Motivation and Age in Second Language Acquisition - Research Proposal Example

Motivation and Age in Second Language Acquisition Research Proposal Introduction Knowing a language other than one’s native tongue has become an asset especially in this globalized society. Globalization has brought people from various cultures to interact with each other and a common language is necessary for them to understand each other. Most second language learners strive to learn English as it is known to be a global language for business. The internet, for one, is mostly written in English, and most sites with other languages have options for English translations. The age in which an individual acquires a second language is of interest to educators, psychologists, linguists and researchers. It is debatable if learning a second language is easier for children, as they may be more open to learning, or for adolescents and adults, since they have more maturity to handle the challenges of learning a second language had are equipped with more skills to do so. This study explores the literature on the effects of age in second language learning as well the motivation involved in it. Research aims This body of research aims to: 1. Refer to the literature on how age in second language learning affects the learner’s retention of the language. 2. Explores what motivates second language learners to learn the new language. 3. Explore effective motivational strategies to keep second language learners’ interest and enthusiasm to learn more about the second language. Research scope/limitations This study shall be limited to the information gained from the literature as well as the views of the participants of this study who are adult second language learners. It will not deal with younger children who are learning their second language due to the methodological constraints of the study. The researcher believes that the adult participants may have more depth of understanding the processes they have gone through in learning a second language and thus can aptly communicate it to the researcher. Findings of the study will come from only a few participants and will not be generalized to the whole population of adult second language learners, although it is very likely that their views will be suggestive of similar perspectives of other adult second language learners. Research question(s) This study intends to answer the following research questions: 1. How does age affect second language acquisition? 2. What motivates second language learners to pursue and master a second language? Brief literature review Krashen, Long and Scarcella (1979) reported some early findings from studies relating age and second language learning. One is that older children, adolescents and adults progress faster in learning their second language (L2) than younger children. Another finding is that the younger an L2 learner is during the L2 acquisition, the more successful he will be in attaining native speaker-like proficiency. Munoz (2008) chronicled some studies on the relationship of age and second language learning and observed that most studies focused on the effects of age at the time of learning the language to the outcome of the formal language learning. Usually, the studies compared learners who began L2 learning at an earlier time with those who began it at a later time. However, the studies varied on the age at testing when language data are taken, the amount of exposure to the L2, usually considered as the number of years of L2 instruction, and the intensity of exposure the participants received. Some studies found that early starters of L2 did better in communicative skills tests than late starters of L2, however, the late starters fared better in literacy skills tests. One study that supported this is Burstall et al’s (1974) study which concluded that early starters who were exposed more to the L2 scored higher in speaking and listening comprehension than late starters at 13 years of age and in listening comprehension at 16 years of age. Time orientation differences in the acquired language skills were also investigated by some studies. For example, Dominguez and Pessoa (2005) showed in their study that there were short-term differences in speaking and writing between early and late L2 learners but not in reading skills, as they fared the same in this area. Similarly, Kuo (2003) reported significant differences in the long term in comprehension skills however, writing or reading skills remained relatively the same for both early and late learners. The differences in these studies were interpreted using Cummins (1979) interdependence hypothesis which explain that learners bring to the L2 learning task the literacy skills they have learned from L1. In relation to this, The BICS or the Basic Interpersonal Communicative Skills and the CALP or the Cognitive Academic Language Proficiency are two tools commonly used in second language learning Cummins (1986). When communicating with others, students of L2 engage in BICS, meaning they rely on contextual supports and props such as face-to-face situations embedded with context clues such as non-verbal gestures, hand movements and sounds which all support what they are saying verbally (Baker, 2006). Situations which are “context-reduced” call for the use of CALP which require higher order thinking competencies such as analyzing, synthesizing or evaluating. Usually, this happens with more academic learning and communicating activities where language is “disembedded” from the learner (Baker, 2006). In any case, L2 learners draw from their knowledge of their L1 in understanding L2 communication with others and use whatever skills they currently have to interpret L2 from non-verbal communication cues to critical analysis of higher thinking levels. Research justification This research’s significance lies in the fact that second language learning, especially learning English as a second language, is now prevalent in order for individuals to gain more opportunities in the real world. However, due to the difficulty of most people to learn a foreign language, effective motivational strategies are necessary for them to keep going. Hence, this study hopes to provide more information in that area so that second language teachers and learners are ably guided in the selection of effective teaching-learning strategies. Methodology overview This qualitative study shall make use of survey questionnaires to be distributed to a group of adult second language learners. Campbell, McNamara, and Gilroy (2004) described questionnaires as “a very versatile data-gathering method; they are cheap, easy to administer, whether it be to three people or 300, and can be used to gather a great variety of data of both quantitative and qualitative nature” (p. 146). Cohen, Manion, and Morrison (2000) also claim that surveys and questionnaires are convenient in that these collect a significant amount of information in a shorter period of time. Gillham (2000) wrote that questionnaires make efficient use of the respondent’s time, because the survey participant can finish answering the questionnaire at his own time and pace and does not require the presence of the researcher. Emailing the questionnaires to the respondents provides more convenience to both researcher and respondents due to the flexibility of time and ease of exchange of information. Population sample Ten adult second language learners shall be asked to participate in this study. Half of the participants are males and the other half, females. Their ages range from 22 to 43 years old. Participant selection Criteria for the selection of participants for this study are: they are adults; they are second language learners of English; they have the time and effort to complete the questionnaire. The participants are friends and acquaintances of the researcher who are known to be non-native English speakers and have English as their second language. They have been personally requested to participate in this study because they have passed the criteria as participants in this study. Data collection Survey questionnaires shall be distributed to the participants via email. They shall be asked to fill out all the questions and return the completed questionnaire to the researcher after 3-5 days for analysis. The questionnaire is a mix of objective and subjective parts. In the objective part, they are free to check on as many options as they deem applicable to them. They shall also be encouraged to write in their comments related to the question. In the subjective parts, they are expected to answer truthfully and thoroughly, keeping in mind that the information they will share will be of benefit to other second language learners. Data analysis The results of the completed questionnaires shall be analyzed qualitatively. The objective items shall be analyzed with descriptive statistics. -The subjective items shall be analyzed with the backdrop of the information from the literature. Anticipated results/problems/issues To prevent the possible misunderstandings in the interpretation of the items, the questions shall first be field-tested by the researchers with colleagues. Another possible problem would be the failure of the participant to return the completed questionnaire, so regular follow ups will be done to ensure they comply with the instructions and deadlines. Ethical considerations This study shall comply with the ethical guidelines for research using human participants. Permission shall first be sought from the participants to participate in the study, providing them with ample information about the research. They shall be assured of confidentiality and informed that there is no pressure for them to participate. Should they feel that they are unable to continue their participation for any reason, they are free to withdraw at any point. Pilot Study Abstract This study aimed to find out how age in second language learning affects the learner and what motivates the learner to learn the new language. Survey questionnaires were emailed to 10 adult participants (5 females and 5 males) who are all second language learners of English. Findings indicate that age was not a huge factor in the participants’ learning of their second language and that they were motivated by various reasons which include self-improvement, their families, their language teacher and their work. They preferred strategies such as films, games, and other more practical teaching-learning techniques in learning the language rather than more passive learning strategies. Key Words: Second Language Learning; motivation; age; teaching-learning strategies Introduction Learning a second language has its own challenges especially if one has passed the age when learning new things may be much easier. Many things need to be considered when one intends to learn a second language when one has already passed the critical period of learning. As a young adult or older, one’s learning preferences, lifestyle, schedule and motivation to learn may affect the degree and quality of learning. This study shall explore the insights of adults who have English as their second language as they share their experiences in learning English as a second language. It shall focus on the age they started learning English and their motivation to learn based on the teaching-learning strategies they have been exposed to as second language learners. Methodology The research questions for this study are as follows: 1. How does age affect second language acquisition? 