Second Language Acquisition Theories - Essay Example

SPEECH/PRESENTATION, EDUCATION PRESENTATION OF MY IGNITING QUESTION CONNECTED TO SLA THEORIES Module leader: Introduction It is important to highlight that his paper delves in the discussion of Second Language Acquisition, (SLA). In this, what comes out so clearly is that the second language is not that easy to speak owing to the new nature of the language to the person. In the paper therefore, it can be easily noted that the audience are twenty five Greek Cypriots students who are from different departments and they are addressed in a foreign language. This therefore gives the problem that arises here now is that the students are to learn the Turkish language to enable them communicate effectively for proper understanding (Dörnyei, 2003). The problem that therefore arises is that there is no common medium of communication in regards to the difference in language and therefore the acquisition of the second language for the communication and proper understanding to be very effective. One major factor that needs to be accepted and owned is that when it comes to the learning of the second language or foreign language, processes that are undergone while learning the language and the persons who are engaged in the learning of this kind of language are very much essential (VanPatten, and Alessandro, 2010). The social condition arises to difficult in second language acquisition due to various situations that students find themselves in. Learners typically interact with other learners and some speakers of the target language are affected by through this process. Particular utterances, moves, and verbal exchange are the ones that determine the learners’ caption of the second language acquisition during learning. In such cases, hearing can be learnt in a different way opposite to understanding what has been said. This limits the acquiring of the new words or vocabularies and the sounds of those words. Activities also relate or contribute a lot to problems related to second language acquisition as used by new learners where a unique part is to be played to enhance it. Linguistic features if ignored they can contribute a lot to failure to adopt a second language acquisition during the TL which in full refers to target language. These feature s if limited can result to its limit due to the influence of the vernacular which can outdo the second language (Swain,2001). In the provision of the solution to the problem, it is therefore quite in order for the putting into using various theories in the Second Language Acquisition (SLA). The theories in the SLA are therefore very much important and significant to the determined people and students who would wish to acquire the foreign language. In this discussion therefore, the following theories are the ones that are ideal in the second language acquisition: Contrastive Analysis Hypothesis (CAH) and Error Analysis (EA) In this ,just as the name suggest, there is some element of comparison that is done to ensure that the correct and desired components of the language are incorporated and used effectively in the second language by the learners of the language. This is very much important as there is careful selection of the important areas and the areas of the language that are not employed in the learning of the second language. According to Stephen Krashen, this is a very effective theory as it helps the in the finding of the various similarities and differences between the indigenous language and the second language. This is another core focus of the theory (Ullman, 2001). With this kind of understanding the differences and similarities, this theory will help in the facilitation of the borrowing of the various aspects of the language. This is very much important especially in the situation whereby the first language and the second language share some terms in common. According to Mitchell and Myles (1998: 30), the final language that will be realized by the end of it all will be of great quality and the learners will therefore develop the most suitable taste for the language. This form of approach when put into incorporation together with CAH then they will be very much significant and beneficial when it comes to the determination of the errors that are always encountered during the second language acquisition (Slabakova, 2010). Krashens Theory of Second Language Acquisition According to Krashen, language can either be known through acquisition or learning the language formally. In the process, there is the monitoring hypothesis which tries to ascertain how the two independent variables in language knowledge and linguistics in language comfortability (Ellis, 2003). Reducing teacher teaching time and reducing the students talking time In the course of reducing the time taken by the teacher in teaching, Krashen says that the students will gain more time to speak the language and thereby become at par in the language as speaking is a practical language aspect (Ullman 2001). Task based or action based approach Motivate students and encourage them to participate in activities and tasks that can enable them to speak the language (Slabakova, 2010). Techniques Technique is the use of various methods which were done out or research and it focuses on interaction habits of a learner. It values experiments or interviews of the learners as a special auxiliary stage. This approach was adopted to create speakers from learners as it determines the learner’s ability to construct speech activities with language in the normal settings. It goes to the extent of comparing the infant language adaptive character and the adults. It anticipates for sentence development of the second language during speech construction. The techniques below are therefore the ones used (Hampel, and Mirjam, 2004). Classroom discussion: - the students