Language Learning Activity for Second Language Learners - Research Paper Example

Introduction: Learning a foreign language may be a difficult task to undertake since one has to understand the language pattern as well as the cultural significance of that community. Moreover, learning a second language or a foreign language is target-based activity, which needs specific design that has to be followed. Stern has openly stated that anyone who wishes to learn a foreign language: ‘Faces the problem of inadequate knowledge and frequent failure. Success in second language learning is not a rule. Moreover, failure can be accompanied by a sense of isolation or alienation, by dissatisfaction and an awareness of one’s own inadequacy’. (Stern, 1983:1997, p. 10). However, this statement was made a few decades back and does not hold true in today’s generation. There are challenges that students face while learning a foreign language. Yet these challenges can be met and over come through practises and constant emersion in the culture that one is learning. The main aim of second language learners is to acquire interlanguage competence (Van Patten and Williams, 2006). Universal grammar plays a crucial role in language acquisition for second language learners [L2]. The main objective of this paper is to highlight some of the key aspects of second language acquisition [SLA] by using two activities, the first activity stresses on tenses, preposition and structuring sentences. The other activity is a conversational dialogue. In order for the L2 to improve their conversational skills this task is chosen. Both these activities are task-based activities; however, one is written while the other is verbal. Therefore, the language target is on both spoken as well as on written form. Thus both activities have the following goals to achieve, conceptualisation (that is, the second language learner is able to understand the purpose and content of the message determined); formulisation (when the speaker is able to identify grammatical and phonological features in the dialogue); articulation (when the second language learner is able to express the correct pronunciation) (Ellis, 2003). Language Learning theory: In order for the students to learn a foreign language they first need to understand the basic building blocks of a language which are words. When decisions are made on task-based activities, one must include sentence patterns, tenses, constructions, functions, topics, etc (Richards and Rogers, 2001). A leading American linguist Edward Anthony in 1963 identified three key concepts in learning language; they are approach, method and technique.  An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject being taught.  Method is an overall plan for the orderly presentation of language material, no part of which contradicts and all of which is based upon the selective approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.  A technique is implementational- that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish immediate objectives. Technique must be consistent with a method, and therefore in harmony with an approach as well (Anthony, 1963: 2001, p. 19). According to this model, it emphasizes these three concepts, since approach deals with the basic structure in which the assumption and beliefs of language and language learning are specified. Methods on the other hand, are more theoretical; in this level theory is being explored so that it can be put into practice and make choices about the content to be taught and the particular skills that are to be taught. How the content is being presented also plays a crucial role in method and the technique is specifically designed to describe the procedure that is meant for the classroom to follow (Richards and Rogers, 2001). This model provides a useful way in distinguishing between different degrees of abstraction and specificity found in different language teaching proposals (Richards and Rogers, 2001). Therefore, this model helps to underline key differences between method and approach. However, this model has some drawbacks since the following faults were found: This model fails to address the level of approach and it does not specifically determine how student/teacher interaction is supposed to take place in a classroom setting. Hence this model cannot serve as a basis for a comprehensive analysis of methods and approaches (Richards and Rogers, 2001). It does not elaborate on the different roles that teachers and students have to undertake in the method level. It also fundamentally fails to show how approach is related to method and further on to technique. There seems to be a missing link of how these three concepts are related to each other and this model does not explain in detail how they function in relation to one another. One of the main results of this model is that one needs an in-depth study of how approaches and methods function when language is being studied. In order for this model to work, the design level that is comprised of method and approach needs to be clarified. This level is where objectives, syllabus and content are determined and the relationship between teachers, students and instructional material are specified. (Richards and Rogers, 2001). Since technique deals with procedure, this level will be termed so; for it stresses on implementation and end results. Thus we can see