There are four levels and stages of language development that helps anyone to learn a second language.

In level one, this is the silent stage where there is not much comprehending and production at this stage is nonverbal. The student is listening to the language to try and make sense of it.

This is the first level stage where there is a lot more imitation than anything else. There is a pretense in how much the student comprehends. A lot of gestures and body language take precedence.

Level two is the early stage of production with limited comprehending in which responses are only through one or two words. This is the survival stage where the student feels that they need to learn enough for basic functioning. There is a lot of uncertainty at this time in this stage.

The last two stages

Level three gives the student an opportunity to emerge from nonverbal to verbal interaction. Comprehending the language becomes much easier by using simple sentences. You will find that in this stage there are more mistakes committed in verbal communication.

Plural and past tense are not important at this stage. The student may understand the concepts of the language, but is trying to become comfortable with the new language. Grammatical errors don’t’ concern the student at this point. Words are used, but not necessarily appropriately.

Level four is the final stage that consists of excellent comprehension of language. The student is able to use more complicated sentences and language fluency is more noticed. A lot more generalization is used in this stage of the game.

In this stage, it is helpful if students ask the teacher to define words and concepts in the language by indicating if they do or do not understand. An experiment with words and phrase among peers is usually the result of this stage.

These stages are noticed specifically in young children two years old who are just beginning to form their new language. They usually start off by using a vocabulary of fifty words that are recognizable.

Their sentences consist of two or more words. They respond quickly to one word or short phrase instructions such as “get me the toy,” or “come.” The toddler will often do some self talk and takes time to name things and repeat what these things do. These are similar to the stages of language development.

Conclusion

In the first stage, the teacher should never force the student to speak unless they are ready. It is quite feasible to learn silently. The second stage is the production of words and phrases that highlight the answers to what, where and who questions.

The third stage enhances the student’s dialogue and they are able to ask simple questions, but with grammatical mistakes, which is quite normal. The fourth stage is the actual intermediate stage of learning where the vocabulary has grown so that the student can share their thoughts more clearly.

There is a fifth and final stage, but this is more advanced and may take up to seven years to acquire language proficiency.