Good-bye Duck Weed

Good-bye Duck Weed

Never ever you gave praise
But reproach
What is the point calling anyway
Why must tradition bear such a burden
I think I have had enough
Good-bye duck weed
Turn my head around
Jettison those old memories
I should
Always hold tight
Even tides are high
Knives of streams cut fast
I say
Good-bye duck weed
Tomorrow is another day
Although it might not be the best

Written by JerSki BjorkSen

Role of Cognition

Cognitive process is a mental activity that allows human beings to receive and perceive information so as to coordinate neural activities to achieve both explicit and implicit tasks assigned by the central executive frontal lobes.

I have always wondered how this ability affects a person’s second language acquisition. A subject’s first language skills should be, in general, well developed and his or her brain should not have any impairment, either. Under this circumstance, the subject must be able to use cognitive ability to learn a second language in a natural setting. My question is: how do we perceive sentences or phrases in foreign languages and comprehend contexts completely without losing much original semantic meaning?

Presumably, social and cultural differences could play a critical role in learning a second language. But what about the role of cognition? Do we change our cognitive processes when learning a second language? How much effort is enough for a person to process information in a second language, especially in terms of cognition, as well as in the first? Could it be possible? Different tasks might require various concentration and mechanisms. The point is how we can measure a second language learner’s cognitive ability?

To be continued…

Thunderstorm

Thunderstorm

Fingers run rapidly
On my laptop
Messages and blogs
Emerge
From various spots
I hope to catch
Something relatively
Soft
Under the thunderstorm
We suddenly got
Photo
Music
And my old guitar

Written by JerSki BjorkSen