that a method is theoretically related to an approach, it is organised in the design and is being implemented in the procedure. Hence we can see that there is a close relationship between these three key concepts. Each of the three concepts acts as a framework whereby the theory can proceed in the approach which is then followed in the design and results in the implementational (Richards and Rogers, 2001). The nature of learning language is that learners should follow the three key concepts. There are different views as to how the structure of learning a language is followed. One of the most traditional ways of looking at learning language is the structural view (Richards and Rogers, 2001). According to this view it emphasises on the structure of language because it constructs language as ‘a system of structurally related elements for coding of meanings’ (Richards and Rogers, 2001, p. 20). The main objective of learning activity in language is to understand how these activities are designed to make the students able to practice their language skills. Activity One: Finding their way The forest was quiet except for the chirping birds and the whisper of the wind in the pines. Robbie stopped and looked around. [1] “What’s wrong?” Robbie’s sister Marla asked. [2] “I don’t know,” responded Robbie. “It’s just that I don’t remember this part of the trail. Are you sure we’re on the right path?” [3] “ I think so. Let’s just keep on walking. I’m sure we’ll recognize something eventually.” [4] “ You’re probably right”, responded Robbie, although he still didn’t feel reassured. [5] Marla and Robbie continued walking along the same path. They had been hiking in these mountains together since they were very young. However, before today their parents had always been with them. Marla and Robbie had been looking to hike for a long time. They were finally getting to hike alone-alone but well equipped. Their parents had made sure that they took three things with them: food, water, and a cell phone. [6] Marla and Robbie had set out that morning feeling fresh, strong, and excited. Their goal was to hike all the way to Eagle Peak, where they hoped to be able to look out over the mountains that encircled the peak. They had reached their destination late in the morning, and the view was even more spectacular than they had expected. For miles in every direction, they could see the jagged ridges of the Rocky Mountains. [7] But now they were on their way down the mountain, and Robbie had a growing suspicion that they were not on the right path. Finally after about a mile after first voicing his concern, Robbie stopped again. [8] “We’ve been walking a while now, and I still don’t remember any of this,” Robbie said solemnly. “I think we’re on the wrong path.” [9] “I’m beginning to think you’re right,” replied Marla. “I kept thinking I would see something familiar around the next bend, but I haven’t.” [10] Robbie and Marla knew that they could use the cell phone to call for help. But before calling their parents, they both wanted to try to solve their problem on their own. [11] “So what do you think we should do?” Robbie asked, his feeling of disappointment growing. [12] “Lets sit down and think for a moment,” Marla said with a frown of concentration. [13] While she and Robbie rested, they drank water and ate dry fruits to maintain their energy. Robbie tried to keep his mind on the problem, but the beauty of the forest distracted him. “If we have to be lost, this is a great place to be,” he told himself. Finally he let his mind wander to the mountains beyond the forest. Over the trees he saw the clouds gliding from peak to peak. He let his eye follow the crooked line of a distance ridge, and then he gazed at the near-by Roger’s Mountain and Moss Top Peak. [14] Suddenly Robbie remembered something. He exclaimed, “I know what to do!” He turned to Marla. “You have a map and a compass in your backpack, don’t you? At camp last summer I took a class in orienteering. I think I can use the map and compass to figure out our location.” [15] “How does it work?” Marla asked as she reached into her backpack. She felt both relieved that they would probably find their way and excited about learning something new. [16] “First we have to pick out two landmarks in our view that we can find on the map,” Robbie explained. They chose Roger’s Mountain and Moss Top Peak as their landmarks, then used the compass to figure out where the mountains were compared to their own location. Based on the directions from the compass, Robbie then drew two straight lines on the map. [17] “Look”, said Marla, pointing to the map. “The lines cross each other on this trail here.” [18] “You have discovered where we are,” Robbie said. “Now all we have to do is figure out how to get back to where we started”. [19] Examining the map, they discovered that they were indeed on a different path from the one they had taken up the mountain. However, they were only a short hike from where they had started that morning. [20] Marla packed up her map and compass, and she set out down the trail with her brother. [21] (Woodlands English Revision index, 2009). Question 1: Read for comprehension and underline the past tense and present tense found in the first five paragraphs. [Use different colour pens for each] Question 2: There are many prepositions found in this passage, identify any of them found from paragraph six to paragraph twelve. Question 3: Make sentences with the following words: concentration, beyond, distracted, ridge, location, energy, wander, compass, drew, dry. Activity Two: Weekend Sports. Susan: Oh, this is lovely, would you like to try some? Christine: No thanks, Susan. I am really enjoying my pasta! Susan: Do you want to play tennis this weekend? Christine: I’m afraid I can’t play tennis. Susan: NO, are you joking? I’m sure you can play tennis. EVERYBODY can play tennis. Christine: Well, I can’t. BUT I can play golf. Susan: Really I can play golf, too.