The Characteristics of a Successful Language Student - Essay Example

LANGUAGE LEARNING Name Course Name of Professor Institution City/State Date Learning a new language can be an interesting step to take as a student. However, lack of interest in the same can lead to failure in this area. Many people have the knowledge of more than one language, especially students since it is required of them. However, due to increased interest in linguistics, some individuals have gone to the extent of learning more than two languages. Statistics reveals that only 40 percent of the world’s population is monolingual while 43 percent is bilingual. 13 percent of the population is trilingual, 3 percent multilingual while less than 1 percent cover the polyglot group. Good language learners possess several useful characteristics. This essay is divided into two parts. The first part covers the characteristics of a successful language student, the steps that I would take to train myself to be more successful, my weaknesses, strengths and how I would work on them. The second part of this essay covers the Ecology of SLA. This entails the observation of the language acquisition model and an interpretation of the same. It will also cover the evaluation of the model. Every successful language student aims to be the best in what he or she does. However, without being in possession of several good characteristics, it is impossible for such a learner to be successful. First, a successful language student is well organised. An organised student ensures that all the information received about their new language is well organised and planned out rightly. The resources they use are laid out systematically throughout their time of study. Success is characterised by taking full charge of learning (Gunning, 2010). Successful individual students ensure that they take charge of the methods of learning used on them. For instance, a good learner will determine and utilise a method that works best for them other than accepting that which is imposed on them. Such students are willing to learn from fellow students and experiment with different kinds of methods available. A successful student is a creative student. He or she understands that the process of learning a language requires creativity. Such a student does not fear experimenting with the new sounds, grammar, and even the words. He or she goes ahead to form sentences as well as look out for new beneficial study strategies. After the beginner stage of studying a language, it is likely that the motivation of a student dies down. Students go on to hit the “plateaus” which make the pathway to successful learning a nightmare. However, this does not spell the end of learning for a successful student. He or she has the ability of turning out such challenges that bring boredom to interesting events. A good language learner will come up with creative formulae to keep their learning process fun and exciting. Any language that feels bored during the learning process gets it all wrong and does not meet the target of excellence. Successful language students possess display a characteristic of sociability. This is the ability to practice a new language with fellow students or the community. Despite having the fear that comes with making mistakes, successful learners are determined to push themselves towards success. They are determined to keep going even when they are not in the mood for it. It is evident that good language learners make use of mnemonics as a way of memorising and recalling what they have learnt easily. They do not allow errors to work against them in any way through their learning process. Such learners make use of their linguistic knowledge especially the one in their first language to learn a new language (Griffiths, 2004). As a language student, I would take several steps to train myself to be more successful. First, I would get rid of the fear of taking risks. It is evident that the biggest challenge for students who want to learn a new language is the fear of sounding ridiculous especially when trying out pronunciation. As a learner, I will create an attitude of caring less about what other people feel or think about my progress and develop the determination to give the learning process my best. This action will grant me the opportunity to improve rapidly and build more useful relationships. As a successful language learner, I will train myself to maximise and cease every learning opportunity that comes my way. Such opportunities include cultural exposure sessions and conversations with fellow learners. It also includes interactions with individuals who have excelled in the language that I am learning. I will train myself to be successful through going beyond my comfort zone. This includes learning the new language proverbs, phrases, idioms and read stories and pieces of literature that come with the language (Brown, 2007). I will also spend more time in practice sessions, which will include trying to write out the new learnt language and carrying out conversations. One of my major weaknesses as a language learner is the fear of making mistakes. I do not like to pronounce or do things that I am not sure about. Additionally, I feel like trying out the new language before the class would make me appear ridiculous. However, I have a major strength in having so much interest in learning the new language. Despite the challenges I face through the process of learning, I still have the strength to relentlessly move on and reach my goal of excelling in this study. I intend to deal with my weaknesses by ensuring that I develop my confidence. First, I will begin by trying out my new language skills to my best friends in class. This will give me the confidence to stand before a large group to try out my new foreign language skills. To be a successful foreign language learner, I will identify my best learning style to enhance my effectiveness (Piske et al. 2011, pp 121). I believe this will also help in boosting my confidence both in and out of class. I will be able to memorise more on what I have learnt and also be able to develop more interest in the new language. Ecology of SLA The development of language is a complex process that involves quite a number of overriding factors. It is crucial to give emphasis to the ecological cycle that involves language development straight from the roots to the fruits as displayed in the language acquisition model. The ecology of language acquisition model reflects the fact that language learning gives much emphasis on the input and output factors. Language acquisition can be likened to the natural course of life that involves the maturity of a tree from the time it is a seed to the time it can bear fruits. It is, therefore, essential that conditions of the acquisition process as well as the product conditions are given a keen eye in relation to the time taken. With this in mind, Brown (1991) gives a clear graphic model that reflects an insightful ecological cycle that displays an anatomy of language evolution in the natural setting. Brown’s ecology of language acquisition model depicts the complex factors of the ecologist view in terms of language development. A close examination of the figure displayed gives several propositions that mirror the view of the ecologist in his approach to the acquisition of a new language. This model reflects the fact that the development of language is not static, but a process that is continuous. The process begins from the planting process to the fruition process. The model also brings to the realisation that language development or acquisition is a process that depends heavily on the input as well as output conditions. The input displayed include teacher talk, textbooks, materials, other students, non-verbal, self, and outside of class. These input factors must be subjected to favourable conditions that will ensure good conditions for germination and maturity in form of seeds. On the other hand, the output includes listening, writing, comprehension, reading, and production. These outputs are as a result of subjection to good conditions that enhance language growth. Thirdly, the evolution that takes place from the roots to the fruits of language acquisition takes a lot of effort and time and can either be conscious or subconscious (Krashen, 2003). Additionally, the output provided, in form of fruits is a clear reflection of the input given as well as other dependent factors. The language model brings out the fact that language evolution is dynamic. It is also a naturally rich and universal process that highly depends on the progress of the input. It is evident that the process of language development is a sequence course and extensive. It entails the embracing of several strategies such as direct, memory, affective, social and metacognitive strategies (Krashen, 2003). There are equally some hidden aspects of language learning which are crucial for the process. These are the visible and the audible aspects, which are essential for every linguistic interaction task. Through his model, Brown brings out the fact that the principles of learning a language are highly based on an ecological perspective. In examining the model, it is evident that no theory is correct enough to claim that it contains the absolute account of learning language without considering a counter opinion such as the ecologist view. This suggests that as much as such theories help in understanding the process of language development, they should embrace the fact that language learning is a natural process. It should also be understood that the process of language development, teaching, and learning is unique and universal. The right input subjected under the right conditions will always produce the right output. The language acquisition model is relevant in the language learning process. In my view, it offers more clarity that any other theories in the language learning context. The language acquisition model is essential in the process of attaining a deep understanding in the language learning process. A keen look into the model helps a student to realise that it is important to consider their input since it determines the output. These inputs include the attainment of knowledge through textbooks and other materials, their interaction with other students, knowledge taught in class by teachers, and self acquired knowledge through diverse reading and interactions. A student is also able to realise that these inputs must be subjected to the right conditions just like seeds. These right conditions for growth include different styles such as problem solving, cognitive, personality, and input generator. Such conditions help the seeds to germinate, which in the end give rise to fruits, which is successful language acquisition in form of writing, production, comprehension, reading, and listening (Krashen, 2003). In conclusion, language learning can be an interesting process depending on the attitude of the learner. A successful language student is in possession of several characteristics such as risk taking, diverse reading habits, and maximisation of learning opportunities, sociability, and confidence among others. To be more successful learner in my learning area, I will need to get rid of fear, which is acting as a huge hindrance towards my successful journey. I will train myself to go beyond my comfort zone in terms of learning and acquiring new knowledge on the new language. I will go step by step in ensuring that I develop confidence in speaking, reading, listening and writing the new language. The language acquisition model is crucial in the learning process. From this model, it is evident that language learning is a natural process. It can be likened to a seed that is subjected to the right conditions and grows to give fruits. From the model, one realises that inputs such as teacher talk, textbooks, materials, other students, self, and nonverbal determine the outputs. These outputs include speaking, listening, writing, production, and comprehension. In my view, this is an essential model since it supersedes all other language theories. It offers clarity on the process of language learning giving a student a clearer picture on what is expected through the learning process. The model can be adopted easily by all language learners. References Piske et al. 2011. Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics 29, 191-215 Griffiths, C 2004. Language Learning Strategies: Theory and Research. School of Foundations Studies, Auckland: New Zealand. Krashen, S 2003. Explorations in Language Acquisition and Use. NH: Reed Elsevier Inc. Brown, H 2007. Principles of language learning and teaching (5th Edition). New York: Longman. Gunning, T 2010. Creating literacy instruction for all children. Boston, MA: Allyn & Bacon. . Read More

As a language student, I would take several steps to train myself to be more successful. First, I would get rid of the fear of taking risks. It is evident that the biggest challenge for students who want to learn a new language is the fear of sounding ridiculous especially when trying out pronunciation. As a learner, I will create an attitude of caring less about what other people feel or think about my progress and develop the determination to give the learning process my best. This action will grant me the opportunity to improve rapidly and build more useful relationships.

As a successful language learner, I will train myself to maximise and cease every learning opportunity that comes my way. Such opportunities include cultural exposure sessions and conversations with fellow learners. It also includes interactions with individuals who have excelled in the language that I am learning. I will train myself to be successful through going beyond my comfort zone. This includes learning the new language proverbs, phrases, idioms and read stories and pieces of literature that come with the language (Brown, 2007).

I will also spend more time in practice sessions, which will include trying to write out the new learnt language and carrying out conversations. One of my major weaknesses as a language learner is the fear of making mistakes. I do not like to pronounce or do things that I am not sure about. Additionally, I feel like trying out the new language before the class would make me appear ridiculous. However, I have a major strength in having so much interest in learning the new language. Despite the challenges I face through the process of learning, I still have the strength to relentlessly move on and reach my goal of excelling in this study.

I intend to deal with my weaknesses by ensuring that I develop my confidence. First, I will begin by trying out my new language skills to my best friends in class. This will give me the confidence to stand before a large group to try out my new foreign language skills. To be a successful foreign language learner, I will identify my best learning style to enhance my effectiveness (Piske et al. 2011, pp 121). I believe this will also help in boosting my confidence both in and out of class. I will be able to memorise more on what I have learnt and also be able to develop more interest in the new language.

Ecology of SLA The development of language is a complex process that involves quite a number of overriding factors. It is crucial to give emphasis to the ecological cycle that involves language development straight from the roots to the fruits as displayed in the language acquisition model. The ecology of language acquisition model reflects the fact that language learning gives much emphasis on the input and output factors. Language acquisition can be likened to the natural course of life that involves the maturity of a tree from the time it is a seed to the time it can bear fruits.

It is, therefore, essential that conditions of the acquisition process as well as the product conditions are given a keen eye in relation to the time taken. With this in mind, Brown (1991) gives a clear graphic model that reflects an insightful ecological cycle that displays an anatomy of language evolution in the natural setting. Brown’s ecology of language acquisition model depicts the complex factors of the ecologist view in terms of language development. A close examination of the figure displayed gives several propositions that mirror the view of the ecologist in his approach to the acquisition of a new language.

This model reflects the fact that the development of language is not static, but a process that is continuous. The process begins from the planting process to the fruition process. The model also brings to the realisation that language development or acquisition is a process that depends heavily on the input as well as output conditions. The input displayed include teacher talk, textbooks, materials, other students, non-verbal, self, and outside of class.

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