2. What motivates second language learners to pursue and master a second language? In pursuit of answers to these questions, a semi-structured questionnaire shall be distributed to selected participants who are all adults whose second language is English. The questions were created by the researcher to address the main points of interest of the study. These were field tested among the colleagues of the researcher to ensure that they were easily understood by the participants. The questions were revised accordingly based on the feedback of the field-testers. The survey questionnaires were emailed to the participants with the instruction of answering the questions truthfully and completely to the best of their understanding and to return the completed questionnaires back to the researcher within 3-5 days (See Appendix A). Results The summed up results of the questionnaires may be seen in Appendix B. The demographic information of the participants are as follows: Females: 5, aged 28, 28, 25, 43 and 22 years. They were mostly students, except for the 43-year old who is a Teacher Assistant. Males: 5, aged 26, 35, 25, 30 and 35 years. The three were students, while the two 35-year olds were working as a Safety Officer and the other as a Journalist. All of them were Saudi Arabian nationals. Age When Second Language Was Learned The females generally learned English as a second language younger than the males. Two females learned it when they were 7 years old or younger, one learned it when she was between 7-12 years old, and the other two learned English as young adolescents when they were between 12-16 years old. The males learned the English language later than the females, with one learning it between the ages 12 and 16, another one learning the language between the ages of 16 and 18, while the three males learned it as adults when they were 18 years and above. Setting of Second Language Learning Most of the participants (5 females and 3 males = 80%) learned their second language in school as young students. One female added that apart from learning it from school, she also taught herself the language to supplement the instruction from school. Two of the males reported that they enrolled at a special language centre to learn their second language. Difficulties Encountered in Second Language Learning With the multiple choices offered, some of the participants checked more than one source of difficulty in learning their second language. Most of them (all the females and 2 males) checked on the practical use of the second language in various contexts. Three of the participants found learning new vocabulary words as difficult, two males said it was the pronunciation of the foreign words that was challenging, and only one participant (male) said he found difficulty in the comprehension of the sentences/stories/etc. Motivation for Learning Second Language Again, for this item, some participants checked on more than one choice. Four of the participants (2 males and 2 females) said it was for their own self-improvement. Three participants (2 females and 1 male) said their families motivated them. Three participants (2 males and 1 female) said it was a work requirement. Two participants (1 male and 1 female) said their language teacher motivated them. One male reported learning his second language was for social reasons. Effective Strategies in Second Language Learning This is another item wherein the participants were free to select whatever choice they felt applied to their situation. The strategy of film-showing garnered the most votes with 6 participants (4 females and 2 males) identifying it as an effective strategy that kept them interested in learning their second language. Games was the next popular choice with 4 participants (2 males and 2 females) checking that choice. Two participants (1 male and 1 female) chose field trips, 2 participants (both males) selected lectures and drills and 1 male checked role-playing as a preferred strategy for second language learning. Positive and Negative Experiences in Second Language Learning The researcher has compiled all the responses of the participants and summed them up as follows. Replicated responses were just listed as one. Positive Experiences The responses of the female participants are as follows. Learning a second language “increased communication and cognitive skills”. These skills enabled them to “gain many experiences” such as studying a masters’ degree and “ meeting friends from different countries”, which helps one practice the target language which is English. Learning English was also identified to “build confidence and understanding”. In order to be proficient in the language, one participant said one needs to be “exposed to everyday to the target language and keep practicing orally and in written form”. One participant was enthusiastic in learning English because she had a great teacher. They “played games to learn new words, told short stories that included strange words”. They were expected to guess the meaning of the strange words. The teacher made learning fun that way. The male participants also shared their positive experiences in learning a second language. One is that it “broadens knowledge”. This included “learning about a new culture” which came with the language. They also agreed with the females that knowing English as a second language helped them “communicate with friends from different countries”. It was also interesting to note that they enjoyed “watching movies without Arabic subtitles”. One participant reported that he “learned several techniques to study a second language and apply it in listening, reading, writing and speaking” which are the four basic elements of communication. Negative Experiences The female participants complained that it “took much time” to learn a new language and they need to keep practicing it. They sometimes had problems with native English speakers. One said the natives “do not tolerate” them when they do not understand what the second language learner wanted to say. Another said her difficulty to speak with native English speakers was because she has “always been a passive learner”. One participant said she needs to practice her new language with native speakers “to acquire the language correctly but it is hard to happen”. Still another participant reported problems with resources and she “just depended on