The Process of Second Language Acquisition - Essay Example

? Applied Linguistics al Affiliation) Applied Linguistics Question one The process of Second Language Acquisition relies heavily on the role of input, interaction, and output for the optimal development of fluency. The failure by learners in speaking a second language fluently is the cause of input and output effective application. The process refers to the learning of a second language in addition to knowledge of the first language. The process incorporates the learner’s experience of acquiring the second language without necessarily leaning on the techniques used in teaching a language (Ortega, 2009, p.12). The input that a learner receives has been identified as a major contributor that affects the acquisition of a second language. The importance of the input given to a learner was emphasized by Stephen Krashen who advocated for comprehensible input as the solution to acquisition of a second language (Hunston & Oakey, 2010). Input is invariably determined by the amount of time granted to the learner and thus the longer the time allocated the better a learner becomes in speaking a second language. Input can be enhanced by personal reading habits of the learner (Ortega, 2009, p. 60). Learners who are committed to reading books written in the second language of choice are at a better place than their non-reading counterparts are in speaking the language fluently. Voluntary reading of books can be termed as one of the best-input tools, and the results justify the significance of input in the learning process (Hunston & Oakey, 2010). The importance of the type of input in the acquisition of a second language cannot be overemphasized as grammatically sequenced processes have been found to be ineffective. The use of sequencing should be limited and the process should be limited to individual learner’s abilities. However, input is not the only solution in the learning process and more alternatives have to be accommodated. The input process is complemented by interaction phase (Hunston & Oakey, 2010). Learning of a second language in a foreign setting cannot yield similar results as having the experience in the native country. A good example is students learning French in the United States, although, they might undergo significant lessons in language their communication might not be as sharp as that of those learning the language in France or a French-speaking nation. The interaction hypothesis emphasizes on the conditions that are present during the learning process. The interaction of a learner in the second language is crucial in developing fluency and deeper understanding of the actual meaning of certain words. Interaction entails using the language in day-to-day activities. The interaction phase is conducive when there is some sort of breakdown in the communication and a learner is forced to negotiate for the meaning (Ortega, 2009, p.63). This insinuates that for communication to be successful a learner should be in a surrounding where they can use the second language in their activities. The interaction phase is important in helping learners in simplifying input and pushing them to modify parts of their speech. The output hypothesis plays an important role in a person’s attempt of learning a second language. The output process essentially assists learners of a language by providing them with the necessary feedback (Hunston & Oakey, 2010). The output of the process should be comprehensible to the learner for maximized automation of their knowledge of the new language. Finally, the importance of the output hypothesis in the process of acquiring a second language is assisting individuals in concentrating on the form and nature of their communication. The input process can also pose a challenge in SLA for example if too much emphasis is placed on classroom teachings (Ortega, 2009, p. 60). The teaching of a second language primarily in the classroom can be part of the hindrance to the acquisition process as emphasis is placed on vocabularies instead of literally skills. Attention is paid towards the ultimate test carried out in the national examination as the final output process and thus learners are restricted to writing as opposed to speaking the second language. A learner lacks the privilege of using the second language in ordinary scenarios and thus they cannot modify their speech problems (Hunston & Oakey, 2010). Question 2 Teaching of a second language (L2) is a dynamic and involving process that needs skillful application of the information theory for the process to yield the expected results. Practicing of a second language in isolation cannot act as the only tool for successful learning and there is need for additional input in the process. The schema theory is important in describing the acquisition of knowledge, its processing, and final retrieval. Individual’s cognizance is linked to the organization of information in a learners head (Hunston & Oakey, 2010). Practice is one among four language skills that are acquired by a learner, but this far the part played by reading the second language skill cannot be overemphasized. Language educators are given a leeway in the choice of teaching method that will yield the greatest reading results for students who are learning a second language. Reading is the easiest skill that students of a second language can acquire in comparison to other language skills. The ease in which a learner can read materials published in the second language can act as a motivator in sharpening the other language skills such as speaking. Speaking is very demanding, as it requires two people, as opposed to reading that can be done internally and on an individual basis. Speaking and writing skills require a lot of time and guidance, which goes contrary to reading skills that are enhanced by daily practice. Information theory emphasizes on the need of improving the reading skills of persons learning a certain language. Practicing to speak a second language can be a daunting task with less or no impact in the second language teaching process. The returns yielded from practicing are bound to dwindle with time as learners will not be in a position to comprehend all that they are being taught. It is essential for a certain level of emphasis to be placed on the reading skills of an individual for further comprehension. Reading is essential in connecting with the cognitive function of an individual as the second language develops within the mind of the learner. Practicing of a language can be classified as rote learning as a learner will be used to particular memorized rules and words of the second language as opposed to the wholesome molding of the language. Teaching of a second language should concentrate on meaningful learning where the teacher presents new information to the learner to supplement what is already known by the learner (Hunston & Oakey, 2010). The learning process can only be effective if it is meaningful. This has to be achieved by two ends, which are the teacher and the learner. The second language has to portend some meaning to the learner while at the same time the teacher ought to use relevant content in impacting second language knowledge to their student. The reading process encompasses the extraction of information from a single text and processing the information with preexisting knowledge. Reading forms a conversation between the text and