The Nature of the Second Language Acquisition and Learning

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The Nature of the Second Language Ascquisition and Learning.

Name: Nikunj Bhatti

Roll no.:19

M.A. Semester:  3

Enrolment No.: 14101005

Year: 2015-16

Paper no.: 12

Email id.:nikunjbhatti332@gmail.com

Submitted to: Department of English

 Maharaja Krishnakumarsinhji Bhavnagar University

     

Ø Abstract

The language is not to be considered merely as a medium of instruction or a subject of learning at all levels of education, but as a powerful medium of expression as it plays a vital role in developing intellectual and cultural life of an individual. Language learning is essentially fun, or should be, if it is done naturally, in line with how the brain learns. We learned our first language quite well, without explicit instruction. Unfortunately, the teaching of second languages has been turned into a complex classroom ceremony. Now let’s discuss The Nature of the Second Language Acquisition and learning in this I discuss three points Second Language Acquisition, Bilingualism and Task based Language learning. Now let’s discuss one by one in detail

Key Words: Second Language Acquisition, Bilingualism and Task based Language learning

vSecond Language Acquisition 

Second Language Acquisition (SLA) research is the study of how people learn a language other than their mother tongue. The goals of SLA research are to describe how second language (SL) acquisition proceeds and to identify factors that account for the reasons why learners acquire an SL in the way they do. An overall comprehension of SLA research will facilitate educators’ development of appropriate syllabi and methodologies in language classrooms. First we know about what is First language?

Ø What is First language?

·        First language means mother tongue .Primary language that the child would learn.

·        First language has an importance influence on the second language acquisition.

·       First language is our identity

Ø What is Second language Acquisition?

·        SLA means the processes through which    someone acquires one or more second or foreign language. (Nunan)

·        SLA is also closely related to  cognitive psychology , and education 

·        According to Kreshan, the Acquisition of a language is naturalistic process, where as learning a language is a conscious one.

·        Second language is a   foreign       language.

·        More informative , L2 can be said to be any language learned in addition to one’s mother tongue

·         L2 – target language

§  According to David Nunan’s Essay Second Language Acquisition

The term second language acquisition (SLA) refers to processes through which someone acquires one or more second or foreign language. (David)

Ø Two types of Contrastive Analysis (CA)

v Positive transfer

·        These studies were conducted in the belief that a learner’s first language (L1) has an important influence.

v Negative transfer 

·        Proponent of constructive analysis argued that where L1 and L2 rules are in conflict , errors are likely to occur that are  result of ‘interference’ between L1 and L2.

Ø Research

§  Product orient Research

·         Morpheme order means minimum meaningful language

·         In the order ‘natural’ sequence

·         Language competence morpheme is second level of the rules

Instead of using CA to predict difficulty or explain errors, teachers could use it to compile instructional materials that address the contrastive differences of the two languages, and then employ the contrast-oriented instruction to first raise learners’ consciousness about the difficult grammatical forms and then learn them.

Ø According to Stephen Krashen's Theory of Second Language Acquisition

According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (Krashen)

Ø Process oriented Research

·        Research reviewed above focused on the product or outcome of acquisition.

Ø Learning and language acquisition of language two in Indian context.

Learning and language acquisition has observations.

·        Very little acquisition takes place most of the time learning occurs that two not is in real sense. Because of the lack of atmosphere very little acquisition except in English medium schools or convent school and metro cities-because lack of motivation, lack of practice.

·        Background of language 1 is helpful in learning language L2.

·        Sometimes habits or incomplete knowledge of language L1 many create clashes while learning language L2 because very often students do not have enough knowledge of language L1.

·        When language L2 is learnt in Indian context grammar is much more emphasized.

·        Learning of language L2 has become mechanical artificial and boring.

·        Natural order of four basic skills of language learning is not maintained perhaps that is whey learning of language L2 becomes strainers.