-but not very well. Christine: I have an idea. Why don’t we play tennis this weekend and then next weekend golf? Susan: That’s a good idea. You don’t play tennis- I don’t play golf. We both can learn a new sport! Christine: That’s it. I think it’s a brilliant idea! Susan: Now, tell me about your new job. When do you start? Christine: Next week. Im in the accounting department. I make telephone calls to the banks, check the accounts, keep records... that sort of thing. Susan: It sounds like an excellent job. Christine: How is your job? Susan: Oh, its OK. Its boring. I work at the computer all day long, each and every day at the computer. Christine: I’m sure it isn’t so bad! (About.com, 2009) Question-1: Read the previous passage aloud and stress on the punctuations found in the dialogue. Rationale This exercise aims at targeting the grammar and vocabulary of the students. Its main focus is on the students’ ability to understand the differences between past and present tenses. Prepositions are the key building blocks of grammar, being able to identify them will help the students have a better knowledge of the English language. Finally, the last question tests the students’ comprehension skills and allows the students to explore and express themselves since words have both form and meaning. Chomsky term it as the ‘creativity of language’ since it emphasizes on the speaker’s ability to produce new sentences, sentences that are comprehensive and at the same time new, yet they have no bearing to sentences that are familiar (Chomsky, 1966: 1978). Syllabus: There has been an increasing awareness for second language learners [L2] to be able to perform language tasks with accuracy and have proficiency over them. Tasks are central to the learning process for L2 since they help them develop the structure and restructuring of interlanguages over time. Many linguists have defined tasks differently, the following are the most useful in describing the task-based activities. Skehan (1996) defined task: ‘as an activity in which: meaning is primary; there is some sort of relationship to the real world; task completion has some priority; and the assessment of task performance is in terms of task outcome’. Bygate, Skehan and Swain (2001): ‘A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective’ (Ellis, 2003,p.45) The main objective of the task needs to be outlined in the activity in order for the students to follow the required procedure since the task is intended to elicit specific ends. Wright and Nunan both see input as a task competent that comprises of two components input and conditions (Ellis, 2003). It is crucial to distinguish them because the input data is part of the task. In order for them to function one needs to understand the kind of data and material that one is providing and the activities that these tasks involve. Due to the nature of the second activity, the task involved also differs whereby ‘communicative approach’ is being followed (Hughes, 2002). Here the main focus is the speech-based interaction between student and teacher, where there is a total-physical-response or TPR approach. In this instance, the students respond through action to instructions given by the teacher in the target language (Hughes, 2002, p. 23). The main criterion for this task is that it follows the objectives below:  Place high value on language in use (that is, daily conversation is more focused rather than abstract examples).  Assert that effective language acquisition (often opposed to language learning) only takes place through language in use.  Mistakes are considered as part of the learning process for the target language.  It aims to develop the learner’s communicative competence, (they tend to focus on day to day interaction rather than abstract communication).  It makes an attempt to link methods to appropriate communicative tasks (instead of following a classroom task teaching for practising grammar).  It tends to focus on the learner’s understanding and their ability to adapt and adopt the target language.  This activity is related to the students’ awareness of the target language and it is assessed on the individual achievement rather than on an examination-based process (Hughes, 2002, p. 24). These are some of the key features that communicative syllabus task wants to target second language learners. Communicative language teaching (CTL) aims at ensuring learners learn to use language in real communication. Lesson Plan: Days Material Teaching Lessons Activity Goals 60 minutes (Day-1) English comprehensions Past and Present tenses Completing exercises relating to past and present tense, examples, time of day, weeks and month. To make sure students are aware of the differences between past and present tenses. 