovering how to encode the semantic and pragmatic concepts which, to a large extent the adult learner already knows, in a manner appropriate to the second language. The second language learner must be socialized into a society. Communicative interaction which will provide the form needed to express the subset of concepts. The type of input learners receive is critical to their development as a speaker of a different Language. It is important to differentiate learner input and ensure that real world examples of speech are used in the classroom, including Youtube videos, television shows, excerpts from books, wherein learners can be exposed to the different ways phrasal verbs are used.Despite the straightforward accurate and inaccurate categorization of language structure, describing a learner's knowledge about any given structure is more complex. Accordingly, working with a large sample of higher level learners of Dutch, we're able to go beyond establishing a relationship to potential causality between WM and L2 listening ability. In a case study, Taylor stated that she does not use any rule for the imperfect formation in French, and that she just memorizes the forms and tries using associations to help her rather than memorizing lists. Knowledge elements do provide some background information on how an individual learner might be more or less likely to use specific knowledge elements.A single learner can also use different knowledge elements and invoke different understandings of the same contexts. Language analytic ability is defined as a learner's capacity to infer rules of languages and make linguistic generalizations or extrapolations. The distinctions between the types of languages are exemplified in the structure a language uses to encode motion events or how a theme moves from one place to another. Conclusively, there are many facets that need to be undergone for a person of L2 language acquisition to expectedly reach a new nuance of communication and comprehension.