Language acquisition in children takes place they get motivation, feedback all these two affects language acquisition. Natural order of four basic skills of language learning is

ü Listening

ü Speaking

ü Reading

ü Writing

Ø The primary aim of the teaching English as a second language is to help the learners acquire.

·        The ability to read, understand book written in English with proper understanding.

·        The ability to understand a talk in English on a subject of general experience and interest.

·        The ability to understand a talk in English on a topic fully within the range of active command.

·        In order to achieve the objectives we have to introduce changes in our syllabus, methods, material, training, programmers, attitudes to learners and their language, and the system of evaluation.

Ø How to teach SLA in Classroom

·        Language Tests from an SLA Perspective: As an English teacher, teacher give task that to speak some sentence on English language.

·        With the help of Technology: Teacher planning to watching BBC news or some

·        News paper Reading

·        To organized Elocution Computation in Second language

·        To developed FOUR language skills (Listening, Speaking, Reading, Writing)

vBilingualism

Ø What is bilingualism?

•      ‘Bilingualism refers to the phenomenon of competence and communication in two languages.’ ~ Agnes Lam

•      The ability to speak two languages

•      The frequent use (as by a community) of two languages

•      The political or institutional recognition of two languages (Merriam Webster Dictionary)

•      Refer to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately.

•      Individual bilingualism and social bilingualism

Ø Bilingualism as an "ism" refers to an attitude or stance, usually based on positive intercultural experiences, that having two languages is better than one for people generally. Bilingualism includes multilingualism, so three languages are considered better than two.

Ø Bilingualism as an ism can be operative at different levels, including individual experience, bilingual child rising in the family, bilingual education in schools.

Ø Bilingualism is also a discipline in applied linguistics, the study of languages in contact, within and between individuals and groups, and at different levels. This meaning of bilingualism will be detailed in the last article of this series.

Ø A fourth meaning of bilingualism is as an explicit or implicit goal of education, learning, or a child's natural acquisition. It can be an aim for bilingual functioning that may be stated or implied in the literature of bilingual or international schools.

Ø Bilingualism is also a discipline in applied linguistics, the study of languages in contact, within and between individuals and groups, and at different levels. This meaning of bilingualism will be detailed in the last article of this series.

Ø Bilingualism is as an explicit or implicit goal of education, learning, or a child's natural acquisition. It can be an aim for bilingual functioning that may be stated or implied in the literature of bilingual or international schools.

Ø Bidialectal

Bidialectalism refer to the phenomenon were by someone communicate in two dialects  e.g. Cantonese and Putonghua for a Chinese speaker.

Ø Biscriptural

Biscriptural competence is the ability to read more than one script of the same language. e.g. The Chinese language can be written both in the new simplified script and the traditional complex script. (Nanan)

Ø Method

·        Status of English and preferences of teaching

·        Natural communication V/S facilitative bilingualism

·        Cultural undertone in linguistic communication

·        Translation in second  language Development

·        Second language use from the poststructuralist perspective

·        Bilingual  interactions and bilingual strategies

Ø Advantages of Bilingualism

·       1. Students become functional bilinguals

If the aim of language learning is ultimately for the student to become fully bilingual then this method models this positive outcome from the very beginning. As the students begin their language learning journey, their destination is visible in their language teacher. The competence and confidence of the teacher as she moves from L1 to L2 and back again is a clear model for the student to emulate.

2. Never miss out on a lesson

Rather than being a hindrance, advocates of the bilingual method argue that the mother tongue of the students is the greatest resource in the language learning process. This is true particularly for those students over the age of 7 or 8, when the mother tongue has been firmly established in the students’ minds. The bilingual method allows easy glossing of difficult words and efficient explanations of points of grammar. Time saved in this manner optimizes learning opportunities.

3. Give some love to other languages

While English, with an estimated 328 million speakers, is the third most widely spoken language in the world, it’s perhaps first in terms of prestige. For this reason, students worldwide are clamoring to learn it. This is good news for English language teachers. However, there are inherent dangers for languages considered less prestigious.

