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Learning of A Second Language Ever since God punished the men and women who desired to build the Tower of Babel using the "confusion of tongues" in the time of old testament, individuals around the globe have faced the problem of communicating. When giving a historical overview of second-language instruction in "Second-Language Acquisition in Childhood," McLaughlin said: As early as the next century B.C., in what was likely the world's first great civilization, the Sumerians had scribed dedicated exclusively to education. When the country was defeated by the Akkadians in the last quarter of this third millennium, these scribes recognized the earliest known bilingual dictionaries. Long continuous passages were translated from Sumerian into Akkadian, line by line. (McLaughlin 2) It was since then that people started exploring the arts of speech. For many years, people have been arguing about the most suitable methods to teach another language (L2). 1 question that teachers experience in the classroom is using the learners' native language (L1). While a group of individuals think that instruction of the target speech should demand no L1, a different group of people consider L1 as a aid to L2 instruction. During time, L2 teachers across the world have been analyzing the data they gathered for many years alongside their own experiences to find out which method of L2 teaching works best for teachers themselves. Those that are in favor of the Grammar-Translation method think that L1 holds great significance in L2 teaching and learning. They teach grammar principles in the mother tongue of the students as a basis of education. Methods like the Natural Approach, the Quiet Way, Total Physical Response, Audio-Lingual Method, and the Immediate Method emphasize different concepts of language teaching and learning but followers of these methods all avoid L1 in the classroom. As the discussion continues, it's crucial for all of the L2 teachers to first ponder on the aim of language teaching and then to determine what role they want L1 to play in their L2 classroom. To get a L2 learner who lives in an environment where the target language is not used on a daily basis, for example English taught in Taiwan, exposure to L2 helps achieve the objective of language instruction, which is to communicate. Using L1 in L2 classrooms is primarily based on the Grammar-Translatio...