An Effective Approach to Learning a Second Language - Essay Example

Second Language Acquisition Learning a second language is not an easy task, and much time and effort should be devoted to it by both a teacher and a student. However, no matter what the first and the second studied languages are, there have been developed various methods and approaches to teaching students a second language. Therefore, the purpose of this paper is to examine the major approaches to teaching English, as well as positive and negative sides of using a native language as a tool for teaching the second language. As a result, we will be able to assess whether the use of the native language has a positive impact on students’ learning English, and, consequently, if the native language should be used at English lessons. One of the popular approaches to teaching a second language is a developed by Krashen and Terrell (1983) Natural Approach. It requires immersing students into a second language environment, and is believed by many teachers to be an effective way of teaching English – the more student reads, hears and speaks English, the better one’s foreign language skills will become with time. This requires the teacher to always use English at the lesson, to always focus on the topics that are interesting to students, and to use many supportive visualization materials, such as pictures, gestures, objects and other visuals. Using this approach entails students’ learning the language in stages, starting with listening. This method is also supported by a psychologist James Asher, who developed a Total Physical Response approach (2000), which requires students to respond to the teacher’s commands in English (supported by visuals and gestures or demonstration) physically – performing simple commands or requests and, in such a way, showing the understanding. This helps students to better remember the meaning or such command phrases. Then they begin to pronounce separate words and phrases, asking classmates to perform the same or other actions using the words previously introduced by the teacher (Asher, 2000). To improve this model Ray and Seely (1997) designed additional methods for teaching students in a way which involves their acting out certain pre-written scripts. Finally students are able to make up sentences and complex structures. However, Krashen and Terrell suggest that errors in pronunciation and grammar shouldn’t be corrected because the main goal here is to teach to carry an understandable conversation. Besides, language learning should be ensured by a warm and friendly classroom environment to encourage students to speak (Reyhner 1992, pp. 75-76). Therefore, this communicative approach is not aimed at improving grammar or pronunciation skills to the level where they correspond to the English language standards. So, this approach is widely criticized, since, as Cummins (2000, pp.20-21) outlines, there is no guarantee that general literacy skills will automatically transfer to the second language. Besides, it is often impossible to explain to a student certain grammar rules and dependencies without making analogies or contrasts with the native language (ibid). In addition, especially for older students, it is more effective to simply explain some concept in the native language instead of spending more time for trying to explain something in English. Therefore, using native language in class not only saves time, but also ensures students’ accurate comprehension and understanding of the material being presented. In addition, the research conducted by Cummins (1981) shows that children learning the second language in a completely English environment, as suggested by the Natural Approach, acquire the second language skills as effectively as those using native language in class. On this matter Ellis (1990) suggests that complete ignoring student’s knowledge of the native language cannot make one learn the second language successfully, especially taking into account the universality of language as a mean of communication. Shi, Cong and Sun (2005) point out that their practical work has showed that contrast and comparison are very important and effective tools for teaching English, especially dealing with younger children, since they can’t comprehend abstract rules if not explained in their mother tongue. Therefore, transfer in phonemes, grammar, graphs, lexical meaning, and thinking mode should be applied to teaching English as a foreign language where possible (Shi et al 2005). Besides, according to Collier (1989), even though students can learn to speak English sufficiently in about two years, their language proficiency still may not allow them to comprehend the instructional uses of the language. Therefore, using native language is inevitable at these stages of learning in order for students to understand the concepts being explained to them. This should be done because when learning a second language students always tend to transfer their pronunciation and grammar into the foreign language (Krashen 1981). So, even giving students the equivalents of some English words in their native language instead of explaining their meaning in English would much ease the process of teaching and students’ memorizing the meanings. Besides, researchers outline that communicating in the second language in any case entails interaction between the native and the second language (Tan et al 2003). So, the similarities of the two languages determine the transfer of skills like, for example, reading (Koda, 1994). So, based on the facts mentioned above, it can be stated that using a native language in class is rather effective, especially in the middle stages of learning English. While for the youngest children, who are just starting to learn the language, it might be enough to just listen, repeat after the teacher, and reproduce or even create phrases and sentences, these methods are not sufficient at the level where students are supposed to learn words expressing, for example, abstract meanings, or grammar rules, which are often difficult to explain in English in case students’ level of language knowledge is not high enough to understand what is explained. Besides, comparing to and finding analogies with the native language help students to understand the theoretical material better. At the same time certain concepts are easier and faster to explain and learn in native language. It should also be mentioned that transferring native language knowledge onto learning the second one is also an effective tool of teaching because it provides a teacher with the tools for explaining the new concepts, as well as finding analogies. Therefore, while at some stages of students’ learning the native language is not obligatory to use in class, its use is rather effective while studying specific aspects of English. So, being an efficient tool for learning a foreign language, the native one should be used in class in order to provide a teacher with a wider range of teaching methods. References Asher, J.J., 2000. Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks Productions. Collier, V., 1989. How long: A synthesis of research on academic achievement in a second language. TESOL Quarterly. 23, pp.509-531. Cummins, J.,1981. The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework. Los Angeles: California State University, Evaluation, Dissemination and Assessment Center. Cummins, J., 2000. Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. Ellis, R., 1990. Instructed Second Language Acquisition. Oxford: Basil Blackwell. Krashen, S.D., 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon. Krashen, S. D. & Terrell, T. D.,1983. The Natural Approach: Language acquisition in the classroom. Hayward, CA: Alemany Press. Koda, K., 1994. Second language reading research: problems and possibilities. Applied Psycholinguist. 15(1), p28. Ray, B. & Seely, C., 1997. Fluency through TPR storytelling: Achieving real language acquisition in school. Berkeley, CA: Command Performance Language Institute. Reyhner, J., 1992. Bilingual education. In J. Reyhner, ed. Teaching American Indian students. Norman, OK: University of Oklahoma Press, pp. 59-77. Sh,i R. Cong, Y. & Sun, Y., 2005. The Positive Transfer of Native Language in Foreign Language Learning. Sino-US English Teaching. 2(12), pp.88-92. Tan, L. H. Spinks, J. A. Feng, C. Siok, W.T. Perfetti, C. A. Xiong, J. Fox, P.T. & Gao, J., 2003. Neural Systems of Second Language Reading Are Shaped by Native Language. Human Brain Mapping. 18, pp.158–166. Read More