The Level of Comprehension of the Second Language - Research Paper Example

Relationship between Reading and Second Language Vocabulary Acquisition Customer Tutor’s Name Customer’s Name Customer’s Grade Course 29th October 2010 Abstract The paper is a research project and seeks to understand the relationship between the amount of materials in learning English and its comprehension. The amount of time in reading and the amount of materials available for reading the English language for the second learners is compared to the levels of comprehension in the English language. In this regard, the more the people devote their time to reading materials, the more it is easier to comprehend the language. The basic research question is: 1. Does the amount of reading influence the level of comprehension of the second language? Introduction Vocabulary acquisition is an important tool in learning language and especially when it is a second language to the native one. It plays a key role in enhancing successful communication in any language. However, the effective acquisition of the second language is studied to be dependent on the amount of reading invested by a learner. Another key component in language acquisition is in the development of lexical competence. It is crucial that when learner is studying his or her second language, the focus should start on the most frequent words before learning the less frequent words. This is critical to developing interest in learning and the faster level of language acquisition. Research Tool According to Schmitt (2001), the measure of vocabulary size especially for acquisition of second language is to be able to evaluate the possibility of the learner to get near to full comprehension of the second language for reading books and newspapers, listening and watching movies. There is need for the person (s) to be able to near comprehension of 8000 words to achieving this goal. This represents an average of 98% on all words in reading novels/newspapers, watching movies and listening (Schmitt 2001). The measure is also critical in evaluating the learner’s growth in vocabulary acquisition. This measure cannot be performed with ease unless there is close monitoring as he or she progresses and practices in learning the second language. It requires regular testing and the tests should be capable of measuring a wider range of the vocabulary sizes in longitudinal and across a group of students. As well, measuring vocabulary size would help compare native and non native learners especially on the rates of growth of vocabulary knowledge especially on how fast, or slow. The focus is to determine whether there is a threshold like the one suggested of 98% and whether any increased focus on learning brings about any noticeable effects on speed of reading, and comprehension (Schmitt 2001) According to Schmitt (2001), the measure of vocabulary size test gets the sample from the most often used word families of English amounting to 14000. Specifically, the test would involve the use of multiple choices and this is to allow it to be used with the learners from ranging language backgrounds. As well it helps in controlling the level of complexity of the answers where each and every other item attempts to get roughly the same degree of the knowledge. It makes marking become efficient and can be relied upon and as well makes the students demonstrate knowledge of each item. Research Sample The focus of the study would be limited to the Asian students studying in English speaking nations so as to study how they go about learning English as their second language. A total number of 20 students would be selected randomly and their free will to participate in the study would be sought so that they cannot feel compelled to answer the questions. The selected sample would be polled by use of questionnaires, interviews as well as observations. More critical is the use of questionnaires and interviews as they are more relevant in getting comprehensive answers to this kind of research. However, minimal observation on their study behaviour would be analysed with focus on the amount of time they take in learning this language or the methods they use to make sure they get maximum information. This would then be compared to the information got from the interviews and questionnaire methods. Aims of the Project 1. To investigate how reading of the available language materials affects the development of vocabulary in a language by those learning it as a second language 2. To evaluate the degree of comprehension of the second language of the non native learners and the native learners. 3. To assess the relationship of the amount of the learning materials on the general degree of comprehension of the second language 4. To test on the comprehension of familiar words with non frequent words in a certain period 5. To assess the level of proficiency which can be achieved by a non native learner in second language acquisition 6. To evaluate the patterns which are common in both the native and the non native learners in second language acquisition. Research Hypothesis 1. The more a student puts effort to much reading materials, the more the comprehension of the second language. Literature Review Acquisition of second language can be categorized as Bilingual education which is broadly defined as the use of two languages for instructions (Hinkel, 2005). Therefore, when a person seeks to learn a non native language, he or she is looking forward to instructing and communicating in the second language in some instances. For example, an Asian studying in Australia is seeking to have English as his or her second language and for comprehension, reading listening in the second language, in this case English. According to Hinkel (2005), the bilingualism comes when people have more than one language; for example, attaining some degree in a second language other than the native one. Hinkel (2005) writes that when learning English as a second language, the language soon becomes dominant and the values, norms and practices are inevitably translated to the English language. This language is mostly learned in schools and the comprehension of the second language earners differs greatly with the first or native learners. There are optimum ways in learning foreign language for non native learners, and more so when it comes to the learning of English language. For better acquisition of this language, it becomes paramount to start with the words which have familiarity or are frequently used in speaking and writing. For the best teaching methods, it is good if the students are treated the same way and so those who are not native learners acquire maximum as the others progress. The frequency of learning is very important to the whole acquisition of language and experience. According to Ellis (2002), humans become very sensitive to the frequency of the learning processes they are involved in for the overall experience or comprehension of the language. This becomes important for people who are learning a language as second to their native one. The best form of learning a foreign language or a second language is by engaging in vigorous communication especially in conversations and writing. This is one way of supplementing the classroom teachings in the comprehension of the second language. It becomes naturalistic to experience from the others and their behavioural responses and equating it to what is learned in the classroom. There is always difficulty in understanding of the second language, and people in such lessons concentrate on phonology, pronunciation usage of words and the expressions associated with words in learning the language. The principle of learning a second language use in a classroom is maximizing the learning as much as possible. It therefore calls for maximum materials for learning for the foreign student. For example, an Asian who is studying English in Britain has to have as much as possible so as to benefit to the maximum in acquisition of the English knowledge. According to Robertson & Nunn (2006), a well balanced second language course can facilitate equal learning opportunities for the students through four major strands: meaning focussed input where learning is done through listening and reading, meaning focused output where it is learning through speaking and writing, language focussed learning which is learning through deliberate attention to features of the language and fluency development meaning learning through working with the known materials. All the four strands are to be maximised towards learning the vocabulary requirements and their sizes. On the overall, the study of the second language acquisition is the study of how it is learned and what is learned or not learned in it. According to Gass & Selinker (2008), the learning of a second language has to comprise the proficiency as though it is a native or a first language and the degree of the proficiency which can be achieved by a non native learner. Critical in the study of the second language is to learning the most basic words in English for a non English speaking person and the focus is on semantics, morphology, lexicon, and pragmatics. Since learning second language is a matter of studying new set of habits, the amount of the materials a learner has to go through becomes crucial to the whole issue of comprehension. But experiencing from the other behavioural aspects is also significant to the conceptualization of meanings to basic words. Relationship between Amount of Information and Comprehension The amount of input in a classroom is undoubtedly crucial to the acquisition of the foreign language (DeKeyser, 2007). The input can emanate from the tutors/learners or the learner himself or herself. Comprehension is an area of focus on the side of the learner while the teacher must make sure that there is enough materials and information for the learning. This way, the learner would have varying perspectives to the learning and is crucial in the catching up with the native students in the same class. The input is categorised in the four strands of learning highlighted above and the use of the all four would enhance maximum acquisition and comprehension of the second language. English for the Asian people is a difficult language and so, unless there is enough information or materials available for use, it would be difficult to catch up with the English speaking people in Australia. Good language acquisition styles involve comprehensive utilization of classroom experience (Naiman, 1996). The learner and the tutor are both key players in this process of knowledge acquisition for the second language learner where there is sufficient provision of information and materials for learning while there should exist be maximum utilisation of the materials and information acquired. This can be done through extensive listening skills, learning from other people like the native students and the teachers. In order to gain as much information as possible, detailed information ought to be provided for students who are categorised as requiring special attention, and these are like the second language learners (Naiman, 1996). There is significant relation between the amounts of input to the amount of output in the learning of a second language. According to Mayer (2005), the multimedia materials and other forms of information can help such learners in the faster enhancement of noticing relevant linguistic elements and features. They too are in a position to comprehend the semantic and the syntax aspects required in language learning. Even though this is the case, it still presents a puzzle as to the extent of amount which is required in one instance of learning as too much of learning can lead to forgetting the earlier learnt concepts. It thus calls for a certain measure for this kind of learning to make sure that they do not forget and as well get the maximum which goes with full comprehension. The second language students are regarded as new entries or new learners and are equated to the teaching of a child in its first language. According to Singleton (1999), the learning should be contextualised as though the learner has never heard not even the simplest words and this could be defined as lexical development, that is, learning from the first words up to semantic hierarchies. For example, the learning should start with simple concepts like speech-sound acquisition and relating the words to objects which are readily available in the environment. This way, the learner is able to acquire the maximum which can be made to learn as fast as is possible. Learning should be done as a logical process where the tutor should make the learner be able to comprehend from the first step moving in an upward ladder, and there should be constant evaluation of comprehension (Singleton, 1999). The Relationship between Reading and Second Language Comprehension The amount of reading materials or the breadth devoted to acquisition of information through reading and comprehension of English as a second language. According to some empirical studies done regarding this, reading comes to the fore, even more than listening and other forms of learning the second language. The commitment of the students towards reading as much information or materials is equivalent to how fast the students would get to acquaint himself or herself with the second language, and in our case, the acquisition of the second language. Reading for information acquisition is compared to the commitment of the students, since, if the student is not interested, or does not put much interest into knowing the general concepts of English as the second language, then; the student may acquire little in a specific period. But if the students confronts the issue head on, and when this means reading as much information as possible, then, there could be high chances of the students getting along well with generally acquiring much of the needed and basic knowledge regarding the second language. Theoretical Framework in Second Language Acquisition There are approaches and theoretical framework in the concept of second language acquisition. For example, the Focal Skills (FS) model which looks at the way to accelerate acquisition of the language proficiency (Eckman, 1995). This approach focuses on maximisation of the efficiency of the instructions which can as well be interpreted to mean provision of as much information as possible to the learner for his or her own use. Another approach is the Standard Model (SM) which focuses on learning through series of levels which are generally defined as six levels (Eckman, 1995). All the six stages or levels have to involve listening, reading, speaking, writing and Grammar. One of the theories which explain the concept of second language acquisition is the Universal Grammar (UG theory). Eckman (1995) notes that this theory is a focus of cognition and it consists of universal computational systems commonly known as linguistic competence, and system of parameters which are associated with lexicon for linguistic variation. This theory helps us understand the elements which are universally important and the language specific and it is given as part of the biological endowment. Language acquisition concerns parameter values or settings where the language is enhanced through comparison of one case to another or levels. Methodology of Study In conducting this research, the area of study was focused at UWS College in Westmead and the researcher went there so as to make an appointment to do the study. The choice was 10 of the EAP 111 level (English Academic Program) learners and then went back there to do the research on the day assigned by the authorities. The sample was 10 students who were foreign students who had come to study English as their second language in the intermediate level. In the sample, 6 of them were females, while the rest 4 were males. This was in the first Q in the survey. As well, out of the 10 sampled learners, 9 of them were from the Asian origin while only 1 was from the Middle East. This was in the second Q in the survey. The sample size was divided into two main groups of 5 students each. In the first 5 member group, these were the students who are motivated and interested in reading materials in the ESL. The second group of 5 learners is that group that has members who are not interested in reading English materials. The research instruments that were used were the 9 questions survey which has multiple choices, the yes and no questions and some open ended questions. The other one is the vocabulary level test comprising of 2000 word level. The questionnaires were distributed to the respondents and each had a copy of the survey and the copy of the vocabulary level test for them to answer accordingly. Specifically, they were encouraged to answer these questions after they were through with their classes. The researcher gave them instructions in the way they are supposed to answer and actually managed to have the learners during the test in class. The students were to answer the questionnaires first before turning to the vocabulary level test. After everything, the data was collected and