English books and watching movies” One credited her negative experiences to an inefficient teacher who only sat on the chair “and read everything even the grammar without explaining how or what”. She also regretted that the teacher did not let them “interact with each other in class”. The male participants had less complaint with regards to their experiences in learning a second language. One is on “pronouncing a word wrongly and people misunderstand” what one is trying to say. Another said he is unable to “practice the language in Saudi Arabia on an ongoing basis”. Another participant supported this point in saying that he uses “Arabic language in class with his Arabic friends”, so he needs to practice speaking the English language more with other people. Perhaps this is related to another participant’s negative experience that learning a second language “affects my native language”. Participants’ Preference in Teaching-Learning Strategies The participants were very vocal in saying they preferred “different methods to make it easy” to learn a second language. They seem to agree that strategies that are “more practical than theoretical” and making use of “real life situations as much as possible and avoid the artificial ones”. Examples of these strategies that they prefer are “games and trips”, “practice in small groups”, “film-showing” and then making the students “write new words” that they encounter from the film. One participant wanted “more discussions between students and teachers and not only among students”. The teacher assistant made use of her own experiences in sharing a preferred strategy in learning a second language. She said she “would try to use the kinds of media linked to one’s environment” such as electronic games, internet, computers, etc. for children, which are also applicable to adult learners. Benefits of a Second Language The participants found several benefits in knowing a second language. They recognize its role in self-improvement, communication, getting more opportunities such being able to travel, study abroad, meeting new friends and career opportunities. Most of the participants volunteered that learning their second language would be an important key to landing gainful employment. It is an asset added to their profiles that can earn them better chances in job promotions because of the indication that they can communicate well. One female participant proudly reported: “Learning English as a second language gave me the chance to get a job faster, also it helped me in continuing my higher studies abroad which is a new experience to me. Learning English for me was not a way to show off. It was a necessity as most of the curriculums at school and in the university was in English. I t also helped me when I studied my diploma in Information System in the USA.” (Female Participant #5). The participants also acknowledged that their second language helps them “gain more experiences and increases their knowledge” as well as learn about “general culture” and “ understand global issues”. Analysis From the data gathered, the age when the second language was learned did not seem to affect the participants, or at least, did not show any bearing on their answers. The female participants generally learned the second language earlier than the male participants in this study, and most of them learned in school. However, the late learners seemed to have caught up even if some of them already learned the second language as adults. Most of the participants found difficulty in the practical use of the second language in various situations. They may have a hard time distinguishing how to use it in casual talk as opposed to more formal settings. It is usual for second language learners to also have difficulty in learning new vocabulary words, pronouncing the words and even comprehending them when used in a sentence or in stories. In terms of motivation, some learned their second language because they wanted to improve themselves. They were inspired by their families or were encouraged by their employers so they can do better in their jobs. Even the language teachers were identified to be good motivators, but only if they are effective in bringing out the best in the students and challenge them enough to really learn the language. The various learning strategies that capture the interest and sustain the attention of the participants were mostly experiential, veering away from traditional pen-and-paper and passive learning strategies. Most of the participants preferred to learn their second language by watching films and playing games. Even as adults, these activities were still interesting to them, perhaps to break the monotony of their daily performance of their duties and responsibilities. However, a few participants still liked the more traditional strategies of lectures and drills, as they have been accustomed to those from the time they were younger students. Even role-playing and field trips were considered by some participants as effective learning strategies. The participants’ own preferences of teaching strategies to be used in second language learning revealed that employment of various methods which are practical instead of theoretical are better appreciated. They want their teachers to use real-life situations as foundations of their teaching strategies. More positive experiences in learning their second language were reported by the participants instead of negative experiences. This is due to the fact that they foresee several benefits of learning it rather than disadvantages. Finally, the benefits of second language learning include self-improvement, better communication skills, better chances at landing a good job and more confidence in meeting people, travelling and studying abroad. Discussion Although the literature review provided much information on the age at which the second language was learned and its effects on the learner, the data derived from the participants of this study