the learner and thus the process cannot be overlooked as it uses the cognitive process conclusively. Teachers ought to provide a lot of resources to be used by learners as a form of motivation as well as increasing the learner’s curiosity in furthering their knowledge of a second language. Question 3 The learning process of a second language necessitates the use of the language by the learner in the ordinary day activities. It is essential that a learner sharpen their knowledge on a second language through active participation in a society where the second language is in use. The Vygotskian sociocultural theory covers issues related to the necessity for interaction in the learning process extensively (Ortega, 2009, p. 218). Establishing the meaning of particular words and phrases used in the second language requires one to use the language in ordinary day settings. Language derives its power from the meaning as opposed to reliance on sounds that might be exotic. A learner might have the basic knowledge of a second language, which might be crucial in forming of some sentences with complex structures (Hunston & Oakey, 2010). However, this does not qualify as mastery of the second language, which is put into test when a person can effectively communicate with peers and others in the society. The Vygotskian sociocultural theory is subdivided into four categories that derive their exclusivity from the types of meanings specific use of a language might have (Ortega, 2009, p. 218). The four areas include grammatical, lexical, pragmatic, and semantic meanings. All the four aspects are incorporated in the acquisition of the second language for a completely molded student. The first meaning discussed is the lexical meaning of a language. The lexical meaning of a specific word can only be understood when the word is used in relation to the world (Hunston & Oakey, 2010). It is therefore necessary that a learner be exposed to the society for them to get further knowledge that will enhance the lexical meaning concept. The second element of the theory relates to the grammatical meaning of a word as used in the second language. The meaning is placed under consideration in situations where it is necessary to calculate the actual meaning of a sentence. The grammatical meaning explores a sentence deeper meaning for example describing the tenses that are used in a sentence. The interrogation of the sentence structure includes the dissection of each word to understand the correct use. The grammatical meaning can be established using classroom knowledge, but its effectiveness is enhanced through interrogation of sentences used in the social context. The third element of the theory covers the semantic meaning of word used in the second language (Hunston & Oakey, 2010). Learners are often confused by certain words that are not actually taught in the classroom and this is only possible in the social settings. Social interactions aid learners in the acquisition of new words that could help them progress in their learning. The semantic mean takes an in-depth look at the meaning of the newly acquired words in their contextual setting. The theory emphasizes on the importance of learning new words to add on the experience gained from teachers and other sources such as books. The social setting plays an overwhelming role in the motivation of a learner to enhance their knowledge of the second language and its importance. The final aspect that theory covers relates to the pragmatic meaning of a word or a sentence as it is used in the social context (Hunston & Oakey, 2010). The pragmatic meaning of a word refers to the context in which it is used in the society. Different sets of words are used together to form a different meaning from the actual meaning. This calls upon the learner to have knowledge of the surrounding community that uses the language apart from the ordinary knowledge acquired in the classroom. A good example is a person learning English and they receive a phone call. If the person calling the learner asks, “Is Stephen there?” the person is not interested in the physical presence of Stephen, but rather it has the meaning that he wants to speak to Stephen. The caller is interested in knowing whether Stephen is in a position to talk to him at that particular moment. It is therefore necessary for a learner to get acquainted to the real life scenarios in which the language is used. Question 4 A pedagogical grammar is defined as the grammatical description of the language that is intended to be used for pedagogical purposes (Davies, 2007, p. 21). Pedagogical grammar is one of the modern approaches that are used in applied linguistics to aid in the teaching of a second or additional language. The method involves the teaching of learners using two approaches that include the descriptive and prescriptive approaches. The descriptive approach comprehensively examines the grammatical aspects of a second language by giving an in-depth analysis of the language (Hunston & Oakey, 2010). The prescriptive approach is concerned with elucidating the different rules that are to be observed by a learner of any second language. All languages across the world adhere to a set of rules that ensure proper use of words and sentences without distortion of meaning (Davies, 2007, p.137). Improper or lack of adhering to the rules prescribed for a particular language could have huge implications in the misunderstandings occasioned in communication. The rules defined by pedagogical grammar are specific, non-technical, coherent, and cumulative. Rules are applied in their entirety and not on any selective basis. The accumulation of the rules must adhere to an axiomatic system that should be formed between the first and second language. The transition from using the first language to using the second language requires a stepping-stone to bridge any apparent gaps between the two languages. A native speaker of the first language will effectively embrace the second language and use it accordingly (Hunston & Oakey, 2010). Generally,, the pedagogical grammar is used as a reference point as it describes the grammatical use of any language. The concept is made up of assumptions on learner’s adaptability to the use of a second language. The best example of pedagogical use of grammar is the comparison that can be made when comparing the difference in explanations of a given sentence. Lexicogrammar was a term that was developed by Michael Halliday with his important contribution the systematic functioning of linguistics. The concept is used in the description of the existing continuity present between lexis and grammar. The relationship described is very delicate and requires optimal balancing for improved learning skills. The independence that existed between words and the grammatical structure they are used in is broken. Grammatical structures are used mutually with the words that are characterizing different sentences. Lexicogrammar relies heavily on the learner’s ability to distinguish different structures that present when several words are used together. This will assist the learner in furthering their knowledge of a second language. Reference Davies, A. (2007). An introduction to applied linguistics. Edinburgh: Edinburgh University Press Hunston, S. and Oakey, D. (2010). Introducing applied linguistics. New York, NY: Routledge Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education Read More