was put in graphs for analysis. Results of the study Residing in Australia According to the results, all the five non Australian had stayed in the land from 0-2 years. Figures I and 2: bar graphs in regard to the number of years the respondents have stayed in Australia The variation in the data could be interpreted to mean capabilities to comprehend the English language faster. For example, the entire five respondents for this question in the category of readers have only stayed in Australia in the range of 0-2 years. This could be interpreted that they comprehend faster due to their vested interest and then go back to their nations after completion. However, the non readers stay a little more as they could not grasp the major concepts fast. Reading habits Figure 3 and 4: The comparison of readers and non readers in regard to the reading habits The outcome of these results shows that generally there is a high tendency to the acquisition of the foreign language and that is why the majority have a high rate tendency in reading. However, the difference could only be associated with the vested interest in the knowing where, the readers could be reading for full comprehension while the non readers could be doing so for the sake of doing it and not for full comprehension. Significance of reading materials to comprehension of English Fig 5 and 6: Significance of reading materials to comprehension of English amongst readers and non readers Generally, learning is gotten from the available materials in the environment of the students, and if there are no useful materials, it would mean that there is no significant acquisition of the knowledge required of them. That is why the respondents regard presence of learning materials as utmost important for their comprehension of the English language. In the results, all the five respondents in the two groups give thumbs up to the availability of the reading materials and associate them with comprehension levels. Comprehension rates for readers and non readers Figures 7 and 8: Comprehension rates for readers and non readers This outcome is quite significant to the coming up with the conclusion that reading habits especially devoting time in the reading of English materials available in the comprehension of the English language. The devoted readers are studied to gain more than the non readers in regard to comprehension of the English language. For example, from 30- 70 percentage, that is where we have the majority of the students in regard to comprehension as compared to the non readers where we have only 1 person. Again, non of the readers comprehend in less than 30% as compared to 4 respondents who comprehend less than 10%. Satisfaction rates with the English Vocabulary knowledge Figures 9 and 10: Satisfaction rates with the English Vocabulary Knowledge Even though none of the respondents in the two groups is satisfied with the acquisition of the English language as foreigners, comparison in the section of partially satisfied and not satisfied shows that devoting to reading is significant to satisfaction. For example, a total of 4 respondents amongst readers are partially satisfied as compared to only 3 in the category of non readers. As well, only one person is totally dissatisfied with the acquisition of knowledge in the group of readers while 2 are dissatisfied in the group of non readers. Strategies in Enhancing Maximum Comprehension The respondents have initiated a number of strategies to enhance their comprehension and improve their knowledge in regard to English. One of the strategies is to practice more in reading and for those who are non readers; they reported to transform themselves to becoming devoted readers. But their focus would be in newspapers, magazines and books; but as well, as they read, they would be writing down various vocabularies that they would be coming across. Then they would practice during their daily communication at least three times. Another strategy is befriending with friends who are from foreign nations like the English speaking nations so that the friends would guide them to understanding more. On their list of strategies is also watching movies especially those with subtitles and this is noted to drive slowly by slowly to comprehending the language. Factors for Comprehension The two groups, that is, the readers and the non readers have identified some factors which are critical to full comprehension of the English language. Some of them are: proper methods of teaching, gaining of self confidence, strong attitude towards reading and comprehension of English language, making use of the surrounding environment, especially utilizing the English speaking students; enhancing good memory and playing with the dictionary. If these strategies are put to good practice, then, it is possible that the comprehension of the English language could become a little bit easier, and the liking or interest for understanding the language would be enhanced. Results of the Vocabulary Level Test The group of the readers attained the highest percentage in the vocabulary level test as compared to the non readers. The results showed that the group of readers got a whopping 90% while the group of the non readers attained 79%. With these results, it is clear that the more people devote to learning a language and the presence of materials, the more it is easier to score when given a test in the attainment of English language. Discussion of the findings There is a strong correlation between the amounts of reading to the comprehension of the English language. This applies more to the second learners of the English language, and in our case, the Asian as well as other people from foreign nations coming to study English in Australia