Some experts believe that it is better for children to begin learning a foreign language at primary schools rather than secondary school. Do the advantages of this outweigh disadvantages?
It is suggested that students should acquire a non-native language as a part of their primary education curriculum instead of learning it in their secondary years. This essay will discuss that the advantages of such statement outweigh the disadvantages. It is advantageous because it helps to better a child's brain and prepares children to become fluent in another language, and yet the drawback of this is the dilemma of speaking a foreign language.
Learning a foreign language provides further development to a child's mind. Aside from studying science, mathematics or history, language learning is beneficial in improving cognitive skills such as memory skill, visual recognition and thinking skill. In many Asian countries, many students learn English language as their non-native language or second language since their primary years and this incorporates into other subjects up to the highest level of their education. Aside from that, studying a foreign language benefits the students to become fluent in mastering it as a skill. This prepares the children to become not only proficient but also to become confident and skillful in utilising more than one language. For example, my mother's tongue is Chinese, but I have been studying in English since kindergarten. Until today, I am fluent in English due to the fact that the medium of instruction throughout my educational years has always been English.
The only downside of learning another language at primary education is the dilemma of speaking it, especially at home. This is often confusing for kids who have to adopt bilingual and multilingual skills at a young age because they are not taught in their native tongue at school, where they spend most of their time studying and developing their mind. For instance, a Korean student whose native tongue is obviously Korean, has to learn English as a second language in high school, but she finds it very difficult to master effectively due to her primary education was mostly taught in her mother's tongue.
To conclude, young students learning a foreign language seems more favourable as it can improve their intelligence and allow them to grasp the language fully and surely, although it is deemed inefficient to use the language outside school.
Transition Words or Phrases used:
also, but, if, second, so, as to, for example, for instance, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 3.0 7.85571142285 38% => OK
Conjunction : 15.0 10.4138276553 144% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 37.0 24.0651302605 154% => Less pronouns wanted
Preposition: 49.0 41.998997996 117% => OK
Nominalization: 11.0 8.3376753507 132% => OK
Performance on vocabulary words:
No of characters: 1908.0 1615.20841683 118% => OK
No of words: 364.0 315.596192385 115% => OK
Chars per words: 5.24175824176 5.12529762239 102% => OK
Fourth root words length: 4.36792674256 4.20363070211 104% => OK
Word Length SD: 2.79272801953 2.80592935109 100% => OK
Unique words: 183.0 176.041082164 104% => OK
Unique words percentage: 0.502747252747 0.561755894193 89% => More unique words wanted or less content wanted.
syllable_count: 590.4 506.74238477 117% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 3.0 0.809619238477 371% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 26.0 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 57.9290558373 49.4020404114 117% => OK
Chars per sentence: 136.285714286 106.682146367 128% => OK
Words per sentence: 26.0 20.7667163134 125% => OK
Discourse Markers: 4.85714285714 7.06120827912 69% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 6.0 8.67935871743 69% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 5.0 3.4128256513 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.271056950115 0.244688304435 111% => OK
Sentence topic coherence: 0.0951492807903 0.084324248473 113% => OK
Sentence topic coherence SD: 0.0439745212007 0.0667982634062 66% => OK
Paragraph topic coherence: 0.173566295716 0.151304729494 115% => OK
Paragraph topic coherence SD: 0.0280505773545 0.056905535591 49% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 16.3 13.0946893788 124% => OK
flesch_reading_ease: 45.09 50.2224549098 90% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 13.4 11.3001002004 119% => OK
coleman_liau_index: 13.41 12.4159519038 108% => OK
dale_chall_readability_score: 8.48 8.58950901804 99% => OK
difficult_words: 82.0 78.4519038076 105% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.