can be engaged in conducting class discussions as this is quite effective in that they will be more open and free to each other and communicate without any fear. This will boost their speaking of the Second language. Story-telling:- the students can tell stories among themselves and even as a class in the Turkish language. These students will make mistakes and get corrected along the way by their teacher. Picture narrating and description:- to ascertain that the students knowledge on how far they have become well and adapted and even their level of how Turkish vocabulary. The basics that can be described physically from the pictures will be very much helpful to the students’ language level. Tools These are the other forms used to develop the second language acquisition by the learners which are in unique forms. They include use of taboos which are used to develop second language ability as some traditional values agitate for at least the appreciation of other languages in the society. The tools are: Use of animated elements like drawings of living and non-living things contributes to language development as learners are required to know them in different languages. This help to boost their second language acquisition ability (Hampel, and Mirjam, 2004). Voki and flashcards carry the names of places; animals which are in various languages. These are the examples of tools used to second language acquisition practically (Ullman, 2001). Teaching students virtually and even through Skype:- this will make the students to feel high stimulation and desire for the acquisition of the second languaage, (Turkish) (Hampel, and Mirjam, 2004). Activities The students can be engaged in both in classroom and outside classroom activities In classroom activities The use of animated items requires the practical activities of drawing of pictorial elements which can include painting of the same pictures. This painting sends a message of a second language acquisition. The learners through this can learn a lot of content when it comes to mastering of the second language acquisition since its practical and it is not easy to forget what one has done practically than the theory content. Pictorial representation of content is the best since it can portray more than one message to the learner (VanPatten, and Alessandro, 2010). Outside classroom activities Use of the traditional rules and measures to govern is done in a unique way where learners have to practice what is required of them traditionally concerning the second language acquisition. This can involve singing of songs in various language versions and styles. This equips them with the knowledge when it come learning of a different language as it boosts the cramming power during speech making among the learners. Flashcards are also designed to give information about a certain language skill to the learners as it carries names written in languages by the learners during school activities same to the use of vocal items in learning activities (VanPatten, and Alessandro, 2010). Psychology refers to once mental attitude, attitude and behavior towards a person, object or place. This is the vital part of learning in a classroom during the lesson during the first language motivation as it contains the issue of attitude and mental perception of as certain element. Students before the lesson should be mentally aware of what you are going to teach them and they should be told in advance as this will prepare them mentally to tackle the lesson as it is about the first language learning (Dörnyei, 2003). This will ensure before the start of the lesson they are ready and willing to take the lesson in welcome mode. As a teacher this should be earlier communicated to the students as it prepares them for your welcome for the lesson. Therefore during the lesson the students behave positively towards the lesson by being keen and asking questions. This is an example of preparing learners psychologically during first language learning. The teacher should motivate learners during the lesson by telling them the importance of such a lesson. Learners should show a positive attitude at the end of a lesson by encouraging the teacher to come again next time of the lesson. This demonstrates a positive motivation to both the teacher and the learners during learning of a first language (Cook, 2008). Conclusion First language learning and the second learning acquisition are important and they are key factors to the excellence of the learner and success at a later stage in the life of the student. The students should not just be posed to memorizing but subjected to speaking as well which is a practical aspect of language. Both stages are detailed and should be carefully handled by the teachers who are to provide guidelines on the approach of the same learning issues (Dörnyei, 2003). References Cook, V., (2008)., Second Language Learning and Language Teaching. London: Arnold,page 381-389. Dörnyei, Z., (2003). "Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications." Language Learning 53.S1: 3-32. Ellis, R,. (2003). Task-based language learning and teaching. Oxford University Press, page 231-241. Hampel, R., and Mirjam H. (2004): "Towards an effective use of audio conferencing in distance language courses." Language Learning & Technology8.1 66-82. Slabakova, R. (2010). "Semantic Theory and Second Language Acquisition". Annual Review of Applied Linguistics 30: 231–247. Swain, M. (2000): "The output hypothesis and beyond: Mediating acquisition through collaborative dialogue." Socio-cultural theory and second language learning page 97-114. Ullman, M., (2001). "The declarative / procedural model of lexicon and grammar". Journal of Psycholinguistic Research 30 (1): 37–69. VanPatten, B., and Alessandro G. (2010) . Key Terms in Second Language Acquisition. London: Continuum, page 429-452. Read More