30 minutes (Day-2) Picture comprehensions Prepositions Students’ ability to identify between different prepositions from the pictures. Students understanding of prepositions. 60 minutes (Day-3) Conversational dialogue. Communication competence Having a conversation between two students on topic like hobbies, weather, gender and so forth. To have a direct interaction between students and practise their communicating skills. 60 minutes (Day-4) English comprehensions Revision. Completing sentences by using fill in the blanks, describing objects. Ensuring students have understood earlier tasks and correcting others who has not. Activity on the basis of the theory: On the basis of learning theory, the activity mentioned above has a close relation to it. The main focus of this activity is on approach, which entails that the student must have mastery over the elements of the phonological units. Phonological features are the features that define the major classes of sounds (Battistella, 1990). This shows that present and past tenses have different phonological features that students must keep in mind while learning the language. For an approach to progress to a method it needs a design. A design consists mainly of an instructional system. Design is the level of method analysis in which the objectives of a method is considered. It also deals with the syllabus or how the content of language is selected and organised. In the design process, the types of learning tasks and the teaching activities the method advocates are important. In the design, the different roles between the learner, the teacher and the material have also been assigned in the method (Richards and Rogers, 2001, p.24). The main objective of this activity is to highlight the grammatical differences in the tenses as well as ensuring that the learner is aware of the building elements of the language that they are studying. The specification of what the student learns in an activity is the result of the design, not of the approach (Richards and Rogers, 2001). This method focuses both on the oral and written skills of the students, it emphasises the pronunciation between past and present tenses. It also pays close attention to the writing skills of the students and their ability to express themselves in the language that they are learning. Skill acquisition theory acknowledges the importance of frequent exposure and practice in order for the L2 to have a good comprehension and is able to predict the procedure of the targeted language (Van Patten and Williams, 2006). In the design section of method the content or the syllabus plays a crucial part in determining the objective of the learning language. Decisions based on the choice of the content of language are usually made with relation to both subject matter and linguistic matter (Richards and Rogers, 2001). The instructional process is one of the key functions of method since it determines how a piece of activity is supposed to be carried out. It laid down the basic principle or rules of a method that the activity requires. For instance the questions act as an instructional process since the students and teachers are able to adapt and follow the needed requirement. Finally the procedure deals with the end result of a method. At this level, the method and approach is being finalised and the design in the classroom has been laid down. The ways in which the teaching methods are carried out are being processed at this level as well as procedure and technique. Conclusion: Language learning activity for second language learners are targeted specifically on improving their grammatical and phonological features. Schmidt accepts that ‘language learners are not free to notice whatever they want’ (Geoff,2004, p.215) since they do not have a cognitive awareness of the target language. As L2 progress language input, they unconsciously compute the relative frequencies with which they encounter forms, constructions, and exemplars (Van Patten and Williams, 2006). It is through practising that L2 can acquire competence over language. According to Ellis, language users who have difficulty in processing a text linguistically may not be able to engage effectively in activities. Hence it is very important for L2 to follow procedures correctly (Ellis, 2003). Moreover, task-based activities help second language learners to have a better acquisition over the language that they are studying. Reference: Battistella (1990) Markedness: the evaluative superstructure of language. State University of New York Press: Albany. Chomsky Noam (1966:1978): Topic in the theory of generative grammar. Mouton and Co. N.V Publishers: The Hague. Ellis, Rob (2003): Language learning and teaching. Oxford University Press: UK. Geoff Jordan (2004): Theory Construction in second language acquisition. John Benjamin Publishing Co. Graham Suzanne (1997) Effective language: Positive strategies for advance level language. WCB Book Manufacturers Ltd: Great Britain. Hughes, Rebecca (2002): Teaching and Researching Speaking. Pearson Education Limited: UK. Richards and Rogers (2001): Approaches and Methods in language teaching. Cambridge University Press: UK. Van Patten and Williams (2006): Theories in second language acquisition: An Introduction. Lawrence Erlbaum Associates. Co. Website: Woodland- English Revision index, level-6 (2009) www.woodlands-junior.kent.sch.uk. Beare Kenneth Beginners- Dialogue, Weekend sports, www.about.com Read More