Emerging Issues in Learning English as a Second Language - Assignment Example

RESEARCH QUESTION 2: LEARNING ENGLISH AS A SECOND LANGUAGE + Submitted Research Question 2: Learning English as a Second Language TASK 1: Emerging Issues in Learning English as a Second Language Learning English as a second language has seen emergence of new trends. In addition to the use of traditional measure such as collaboration with native speakers, there is increased use of technology. These include among others diagnosing ad demonstrating pronunciation using mobile-based and computer-based applications. Video-conferencing with native speakers well as one-on-one tutoring with native speakers have helped new learners of English to have a better grip of the language. One of the most amazing emergent issues in learning English is the use of Robot Assisted Language Learning (RALL) (Finkel, Krawitz & Pagan 2014, 91). While learners learn a second language, interaction with native speakers is considered one of the most essential methods of enhancing understanding. The use of mobile-based and computer based applications come in handy in situations where the learner lacks the ability to interact directly with the tutor. Most applications used in enhancing the learning process of English as a second language possess limitations of image recognition. They, therefore, base their functionalities on voice-based verbal information. As an alternative to face-to face interaction with native speakers, video conferencing can be considered. It can be an effective tool in demonstrating pronunciations. There are, however, some limitations to the use of videoconferencing to pass pronunciation skills, as the native speaker needs to be close to his pupils or learners for effective pronunciation diagnosis. Whereas there are a number of substantial benefits of individualized interaction, there are a few drawbacks too (Eyster & Newland 2014, 37). Foremost, individualized interaction with the learners may be expensive for learners. In the event of miscommunication in the teaching process, there is never any help in the learner’s mother tongue. Additionally, different native speaker tutors may be assigned different classes in accordance with their schedules and this may be impedance to learners’ process tracking. RALL is an anthromorphized model of existing mobile-based applications that is autonomous and has features that allow image recognition through cameras. It has voice recognition through microphones and various interactions based on sensors. As such, any language learning process assisted by such features is referred to as Robot Assisted Learning. In the domain of Robot Assisted Learning, RALL targets language learning in particular. Most robots that assist learners are usually interlinked with institutional materials (Eyster & Newland 2014, 37). RALL shares the benefits of conventional collaboration model that involves physical, face-to-face interaction with native speakers. It is, however, easier to recruit a native speaker for teleconferencing than using RALL. The technology also has the merit of instructional model employing applications. It can share instructional material over a display device such as television or a projector beam. Additionally, it can record class activities such as English chanting. With the aid of Radio Frequency Identification tags, the program allows for the logging of individual progress and tracking the progress. These robots are designed in such a way that they interact with the learners and pupils. TASK 2: Theories in Learning ESL Several world views have emerged to explain comprehension of English as a second language. There are grand theories that inform research decisions while inquiring educational issues and attempting to explain the nature of society and man. Philosophies, just like grand theories, have also come up to explain fundamental problems that affect existence, values and reasons, knowledge and thought (National Learning Corporation 2011, 43). Ontological theories related to ESL explain the process of learning English as a second language based on the need to understand the extent and meaning of knowledge. It also considers the ways and methods than man uses to know things around him, and the compression of the different kinds of knowledge in addition to the kinds of knowledge that enable people to act productively. Ontological theories related to learning ESL correlates the process of learning English to human understanding of the social world. They consider the issues that people pay attention to in the process of learning to better understand the language grasping process. The speed and effective of learning English as a second language depends on the extent to which learners develop inter-subjectivity. Inter-subjectivity refers to the ability of human beings to comprehend minds of others (National Learning Corporation 2011, 43). Using epistemological and ontological theories, this research was able to determine and conceptualize the research questions and problems. The theories guided the manner in which the research questions and problems were used to address enquiry logics followed from theoretical positions. Two major theories informed the direction taken by the research questions and problems in this research; Cognitive Theory and the Monitor Model. There exists a third theory that is the most favorable for researchers in the understanding of the second language; Interlanguage Theory. The theory was not considered in this discussion since it has few practical classroom implications. