Theory of Successful Language Learning - Essay Example

Current theory of successful language learning Introduction English to me is a second language and which I am planning to teach. There were different methods and approaches my teacher used in teaching English as a second language. The teacher used communicative language teaching method. This method emphasized on learning in order to communicate by interacting in English. Authentic texts were introduced in the learning. We were provided with opportunities to focus, not only on the English language but on process of managing learning. Our own personal experiences as learners were enhanced as important elements that contribute to classroom learning. We also attempted to link the learning method with language activities outside the classroom vicinity. It connected the language as taught in class and as it used outside the class. We had pair and group work which enabled us to negotiate and cooperate between ourselves as learners. We also involved in fluency-based activities that encouraged us to develop our confidence. Role plays help us practice and develop functions of language as well as using activities that focused on pronunciation and grammar. When the classes first started, our teacher started of my introducing herself in English while translating it in Arabic, and asked us to do the same thing. We were also taught how to make requests like ‘is it alright if I..?’ or ‘Can I’. We would practice this in the form of communicating exercises that involved role plays, group work and pair work. Grammar translation was also used to ensure that we gain proficiency in accessing the concerned literature in order to improve our intellectual development. He approached English through analyzing deeply its grammar rules and applied them to translating sentences into and out of the English language. Arabic as my mother tongue remained the reference system in learning English. The method focused on our reading and writing skills and doesn’t pay much attention to listening and speaking. Accuracy was strongly emphasized and grammar was taught deductively. Principles of language teaching (Language Theory) Learning a second language is not only learning its description but also developing the ability to use it on the level of habit. My current theory that is successful to language learning is integrated approach theory. There is no specific solution to language learning and combination of different approaches may be ideal depending on the situation at hand. When learning a language, writing, reading and speaking as well as listening is part of the process that involve aspects of psychology and linguistic. This thus leads to an understanding of language learning being based on principles that are well-defined and derived from both psychological and linguistic science. The current theory of language learning and teaching is based on the scientific approached based on principle of sound linguistic. The following are the principles discussed but can change due to new facts exposed by language users and linguists. They are general principles that can also be applied to English. 1. Sounds Priority English sounds as a second language should be given priority. In the heart of teaching, sounds should be given their deserved space and they shouldn’t be isolated in their presentation. They should be properly expresses and appear properly in the spoken sentences in their rhythm and intonation just like it can be used by an original speaker or native speaker. For example the use of sounds likes ‘heart, shirt, and mat’. Another example is sounds like shook, look, book, and so on. 2. Presentation of language in a basic sentence patterns Students should be able to memories the language when presented and use the basic sentence patters in their daily conversations. Students can pass easily to smaller utterances to sentences that are longer. Student’s memory span retains much longer sentences of their mother-tongue when learning than second languages. This enables students to expand their knowledge of English material in respect to its vocabulary and sounds. For example, the students should first learn shorter sentences like ‘I go to school every day’ ‘I will complete high school soon’. After memorizing this, the student constructs a longer sentence as follows, ‘I go to school every day and will be completing high school very soon’. Another example is ‘My name is Jane’ ‘I am second born’ ‘We are four in our family’. When constructing a longer sentence after memorizing the shorter ones, she may say ‘My name is Jane and I am the second born in a family of four’. 3. Making Language Patterns a habit Students don’t just need to know about the language but through intensive of practicing patters in various situation, are supposed to make the language patter a habit. Language ability becomes real at the level of a habit. Students need to be taught how to use sentence construction and language patters with vocabulary that is appropriate. This should take place at a normal communication speed. The use of most frequently used items of language and patters in a habitual way should always preceded the obvious words accumulation. 4. Imitation This is very important in language learning because no student invented language by him or herself. When a speech is good it results in imitation of good models that are comprehensible. Imitation in conjunction with practice that is intensive helps in mastering system of language. A teacher can ask students to imitate after her. For example she may use the word ‘fabulous’ and ask the students to repeat the word several times. A teacher may also do an action for example eats, and then she asks the students to imitate her action and then say in the new language what the action is. 5. Control of Vocabulary The use of vocabulary should not go overboard but should be controlled. The practice and teaching of vocabulary should be done only in situations that are real in order to emphasize and clarify on the meaning. For example the word ‘disgusted’ may only be used in situations that convey displeased individuals. The teacher can be able to explain what it means. Another vocabulary is ‘forbidden’; ‘speaking mother-tongue in the classroom is forbidden’, to mean it isn’t allowed and if found it may lead to a student being disciplined. 6. Grading of Patterns Teaching a language to students is like instilling in them a system of habits that are complex. However, habits are acquired slowly or step by step. This means that patterns of language need to be taught in grade steps that are cumulative or gradually. The teacher shouldn’t add all the new patters and elements at ones but should be added to the previous ones after they are mastered by students. Students should first know a vocabulary before a new one is introduced to them. For example a teacher may introduce vocabulary associated to work like managing, recruiting, working, firing and so on. She may also introduce students to home vocabulary like, cook, wash, and utensils and so on. Students will have for example to learn home vocabulary today then the teacher can introduce them to work vocabulary tomorrow. 7. Language selection and gradation It is important to select the material to be used in teaching a language. Material selection should take place according to structures, vocabulary, and grammatical items. Language items selection involves how often a word is used, different contexts an language item can be used, different meanings a word can deliver, how easy or difficulty it is to learn the item, how easy or difficult it is to teach an item, and how convenience an item is to teach. Language material gradation is the placing of the items of the language in an orderly manner. It involves sequence and grouping which means phrases, words and sounds that are to be taught. Phonetic group is grouping according to sounds like placing words of the same sound in our like cake, shake, make, fake. Lexical grouping is according to situations of lexical like child, mother, grandmother, kitchen, living room, and etc. as they are grouped around “school”. Gradation of language items into sequence is where an individual determines what follows the other. 8. Oral method Oral way is seen as the best and sure way to learning language. It is as the shortest to learning a language to write and read. Palmer insists that there is no need of writing and reading a given language material before learning its oral form. For example a teacher may say a word ‘boy’ and ask the students to repeat after giving the meaning. He may then give them a sentence ‘I am a boy’ and ask them to repeat. 9. Language skills priority These language skills are writing, reading, listening with understanding, and speaking. The primary skills are speaking and listening while secondary skills are reading and writing which are supporting skills because they support what has already been learning by use of speaking and understanding. The reading process is sped up by speaking and understanding. After one has read, that is when he or she is introduced to writing. For example in instill the skills of listening in students a teacher may say a sentence ‘I am going home’ and ask the students to repeat the same to know if they listened well. To instill speaking skills, he may ask them to say something about themselves. 10. Approach to multiple line Teaching materials for language should be selected well to avoid useless material. Instead it should be one that is like to help in teaching without prejudice. When language is taught, its problem should be attacked from all sides. If a teacher teaches on a topic ‘School’ in the text book available, there can be provided different language activities that are connected to the topic. These activities can be drilling orally, sentence writing, reading, translation, composition, grammar and exercises. For example the teacher can ask the students to say ‘I am going to school”. He then tells them to right the sentence down. He may also ask them to read it to themselves and to the rest of the class. 11. Developing language habit through using it The best way of learning a language is by using it in different situations and contexts. Students need to expose themselves to situations where language is required to be used. By practicing the language intensively in speaking, a student is able to form new habits. Actual use of the language should always be an emphasis here. For example students can join English club in school where they can interact amongst other English learners. They can also involve in English public speaking competition. 12. Reintroduction of structures and vocabulary. This is also called spiral approach where the vocabulary and structures taught previously are reintroduced in succeeding units. For example a teacher may have taught vocabularies in the previous week on home and school. In describing widely about a student, a teacher may reintroduce vocabularies of family, home and school to students. 13. Sparing use of mother-tongue At early stage of language learning, the teacher gives some explanation to students in mother-tongue. However it is not recommended for students to use their mother-tongue in class. For example high school students in Saudi Arabia speak Arabic as their mother-tongue. For example in introducing and describing an English vocabulary, the teacher may explain it in Arabic for easy understanding or easy relation. Conclusion Saudi Arabia has the majority population speaking Arabic. Integrated approach theory should be used by using different methods for different level of learning for high school students. The teacher should first be trained in structures. This enables them to be competent in the basic text comprehension. Since English is the second language of Saudi Arabia the teacher should use motivation to create interest and the need to learn the language for it to be easily learnt. The teacher can use charts, sketches, flash cards, black board and other visual devices. Feedback should be given to students and errors corrected by the teacher. The teachers can make immediate corrections for students as they improve their responses. Corrections made should be avoiding frustrating and discouraging students. Reinforcing correct responses also helps in learning better. The teacher should also use classroom activities to strengthen the language skills of students. Correct responses will provide a feeling of assured progress, achievement and success. Teachers should also practice English daily with students for it to be easily identified. Students should recall and be helped by their teachers if they fail. Reference List Brown, D. T. (2007). Teaching by principles: an interactive approach to language pedagogy, 3rd ed. Publisher Pearson Harmer, J. (1983). The practice of English language teaching. Longman. Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press. Larsen-Freeman, D. (2000). Techniques and principles in language teaching, 2nd ed. Oxford University Press. Richards, C. R & Rodgers, S, T. (2001). Approaches and methods in language teaching, 2nd ed. Cambridge University Press. Socialogical Abstracts. Inc. (1997). Second language instruction/acquisition abstracts, Vol 7. Read More