Second Language Acquisition - Assignment Example

Second Language Acquisition. Introduction. Language acquisition is a very similar process children use to acquire their first and second languages. Meaningful interaction is required in the targeted language natural communication and speakers are not only concerned with the utterances but also with the conveyed messages. There is a unique order of second language acquisition, one is in a position to clearly see similarities among as to which structure is likely to be adopted the first and which is likely to be adopted later (Brown, 1973). Acquirers of second language need to be much more aware of the rules they are possessing, and they may correct themselves only on a basis for a feel of the grammar (Krashen and Seliger, 1975). Conscious language learning has been helped by correction and the presentation of definite rules. When error correction is repeated, the learner is in a position to come up with a correct mental representation of the linguistic generalization. There has been no unchangeable order of learning, but learners usually proceed from simple to intermediate then complex, a sequence that is not identical to the language acquisition sequence. What are the main theories in explaining language learning in L1 and L2? Acquiring a new language is a natural process, but on the other hand learning a language is a conscious process. In acquiring the language the student has to partake in some natural communicative solutions in learning that particular language Acquisition The individual is usually not aware of the ongoing, he is totally unaware of the process as it is unfolding, when the new knowledge is being acquired. The learner has no clue whatsoever that they are learning a new language, this can happen to both adults and children and they can acquire both the oral and written skills. This is the same process that newly born children undergo in understanding their own native language. Learning Here new knowledge is represented consciously in a learner’s mind, in most cases it is represented in the form of grammar and rules, and it may involve error correction from time to time. It may also involve formal instructions and it is less effective than acquisition. Krashen’s Five Hypotheses. The Acquisition/ Learning Hypotheses:-This involves acquiring a language which occurs subconsciously, and learning which is usually developed from time to time through education (Stephen Krashen, 1983). Monitor Hypothesis:-Here there is the description within the relationship of learning a specific language and acquiring that specific language. Acquisition is the main factor which is responsible for fluency in a particular language while the learning process is useful in monitoring what has basically been acquired (Stephen Krashen, 1983). Krashen’s difficulties in monitoring may arise due to: Inadequate time, Lack of focus on whatever is correct, Ignorant of the formal rules. The Natural Order Hypotheses:-This is critical of the language learning rules, it insists teachers should not be tied up in following specific set of rules while teaching a second language (Stephen Krashen, 1983). Affective Filter Hypotheses:-This one tends to explain that low anxiety, self confidence and high motivation is the key in acquiring a second language. The teaching programs should have these traits(Stephen Krashen, 1983).The input should be understandable, interesting and relevant to the learner, Speeches always emerge on their own and instructors should tolerate errors which appear during the first phase of language acquisition, Having grammatical sequencing is not very ideal. Input Hypotheses:-It states that an ideal language should consists of only three characteristics (Stephen Krashen, 1983).The focus is usually on the meaning than on its pronunciation, Speaking will emerge naturally when the learners understanding is excellent, The best input should not be grammatically sequenced. Factors that may influence SLA. There are very many issues that may influence a second language learner into understanding the language properly, as you know there are fast learners and at the same time there are slow learners. However these factors may be internal, those that the individual brings with him or external, those that usually characterize the particular language situation. Internal factors. Age:- Children with solid literally skills will easily acquire the second language, on the other hand motivated older learners, yes can be successful too, but will struggle in achieving native speaker intonations. Personality: - Introvert learners will make slower progress particular in acquiring oral skills, outgoing students don’t worry so much about making mistakes, they take risk and thus learn more. Cognition:-Students who posses greater cognitive capabilities will learn a second language faster than those with less. Native language:-Students of second language, learning a language from the same language family as their first language have much easier task. External factors. Motivation:- Students who given a continuous encouragement by their instructors, are likely to perform better than those without. Access to Native Speakers: - An opportunity to interact with people who are native of the language you are learning will give an advantage to the language learner. Native speakers also act as linguistic models and provide an instant feedback to learners. Other external factors may include; the curriculum being followed, instructions given, culture and status. Explain a) Contrastive analysis, error analysis, and error treatment b) Inter-language c) Output hypothesis Contrastive Analysis: - It is a theory that identifies a languages structural difference with its similarities. It tries to explain why some features of a language are more difficult in understanding than the others. Language learning being a unique question of habit formation, then a particular language can easily be reinforced by an existing habit. Therefore the challenges encountered in adapting to a second language depends on the students mother tongue and the language they are trying to master (Wikipedia). Error Analysis: - Here the major causes of and types of language errors are closely scrutinized. Error analysis enables instructors to easily identify sources of errors. The errors are mostly classified according to; Modality, this is the level of proficiency in writing, listening, reading and speaking. Form, this is simply the omission, insertion or substitution of the language components. Linguistic level, these may include the grammar, pronunciations, vocabulary and the style. Type, such as errors within sentences versus the occasional errors. Cause, may include the interferences and interlanguage (Wikipedia). Error treatment: - It is inevitable that language learners make mistakes, but the main questions fronted by instructors is why students repeat the same mistake. Mistakes are not the same but it is very likely that they are deeply ingrained in a student’s thought. There must be proper language learning process and if the mistakes and errors made by second language learners are carefully analyzed the process of language learning shall become easy to grasp and understand. Inter-Language: -This is an emerging linguistic system developed by learner of a second language who is not yet fully proficient but is almost near perfection in the new language. It is based on a learners experience with second language, and also based on the theory that there is a psychological latent structure in the brain which activates whenever someone attempts to acquire a second language. This is easily observed when studying utterances of learners who are trying to produce a targeted language normality. However it is mostly a temporary tool in language acquisition. Output Hypotheses. :-This is when a language is learned and when we try to communicate to a third party, we fail to get the message across, this will force us into repeating the message until we produce the correct utterances for our listener, eventually the new language will be learned. How are non-traditional (i.e., meaning-based) approaches, especially CLT, different from traditional (i.e., structure-based) approaches, especially GTM (Grammar translation methodology) and ALM (Audio-lingual methodology)? Communicative language teaching is an approach used to instruct second language acquisition by emphasizing on interaction as a way and reaching the ultimate goal of learning. Its primary goal is to help language learners create meaning than just helping them acquire native like pronunciations. CLT is a very broad approach to teaching and it usually consists of a list of general principles, these are; An emphasis on learning to communicate via interaction in the language being acquired, Linkage of classroom language learning with activities pertaining to the language outside the classroom, introducing authentic text in language acquisition, Providing learners with an opportunity to focus on the learning management process and finally enhancing the learners experience as an important contributing factor in classroom teaching. Some of the classroom activities that Communicative language Teaching may be adopted include interviews, role plays, games, language exchange, pair work, surveys e.t.c Grammar Translation Methodology:- Here the learners of second language are required to translate whole text word by word, while memorizing the grammatical rules together with the enormous vocabulary list. It has only one goal, to be able to read and translate literary works(Wikipedia). Audio Lingual Methodology:-It naturally came due to the need for foreign language proficiency during and after the Second World War. It is related to behaviorism and it has made drilling, repetition and habit formation core part of its instruction mechanism. Lessons are always organized with a grammatical structure and presented via short dialogues. Student listens to recorded dialogues repeatedly, in which they will be forced to mimic the grammatical structures and pronunciations within the listened dialogues. This is very different from the CLT where language learners just emphasize on interactions. It is mainly based on a behavioral theory, correct usage of a particular trait would receive positive feedback while incorrect usage would give a negative feedback. A student is taught the language directly without intervention of his naïve language in explaining grammar or new words in the language being learned. What do you think is the best method for TESL/FL? Why? Second language teaching is always in a constant change. New curriculum frameworks being implemented across the world include content based, competency based and genre based models. In 1970 there was innovation and change in language teaching, it was the same decade that Communicative Language Teaching (CLT) replaced Audiolingualism and SSA. After thirty years CLT is alive. The best method to use is the Communicative Language Teaching. Communicative Language Teaching (CLT) It is very flexible and can be interpreted in various ways and at the same time it can easily be used to support quite a number of classroom procedures and also consists of uncontroversial principles. These are; the goal of language acquisition is communicative competence, fluency and accuracy are both influential in communication, communication involves integrating different language skills, learning is a step by step process that involves error, the goal of classroom activity should be authenticity and meaningfulness. Learning has moved away from an instructor’s direct control, thanks to the ever-changing technology, this has moved learning to the hands of learners by usage of individualized learning, project work and group work. Learning can take place anywhere nowadays, it is not only confined to the classroom but can take in other places as well. With the technology enhanced learning environment, the language laboratories have been turned into multimedia centre’s to support online learning. References Brown, R. (1973) A first language. Cambridge: Harvard Press. Jack Richards. 30 Years of TESL/TEFL: A personal reflection. Retrieved October 07, 2009. From http://www.professorjackrichards.com/pdfs/30-years-of-TEFL.pdf Krashen, S. and H. Seliger (1975) “The essential contributions of formal instructions in adult second language learning.” TESOL Quarterly 9:173-183. Paul Shoe Bottom. (2007)Factors that influence acquisition of a Second Language. Retrieved October 6, 2009 From http://esl.fis.edu/teachers/support/factors.htm Stephen Krashen. (1983) “Applications of Psycholinguistics to the classroom”. Vacide Erdogan Contribution of errors in foreign language teaching. Volume 1 issue 2. 2005. Retrieved October 6, 2009 From http://209.85.229.132/search?q=cache:vk4jQSLzGN8J:efd.mersin.edu.tr/dergi/meuefd_2005_001_002/pdf/meuefd_2005_001_002_0261-0270_erdogan.pdf+error+treatment+in+language+acquisition&cd=3&hl=en&ct=clnk&gl=ke Wikipedia Grammar translation Retrieved October 6, 2009 From http://en.wikipedia.org/wiki/Grammar_translation Wikipedia. (2009) Contrastive analysis. Retrieved on October 7, 2009. From http://en.wikipedia.org/wiki/Contrastive_analysis Wikipedia. (2009) Error analysis. Retrieved on October 7, 2009. From http://en.wikipedia.org/wiki/Error_analysis Wikipedia. (2009)Second Language Retrieved October 6, 2009 From http://en.wikipedia.org/wiki/Second_language Read More