An important aspect of the bilingual method is the acknowledgement it gives to the importance and the validity of the student’s L1 language and culture. Language learning is one of the most enriching experiences we can have as human beings. It isn’t merely the substitution of one means of communication for another. It’s a celebration of the diversity that exists in the world and we would be infinitely poorer with it. Vive le difference!

4. Accessibility

The bilingual method ensures accessibility. Students beginning the daunting task of learning a new language can immediately find a level of familiarity, avoiding the terrors of that “deer in the headlights” stage of acquiring new skills.

5. Discipline

Learning the local language can be a sure-fire way to improve your behavior management skills. Expectations can be made explicit from the beginning when you have the ability to speak the students’ L1. It’ll also aid in ensuring smooth transitions between lessons activities, ensuring best use is made of the time available.

6. It’s a teacher’s tool, not a student crutch

Though the bilingual method employs the students’ native language, it’s important to note that it’s predominantly the teacher who makes use of L1. This distinguishes it from the grammar-translation method which relies more on rote learning and the translation of texts.

The bilingual method focuses more on using the language for oral communication. Students won’t be using their native tongue much in the classroom.

7. Build strong foundations for reading, right from the start

As with the direct method, basic texts make use of picture strips to accompany the dialogue. The bilingual method makes use of the written form of the language from the start. This allows students to begin to see the shapes of words as they repeat them orally.

Ø Task Based Language Learning and Teaching

v What is task?

“A task is an activity where the Target language is used by the learners for a communicative purpose in order to achieve an outcome”

- By Jane Willis

v What is Task based Language learning:

·        Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLL especially popular for developing target language fluency and student confidence. As such TBLL can be considered a branch of Communicative Language Teaching (CLT).

·        But there is minor difference between TBLL and TBLT.

·        Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call.  This method encourages meaningful communication and is student-centered.

v Characteristics:

• Students are encouraged to use language creatively and spontaneously through tasks and problem solving
• Students focus on a relationship that is comparable to real world activities
• The conveyance of some sort of meaning is central to this method
• Assessment is primarily based on task outcome
• TBLT is student-centered

Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't per-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pretask stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Ø Task

The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

Ø Planning

Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

Ø Report

Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

Ø Analysis

The teacher then highlights relevant parts from the text of the recording for the students to analyses. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

Ø Practice

Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

v The Advantages of TBL

The students will have a much more varied exposure to language with TBL. They will exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

Task based learning has some clear advantages the students are free of language control. In that stages they must use all their language resources rather than just practicing one pres elected item.

It is a strong communicative approach where students spend a lot of time communicating.

·        The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

·        The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the course book.

·         It is enjoyable and motivating.

·         It involves not of a sequence of language items, but sequence of communicative task.

v What are the student and teacher roles in TBL?

Teacher Says	Teacher Does	Students Says	Student Does	Why?
Presents task in the TL	Primes students with key vocabulary and constructions	Students speak among themselves to organize and complete task. Students present final task (sometimes orally).	Students prepare either a written or oral report to present to class.	Provides practical linguistic skill building. When tasks are familiar to students, they are more likely to be engaged and motivated. Students learn languages through problem-solving.

v Barriers of TBL & TBL:

•      Not all students are or will be motivated by TBLT

•      Students are used L1 rather than the target language.

•      Personal dimensions.

•      Lack of confidence, interest or vocabulary.

In short we can say that Language is an inherently social activity: we use it to communicate with each other. It makes sense, then, that we learn language best when we’re using it for its intended purpose, communication.

Ø Works Cited

Ø David, Nunan. Second Language acquisition. Ed. Nunan David. Cambridge University Press , 2001.

Ø Krashen. "Principles and Practice in Second Language Acquisition." (1982).

Ø Nanan, David. The Cambridge Guide to Teaching English to Speakers of Other Languagev. Ed. Ronald Carter David Nanan. Cambrige University Press, 2001.

Ø Nunan, David. The Cambridge Guide to Teaching Enghlish to Speakers of Other Languages. Ed. Ronald Carter. Cambridge University Press, 2001.

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