Second Language Acquisition - Essay Example

Abstract Scholars argue that second language educators should offer three types of interaction: a) learner-instructor; b) learner-content; and c) learner-learner. In line with interactionist second language acquisition (SLA) theories which reflect Krashen’s theory (1994) that understandable input is vital for second language acquisition, interaction might improve second language acquisition, as well as fluency. Effective output is also vital. This paper will dwells on second language acquisition (SLA) and particularly for students trying to learn the Turkish language. SLA can include heritage language studying, but it does not normally include bilingualism. A majority of SLA researchers consider bilingualism as mainly being the end product of learning a second language, and not just the process itself. They consider the term as meaning a native-like fluency. 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 (Dörnyei and Zoltán 2003). 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 (Dörnyei and Zoltán 2003). 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 (Horwitz, Elaine K., Michael B., and Joann C., 1986). 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 (Howatt, Anthony R., and Henry G., 1984). 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). The challenges they face are normally socio-cultural. They arise from cultural and linguistic differences. The students experience "language shock" when they first come to a new community. Some cultures also cause people to be have negative feelings towards other cultures, which leads to challenges in speaking the language. Greek Cypriots also overly struggle with comprehending Turkish curriculum, as well as their teaching styles. Finally, apart from "language shock", Greek Cypriots students also face cultural load. This is what scholars explain as understanding both the mainstream meaning and dictionary meaning of words. Some cultures use some words differently than others. 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) (Lado, Robert. 1957). 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 (MacIntyre, Peter, 1998): Contrastive Analysis Hypothesis (CAH) and Error Analysis (EA) Contrastive analysis refers to the systematic study of language pairs with an aim of identifying their structural similarities and differences (Ullman, 2001). Error analysis, on the other hand, is the study of different causes and types of language errors. Contrastive analysis explains why some aspects of a target language are much harder to acquire compared to others. In line with the behaviourist theories, language learning is an issue of habit formation, and this can be impeded or toughened by existing habits. Hence, the obscurity in understanding certain structures in a second language (L2) relies on the diversity between the learners' mother language (L1), as well as the language they are attempting to learn (Willis, J & Willis D, 1996). Error analysis, on other hand, revealed that contrastive analysis cannot predict most errors, even though its most significant aspects have been integrated into the research of language transfer. A significant discovery of error analysis has been that most learner errors are caused by learners making flawed inferences concerning the regulations of the new language (Swain, 2000). 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 (Reid, Joy, 1987). 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 (—Selinker, Larry, 1996). 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). Krashen's 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). Krashen's theory integrates six main hypotheses (1) the acquisition-learning hypothesis, (2) the monitor hypothesis, (3) the natural order hypothesis, (4) the input hypothesis, (5) the affective filter hypothesis and (6) the reading hypothesis (Spada, 1997). For instance, in acquisition-learning hypothesis, the best way a language is mastered is by natural communication. According to the natural order hypothesis, educators should be alert that various structures of a language are simpler to grasp compared to others and thus language structures must be educated in a manner, which is beneficial to learning (Slabakova, 2010). Finally, the input hypothesis stresses the significance of applying the target language to the students. The objective of any language program is for students to be taught to communicate efficiently. Through offering as much understandable input as possible, particularly in cases where students are not exposed to the target language outside the classroom, the teacher is in a position to develop a more efficient chance for language learning (Skehan, 1996). Curriculum Development The best curriculum that can be used to enhance the language acquisition f Greek Cypriots by brining all the above theories together is the content-based Greek Cypriots curriculum. It lets Greek Cypriots learn age-appropriate content knowledge , which echoes the mainstream content learning. Greek Cypriots read authentic texts, but not contrived or simplified text written for Greek Cypriots only. Therefore, learning is more situated and meaningful. For this curriculum, students will be required to always read authentic texts. This means that time for going through texts thoroughly in every lesson. There has to be well developed language learning components. As a teacher, I will have to develop lessons wherein Greek Cypriots use academic oral Turkish in their discussions. This will be in an aim of reducing teacher talking time to increasing student talking time. I will need to integrate learning so that it is meaningful and purposeful in context. It will require the emphasising and reinforcing of the salient grammar points. Through this, the student will not only acquire the necessary writing skills but also the speaking skills of new language. This will make it easier for my students to engage their listeners. Also, the classroom will need a reinforcement of critical and higher-order thinking by using real-life problem solving scenarios. Finally, they curriculum should integrate scaffolding when students are taught abstract concepts. This will necessitate for visual demonstrations and hands-on activities are significant for such an activity. Techniques (Swain, Merrill, 2000) defines a 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 (Horwitz, Elaine K., Michael B., and Joann C., 1986). 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: -(Doughty, Catherine, and Jessica Williams, 1998) says 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: - (Kolb, David, 1976) 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 describing:- (Skehan, Peter, 1996) says this will help 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. Brainstorming: - Brainstorming assists a teacher to bring forward learner’s ideas and extend and maintain discussion which scholars consider being a significant function of an educator. Conversations that go beyond a single exchange might assist a learner’s language development because it can offer a more sensible replica of how an authentic talk happens (Regine & Hauck, 2004). Simulations: - Simulations should include a teacher planning the class in a somewhat different way that will make a student understand they language they are teaching them. For example, the educator can plan the lesson like a court house in order for the students to understand how to use court terms. 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 (Krashen, 1982). 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). Animation tools: Teaching with animation will enable second language teachers to explore and get familiar with the audiovisual and technological communication specific resources of animation methods and utilise them in enhancing the foreign language fluency of their students. Animation will make the learning process more lively, which will catch the attraction of the second language learners (Krashen, 1982,). 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). Greek Cypriots or foreign language students can make use of Voki through recording themselves reading a passage or saying dialogue. Listening to the Voki will allow them to listen to how they sound, as well as work on their fluency. It allows students who may not be efficient at writing to share their message or tell their story (Kolb, 1976). Skype Teaching: - This will make the students to feel high stimulation and desire for the acquisition of the second languaage, (Turkish) (Hampel, and Mirjam, 2004). It is anticipated that successful incorporation of Skype sessions will lead to refining of second language learners’ focus enhancement of their language because of the utilisation of technology. For instance, keeping a diary is highly recommended to support student reflection on their language learning and enhanced comprehension of other cultures (Howatt et al., 1984). PBworks :- in PBworks, students make use of blended learning either in the classroom or outside. It allows students to practice each and every vital skill in the language they want to acquire. It will allow students to upload vocals recorded in voky or vocarro, where they talk about themselves or also a place they have visited that might be interesting. The importance of this tool is that it lets students assess one another. For instance, each student has to assess his/her colleague writing and speeches and comment on their pronunciation of consonants or vowels. 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 (Hampel & Mirjam, 2004). 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). Classroom activities should incorporate, for example, learn-centered interactions. Students can ask each other questions and respond to them the best way they can and also how they understand the question instead of making it more formal with the teacher. Some classroom activities can incorporate technology, for example, creating prezi presentations or just using PowerPoint presentations. This will go a long way to establish the interest of the student. Apart from prezi, educators can use mp3 players for audio enhancement. Each second language learner should be provided with such audios in order to grasp how to pronounce some Turkish words. 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 (Doughty & Williams, 1998). 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). An example of an outside class activity is language café where students are required to speak only the second language with their peers. This enables them to understand how words are used outside of the classroom. 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 (Corder, 1967). 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 This paper has delved into the discussion of Second Language Acquisition (SLA). The main second language taken into consideration is the Turkish language. Understanding a second language when it comes to learning is overly significant because the importance of communication in day to day life cannot be overlooked (Carroll, 1979). 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 Carroll, J B 1979, 'Psychometric approaches to the study of language abilities.' Individual differences in language ability and language behavior vol. 3, no. 4, pp. 13-31. Cook, V 2008, Second language learning and language teaching, Arnold, London. Corder, S P 1967, 'The significance of learner's errors,' IRAL-International Review of Applied Linguistics in Language Teaching vol. 5. No. 1-4, pp. 161-170. 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