Second Language Acquisition - Term Paper Example

Second Language Acquisition Second Language Acquisition has been defined as the process by which individuals acquires the skills of using another language, which may entail the speaking, writing or application skills of another language, other than that first language of the individual (Kramsch, 2). Despite the reference of the concept as Second Language Acquisition, this concept does not necessarily mean the process of acquiring a second language only, but also the process of acquiring a third, fourth, fifth or other subsequent languages. The common argument has been that the acquisition of the second language skills is difficult, especially for non-native speakers (Jordens and Lalleman, 7). However, this argument has been disputed by another argument holding that acquiring second language skills is not difficult. Rather, it is the poor formulation of teaching curriculum and inappropriate design of instructional methods that create the perception that the acquisition of proficiency in second language for non-native learners is difficult (Rutherford, 47). Second Language Acquisition is akin to the process of children acquiring their speech, meaning that it requires meaningful interaction between the subject and the target language, most especially related to natural communication (Sanz, 14). My thesis, then, aims to argue that several factors affect the effective acquisition of a second language. Just as the case is with children acquiring their early speech communication skills, Second Language Acquisition entails the speakers having little concern for the utterances, and more emphasis on the delivery of the intended messages, and how the message will be interpreted (Sanz, 21). In this respect, Second Language Acquisition mostly has to do with what the learners of the second language do in the process of acquiring the skills of communicating using the second language. Nevertheless, the manner in which the second language is taught to the learners has a great influence on how well the learners will understand and acquire the skills of a second language. Therefore, while teaching the second language, it is essential that the teacher adopts a holistic approach (Gruber-Miller, n.p.). The learners of a second language have to go through different stages before they can eventually become proficient in the second language. The pre-production stage, also referred to as the silent stage refers to that initial stage of the second language acquisition, where the learners have a collection of words and perhaps several vocabularies, but they do not know how to apply them (Rutherford,7). Therefore, it is fundamental that the teachers are very careful when introducing the second language to the learners. This is because, it is in the introductory part of thee second language that the attitude, the mood and the perception of the learners are shaped, and they go a long way in defining how the learners will partake the subsequent learning. Most especially, the teachers should be very careful in the manner in which the non-native speakers are introduced to the new language (Gruber-Miller, n.p.). At the introductory stage, the learners are not really producing the language even when they are able to utter or spell certain words and phrases of the second language accurately, and total physical response is mostly observed with the learners at this stage. The silent stage of the learners might be extended up to a period of six months based on the nature of the language that learners are learning, its complexity, the attitude of the learners as well as the mode of teaching and presentation of the teacher (Cook, 41). This stage is instrumental, because it shapes the subsequent process of second language acquisition for the learners. Research has indicated that learning a second language is a natural process, and thus there are some learners who will learn the second language more easily than the others (Maxom, 18). Thus, the approach adapted by the teacher in teaching a second language will also be different, based on whether the learners are native or non-native speakers. Thus, the distinguishing factor in the approach to teaching a second language is that different approaches of teaching require being adopted by the teacher, based on the cultural background of the learners (Johnson, 7). Nevertheless, some learners become more successful in learning the second language based on their sheer determination, hard work and persistence, even where the teacher applies the same approach to teaching all learners (Maxom, 22). While this observation is true, there are certain factors that influence language acquisition for learners, which is simply beyond the control of the learners. Language is a social construct which requires to be carefully nurtured in it process of transmission, so that it can achieve its goals in the society (Kramsch, 33). In this respect, the acquisition of a second language is not solely a function of the learner’s effort or even the appropriateness of the approach applied by the teacher, but also a function of the social support that the leaner obtains from others, in the process of practicing the language application. For example, while a learner may have the determination, hard work and patience to learn the language fast, the competency of the language application can only result out of the learner being in a position to use the language to socialize with others. This is most important because language is not only a component t of its grammar, stylistic, syntax and structure elements, but also a component of further variations and deviations that would also create different meaning. Therefore, second language acquisition essentially entails a duo process, where the learners must first acquire the basics of language such as the grammar rules, phonological and morphological structure of the language (Ritchie and Bhatia, 27). The subsequent process of attaining proficiency in the second language use has to do with the social application of the language in its different variations, so that the true meaning of the words, phrases and vocabulary can be developed. This therefore requires that the learners of the second language are exposed to foreign vocabulary more frequently, which in turn increases the chances of their understanding not only the language, but also its varied applications (Ferlazzo and Sypnieski, 24). There are certain words and vocabularies that will produce different meanings based not only on the grammatical application, but also based on the context in which such vocabularies or words are used. This aspect highly complicates the proficient acquisition of the second language, owing to the fact that the learners are not only required to learn the grammar, vocabulary and wording or phrasing of a second language, but also their contextual application. In this respect, if the learner does not obtain the social support of others in the language application, then, the learner may have difficulties applying the second language proficiently (Kramsch, 31). The factors that affect second language acquisition for learners may be categorized as either internal or external factors. Thus, it is the interplay of the internal and external factors in the context of learning the second language, which then determines how well the second language is acquired (Cook, 15). The factors affecting the second language acquisition for leaners are the actual factors that the learner brings with him/her to the learning context. These factors may include the age of the learner, where children have been observed to be in a better position to acquire the proficient skills of second language use (Sanz, 21). Children who have solid first language literacy skills are better placed to acquire the skills of a second language more easily, owing to the fact that such children are rarely concerned with other disruptive language acquisition aspects such as utterances, intonations and pronunciations. Equally, older learners who are highly motivated can also be successful in acquiring the skills of a second language, only that such learners are normally disrupted by the attempt to attain a proficiency level equivalent to that of the native speakers in utterances, pronunciations and intonations (Sanz, 44). This has always been the major factor that has slowed down the pace at which adult learners of a second language are able to acquire the second language skills. Children learners have the natural tendency of acquiring the basics of a new language first, and then achieving full proficiency through social communication practicing. Thus, despite the fact that age can be a factor in determining how well learners can be able to acquire the skills of a second language, age is not always a very strong factor, if the learner is well motivated and determined to acquire the skills of the second language. Personality type is another factor that influences the acquisition of second language skills. There are normally two types of personality, categorized as introverted or extroverted personalities. Research has indicated that individuals with an introverted, reserved and quiet personality make slow learners of the second language skills (Ferlazzo and Sypnieski, 24). This is because, language acquisition as a form of social construct requires that the learners do not only understand the basic of language use, but also its different variations in vocabulary, wording and phrasing. Thus, due to the fact that introverted individuals have the quiet and reserved tendency, they may not interact with others as much, in practicing the application of the language skills when compared to the extroverted, adventurous and more outgoing individuals. The extroverted individuals are more likely to take advantage of, or to seek opportunities to speak and practice the second language skills and in different contexts that are outside of their learning settings (Johnson, 35). This gives such individuals with extroverted personalities an edge when it comes to the pace of acquiring the skills of a second language, because such learners will not avoid making mistakes, but will rather take risks and explore with the language until they have become proficient. Motivation is yet another factor that highly influences how well an individual acquires the skills of a second language (Kramsch, 19). It is eminent that not only in language acquisition, but also in academic performance that motivation plays an important role in determining how well learners will perform. There is no doubt that learners come from diverse backgrounds, and thus such diversity ought to be considered when determining how well the learners should be taught (Schachter and Gass, 41). Nevertheless, the intrinsic drive will also determine how well learners are able to acquire the skills of a second language, since the learners who enjoy learning the language and thus takes pride in their progress are highly likely going to succeed, compared to the less enthusiastic individuals (Jordens and Lalleman, 33). Additionally, extrinsic motivation also plays a very important role in influencing how well learners will be able to learn and acquire the skills of a second language. For example, a learner who is required to firs learn a second language as a prerequisite for joining a university of his or her choice will be highly motivated to learn and acquire the second language proficiency. This means that such a learner is likely to put greater efforts in learning the second language, as opposed to another individual whose sole reason for learning the language is pastime or keep occupied rather than remain idle. However, whether the second language that the learners are required to learn is a native or a non-native language has a greater influence on how well an individual is likely to understand the language. For learners who are learning a language that is of the same family as their first language, acquiring the skills of this second language would be easier, than for the non-native learners. Nevertheless, the problem is even compounded by the manner in which the second language is taught to the learners, most especially when such a language is non-native to the learners (Rutherford, 56). This explains why there has been a major problem with the acquisition of English as a second language, since English is a non-native language to a majority of the global population, yet applied in many global contexts and platforms. Thus, the manner in which the teachers will teach the English language to non-native speakers will highly determine the likelihood of such learners becoming proficient in the language, regardless of the level or source of motivation of the learners. The general observation among most language researchers, experts and commentators is that the curriculum and methodologies currently applied towards teaching English as a second language globally are highly faulty. Therefore, such curriculums do not suit the learning needs of the non-native speakers of the English language, resulting in the perception that the acquisition of proficiency in English language for the learners of English as a second language is difficult (Rutherford, 47). Nevertheless, there has also been an argument that second language teaching should not be given a dismal treatment, merely because it is native rather than non-native to the learners (Cook, 17). The argument holds that the second language acquisition process is a complex one, and therefore requires careful consideration and appropriate instructional methods if it has to be effective. Second language acquisition is a complex skill, and thus requires not being treated just like the mainstream subject curricula, where students are taught without any special assistance (Schachter and Gass, 72). Therefore, it is essential that the instructional methods for teaching second language should be formulated such that they are highly accommodative. The teachers teaching the second language also needs to be patient and supportive to their learners, beyond what they mainstream curricula provide. Thus, the teacher should be prepared to teach language skills and pedagogies that are of the caliber of the learners, rather than just following the curriculum instructional provisions (Maxom, 36). The teachers bear the responsibility of ensuring that the instructional methods applied to teach second language are appropriately suited for their learners. However, the curriculum designers for language subjects also bear the responsibility of designing accommodative curriculums (Ferlazzo and Sypnieski, 48). It is only through the combined efforts of the curriculum designers and the patience of the teachers to make second language acquisition teaching methods more appropriate, coupled with the appropriate motivation of the learners; that can ensure second language acquisition becomes effective. Works Cited Cook, Vivian. Second Language Learning and Language Teaching. London: Routledge. 2008. Ferlazzo, Larry and Katie Hull Sypnieski. The ESL / ELL Teacher's Survival Guide: Ready-to- Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. New York: Jossey-Bass. Print. Gruber-Miller, John. When Dead Tongues Speak: Teaching Beginning Greek and Latin. Oxford: Oxford University Press, 2006. Internet resource. Johnson, Robert K. The Second Language Curriculum. Cambridge [England: Cambridge University Press, 1989. Print. Kramsch, Claire. Language Acquisition and Language Socialization Ecological Perspectives. London: Continuum, 2002. Print. Maxom, Michelle. Teaching English as a Foreign Language for Dummies. New York: For Dummies. 2012. Print. Peter Jordens and Josine A. Lalleman. Investigating Second Language Acquisition. Berlin: Mouton de Gruyter, 1996. Print. (S.B) Print. Rutherford, William E. Language Universals and Second Language Acquisition: Containing the Contributions to a Conference on Language Universals and Second Language Acquisition Held at the University of Southern California, February 1982. Amsterdam: J. Benjamins Pub. Co, 1984. Print. Sanz, Cristina. Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Washington, D.C: Georgetown Univ. Press, 2005. Print. Schachter, Jacquelyn, and Susan M. Gass. Linguistic Perspectives on Second Language Acquisition. Cambridge: Cambridge Univ. Press, 1989. Print. William C. Richie and Tej K. Bhatia. The New Handbook of Second Language Acquisition. Bingley, UK: Emerald, 2009. Print. Read More