as their second language. The results have shown that the first group in the study which comprised of devoted readers comprehended English language more through intensive reading of materials as compared to the second group comprising of the non readers. It therefore asserts that the volume of materials for reading and the amount of time devoted to reading the English language materials translates to the comprehension of the language. The more the reading, the more the comprehension while the less the devotedness to reading English materials, the less the comprehension levels in the English language. The outcomes of these results were expected since the success of anything is by the devotedness or the commitment of the person towards the achievements of the objectives. Therefore, the more the person is committed to getting the concepts of the English language, the more the easier to comprehend the basics of it and later advance in the learning of its concepts. Limitation of the Study Since the study relies so much on the participation of the students making up the sample, there is the challenge of getting the wrong outcome. Also, in some conditions, the individual differences in aptitude may affect how well individuals perform in vocabulary and not necessarily how they read. There are individuals who develop language vocabulary fast yet they do not necessarily read greatly in the language. It may as well limit the study in knowing the actual amount used if the person comprehends fast in class and therefore, the data gathered may be differing in different individuals and therefore, it would be hard to get a common stand on the analysis. Conclusion This is a research project which seeks to major on understanding the relationship between the amounts used in the vocabulary building on second language student. The focus is on Asian students studying in English speaking nations like the Britain and how fast or slow they learn this second language. The focus however would be on the amount of information they would use to doing this, and how this information slows them or quickens their understanding and knowledge of the language. There are some theoretical framework and approaches which helps in the understanding of learning the second language. Some of the mentioned approaches include the Focal Skills (FS) model and the Standard Model (SM). The most important theory is the Universal Grammar theory which is critical in the comparison of stages or levels of learning and the universal types of methodologies to second language knowledge. The more the amount of information or materials for learning, the better and the more a learner gets to understand the second language and learning concepts in general. The information given by a teacher to the students and the attention of the student during classroom experience is important to giving him or her relevant opportunities to learning the second language faster and efficiently. It therefore proves that for effective and quick learning, students should invest more on getting as much information as possible. From the findings of the study, it is clear that there is a clear correlation in the amount of time devoted for reading and the amount of materials used for reading the language which then translates to more comprehension of the English language. The study concentrated on the Asian people and some other nations, and this is because the English language is not their native or first language. The individuals who were polled and who came from the Asian nations were noted to understand more of this language if they devote more of their time to reading as much English materials as possible and commit themselves to using some of the strategies highlighted. The analysis of this can also be noted from the levels of satisfaction and comprehension levels which differ in the readers and non readers. It is noted that the readers are more satisfied in the comprehension than the non readers. Recommendations From the findings of the study, it is clear that anyone who wants to excel in the understanding of the English language; especially in that person is from a non English speaking nation, then, he or she should devote much of his or her time to reading lots of materials. Comprehension has been noted to go hand in hand with the materials read and thus, it is paramount if more time is devoted to doing this. However, this study is short of some other factors which can affect the comprehension. While it is true more reading amounts to more understanding, the essence of quality reading has been assumed. Therefore, there is need for another research that looks at this issue of quality, and that tries to combine both quantity and quality to comprehension of English language for second learners. For example: The role of quantity and quantity reading to comprehension of English language for second learners References DeKeyser, R. (2007). Practice in a Second Language: Perspectives From Applied And Linguistic And Cognitive Psychology. New York: Cambridge University Press. Eckman, F. (1995). Second Language Acquisition: Theory and Pedagogy. New Jersey: Lawrence Erlbaum Associates Inc Publishers. Ellis, N. (2002). Frequency Effects in Language Processing. Studies in Second Language Acquisition, 24(2), 143-188. Gass, S. & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Lawrence Erbaum Associates, Inc. Hinkel, E. (2005). Handbook of Research in Second Language Teaching And Learning. New Jersey: Lawrence Erlbaum Associates, Inc Publishers. Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Naiman, N (1996). The Good Language Learner: Modern Language in Practice. UK: Multilingual Matters Ltd. Robertson, P. & Roger, N. (2006). The study of Second Language Acquisition in the Asian Context. British Virgin Islands: Asian EFL Journal Press. Schmitt, Norbert (2001). Developing and exploring the behaviour of two new versions of the vocabulary levels tests. Journal of University of Nottingham; Department of English Studies, Vol. 18 No 1, pp 55-88 Singleton, D. (1999). Exploring the Second Language Mental Lexicon. New York: Cambridge University Press. Appendices Schmitt, Norbert (2001). Developing and exploring the behaviour of two new versions of the vocabulary levels tests. Journal of University of Nottingham; Department of English Studies, Vol. 18 No 1, pp 55-88 Research questionnaires Section A: Personal information: Tick in the provided space as appropriate 1. Gender a) Male b) Female 2. Number of years of study in Australia a) 0- 3 years b) 3- 6 years c) 6- 9 years d) Above 9 years Section B: English Comprehension levels: tick as provided 3. How can you rate your English comprehension in percentage? a) Less than 10% b) 10- 30% c) 30-50% d) 50-70% e) Above 70% 4. How interested are you in comprehension of English language? a) Very much b) Partially interested c) Not at all interested 5. Does the amount of information and materials provided critical in enhancing faster comprehension? a) Yes b) No Section C: Strategies 6. What measures have you put so as to enhance maximum comprehension of the English language? ……………………………………………………………………………………………………………………………………………………………………………………………… 7. List some other factors which determines how fast or slow one can be in comprehension of the English language as a second learner ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Read More

A total number of 20 students would be selected randomly and their free will to participate in the study would be sought so that they cannot feel compelled to answer the questions. The selected sample would be polled by use of questionnaires, interviews as well as observations. More critical is the use of questionnaires and interviews as they are more relevant in getting comprehensive answers to this kind of research. However, minimal observation on their study behaviour would be analysed with focus on the amount of time they take in learning this language or the methods they use to make sure they get maximum information.

This would then be compared to the information got from the interviews and questionnaire methods. Aims of the Project 1. To investigate how reading of the available language materials affects the development of vocabulary in a language by those learning it as a second language 2. To evaluate the degree of comprehension of the second language of the non native learners and the native learners. 3. To assess the relationship of the amount of the learning materials on the general degree of comprehension of the second language 4.

To test on the comprehension of familiar words with non frequent words in a certain period 5. To assess the level of proficiency which can be achieved by a non native learner in second language acquisition 6. To evaluate the patterns which are common in both the native and the non native learners in second language acquisition. Research Hypothesis 1. The more a student puts effort to much reading materials, the more the comprehension of the second language. Literature Review Acquisition of second language can be categorized as Bilingual education which is broadly defined as the use of two languages for instructions (Hinkel, 2005).

Therefore, when a person seeks to learn a non native language, he or she is looking forward to instructing and communicating in the second language in some instances. For example, an Asian studying in Australia is seeking to have English as his or her second language and for comprehension, reading listening in the second language, in this case English. According to Hinkel (2005), the bilingualism comes when people have more than one language; for example, attaining some degree in a second language other than the native one.

Hinkel (2005) writes that when learning English as a second language, the language soon becomes dominant and the values, norms and practices are inevitably translated to the English language. This language is mostly learned in schools and the comprehension of the second language earners differs greatly with the first or native learners. There are optimum ways in learning foreign language for non native learners, and more so when it comes to the learning of English language. For better acquisition of this language, it becomes paramount to start with the words which have familiarity or are frequently used in speaking and writing.

For the best teaching methods, it is good if the students are treated the same way and so those who are not native learners acquire maximum as the others progress. The frequency of learning is very important to the whole acquisition of language and experience. According to Ellis (2002), humans become very sensitive to the frequency of the learning processes they are involved in for the overall experience or comprehension of the language. This becomes important for people who are learning a language as second to their native one.

The best form of learning a foreign language or a second language is by engaging in vigorous communication especially in conversations and writing. This is one way of supplementing the classroom teachings in the comprehension of the second language. It becomes naturalistic to experience from the others and their behavioural responses and equating it to what is learned in the classroom. There is always difficulty in understanding of the second language, and people in such lessons concentrate on phonology, pronunciation usage of words and the expressions associated with words in learning the language.

Read More