did not reflect such. All the participants are already adults who have begun second language learning at various stages in their lives and seem to be doing well in the skills they have gained from it. At this point, age when they started learning their second language is irrelevant. What was given more importance in the data gathered was the motivation it took to keep their interest and zeal in continuing their learning. Having gained the expected skills in second language, the participants are now reaping the benefits. All of them are grateful for this new skill that helps them communicate better with more people outside their own cultural circles and into the globalized setting. They embrace more opportunities to meet people, travel and study abroad and most importantly, at this point in their lives, be open to more career opportunities. Learning a second language has enhanced their confidence and self-esteem and makes them more ready to face the various challenges that life has to offer them. Conclusion This portion concludes the study with answers to the research questions posed for this study. For the question “How does age affect second language acquisition?”, this study did not deal much with the effects of age when second language learning ensued for the participants. The participants mostly learned their second language in school as children or adolescents, and some learned it as young adults in a language center. The specific strengths and weaknesses in the second language of each participant could not be determined from the questionnaire, however, it was found that most of them had difficulty in applying the language in various contexts. This means they need to improve on speaking and writing in English to match the setting they are using it for. For the question, “What motivates second language learners to pursue and master a second language?”, it was found that the participants preferred film showing, games and other more practical activities rather than passive learning techniques associated with more traditional methods of teaching. These more active strategies engage the learners to learn more. The participants have shown much appreciation for having learned their second language in such a manner and are now reaping the advantages and privileges of being bilingual. Learning a second, third or more languages always brings benefits to the learner as it expands his or her communication skills. Being able to speak to someone outside one’s cultural and linguistic group entails effort and understanding which, when given, likewise rewards the speaker with friendship and possible opportunities for more growth and development. References Baker, C. (2006). Foundations Of Bilingual Education And Bilingualism (4th Edition). Clevedon, England, Buffalo, N.Y.: Multilingual Matters. Burstall, C., Jamieson,M., Cohen, S. & Hardgreaves, M. (1974) Primary French In The Balance, Windsor, NFER Publishing Company. Campbell, A., McNamara, O., & Gilroy, P. (2004). Practitioner research and professional development in education. London: Paul Chapman. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, England: Routledge Falmer Cummins, J.(1979) Cognitive/Academic Language Proficiency, Linguistic Interdependence, The Optimum Age Question And Some Other Matters. Working Papers On Bilingualism, 19: 198-203 Cummins, J. (1986) Empowering Minority Students: A Framework For Intervention. Harvard Educational Review 56(1). Dominguez, R. & Pessoa, S. (2005) Early Vs. Late Start In Foreign Language Education: Documenting Achievements, Foreign Language Annals, 38 (4): 473- 483. Gillham, B. (2000). Developing a questionairre. London: Continuum. Krashen, S.D., Long, M.H. And Scarcella, R.C. (1979) Age, Rate And Eventual Attainment In Second Language Acquisition. TESOL Quarterly, 13(4): 573-582. Kuo, Y. (2003) The Effects Of Age On Taiwanese EFL Learners’ Long-Term English Proficiency. Unpublished Thesis. Dissertation Abstracts International: The Humanities And Social Sciences. 63(11): 3824A-3825A. Munoz, C. (2008) Age-Related Differences In Foreign Language Learning. Revisiting The Empirical Evidence, IRAL, International Review Of Applied Linguistics In Language Teaching; 46, 3 Appendix A: Survey Questionnaire on Second Language Learning Name:____________________________ Gender:___________________________ Age:______________________________ Occupation:________________________ Nationality:_________________________ Please complete this questionnaire as truthfully and thoroughly as you can. For items with multiple choices, you can check on as many choices as is applicable to your situation. Please feel free to write your comment in relation to the question. With the essay questions, please share your insights and be as specific as you can. Upon completion of the questionnaire, please email it back to the researcher within 3 to 5 days. 1. At what age did you begin your second language learning? a. 7 years old or younger b. 7-12 years old c. 12-16 years old d. 16-18 years old e. 18 years and above Comments: 2. Where did you learn your second language? a. At home b. In school (as an elective subject) c. At a language center d. Self-taught Comments: 3. What are the difficulties you encountered in learning your second language? a. Vocabulary words b. Pronunciation c. Comprehension of sentences/ stories/ etc. d. Practical use of the second language in various contexts e. Others, Please specify: Comments: 4. What motivated you to learn your second language? a. My family b. My language teacher c. Work requirement d. Social reasons e. Self-improvement f. Others, please specify: Comments: 5. What do you believe were the effective strategies that kept you interested in learning your second language? a. Use of literature b. Lectures and drills c. Role-playing d. Film-showing e. Games f. Field trips g. Others: please specify Comments: 6. Please share your negative and positive experiences while learning your second language: 7. If it were up to you, how would you have wanted your language teacher to conduct your second language sessions? 8. How do you think learning a second language will be of benefit for you? Thank You for your participation! Appendix B: Data from Survey Questionnaires Questions Female Male 1. At what age did you begin your second language learning? a. 7 years old or younger II b. 7-12 years old I c. 12-16 years old II I d. 16-18 years old I e. 18 years and above III 2. Where did you learn your second language? a. At home b. In school (as an elective subject) IIIII III c. At a language center II d. Self-taught I 3. What are the difficulties you encountered in learning your second language? a. Vocabulary words III b. Pronunciation II c. Comprehension of sentences/ stories/ etc. I d. Practical use of the second language in various contexts IIIII II e. Others, Please specify: 4. What motivated you to learn your second language? a. My family II I b. My language teacher I I c. Work requirement I II d. Social reasons I e. Self-improvement II II f. Others, please specify: 5. What do you believe were the effective strategies that kept you interested in learning your second language? a. Use of literature b. Lectures and drills II c. Role-playing I d. Film-showing IIII II e. Games II II f. Field trips I I g. Others: please specify 6. Please share your negative and positive experiences while learning your second language: Females Males Negative the amount of time it takes to learn a language almost of native speakers who I faced, they did not tolerate me to understand what I want to say. I have encountered a lot of problems. One of these was a lack of resources to learn the language. I just depended on English books and watching movies, when I tried to speak and communicate with natives I found very hard because I have always been a passive learner. I remembered that one of my English teachers in year 8 was only sitting on the chair and read everything even the grammar without explaining how or what or even made us to interact in class. Sometimes we need to talk with people “English” native speakers to acquire correctly but it is hard to happen when I pronounce a word wrongly and people misunderstand what I say. One of the negative things that not to practice the language in Saudi Arabia on an ongoing basis Affect my native language Use the Arabic language in the class with my Arabic friends. Positive increased communication and cognitive skills Building Confidence and Understanding I gained many experiences. For example, I have studied master degree in UK. With regard to positive experience, I realized that the only way to be a good learner is to expose your self every day to the target language and keep practicing orally and in written as well. My English teacher in year 7 had a big impact on me in learning English as a second language. We played games to learn the new words, telling us short stories that included strange words and we tried to guess the meaning. She was fabulous. Learn the language abroad and meet friends from different countries helps to increase the practice of the English language Broaden my knowledge Learn new culture 
 Communicate with friends from different countries 
 Watching movies without Arabic subtitle positive… friends from different countries … understand films with out subtitle …. New knowledge …. I thinks there is not any negative. I learned several techniques to study second language, listening, reading, writing, and speaking. 7. If it were up to you, how would you have wanted your language teacher to conduct your second language sessions? Females Males should practice in small groups I think if the teacher provide film show for the students, and make them write the new words on their notes, it will be a good session, and the students may take a lot of benefits from the film. I would prefer my teacher to conduct language lesson by making it as a real life situations as much as possible and avoid the artificial ones. I would try to find what methods do children like to learn English. Like these days all children like electronic games, internet, computer etc. I would try to use these kinds of media to teach them the new language, because it is linked to their environment. Make it rely on the discussion between students and teachers, not only among students Using different methods to make it easy. it will be better to be more practical than just theory teaching also to use the english in the class part of arabic . games and trips by games 8. How do you think learning a second language will be of benefit for you? Females Males Self-Improvement Academic Excellence Career Opportunities Encourage me to communicate with other people. Help me in traveling to a new country. Studying in abroad. Learning second language would benfit me a lot , it will give me achnce to get a higher job. Another reason when I travel I will not struggle when I want to communicate with other people. Learning English as a second language gave me the chance to get a job faster, also it helped me in continuing my higher studies abroad which is a new experience to me. Learning English for me was not a way to show off. It was a necessity as most of the curriculums at school and in the university were in English. I t also helped me when I studied my diploma in Information System in the USA. Learning a second language helps to gain different experiences and increases knowledge of the person It’s helpful in my work field and also to make friends. Travailing promotion communication self improvement general culture my future career in my postgraduate study communicate with wide range of people understand global issues it is going in my expiriance and in my CV . I can find better job if I have more than one . in the travill to any country. Learning a second language is very important for me, it will help me to develop my job and create new friendships with friends from around the world, and will help me to travel around the world. Read More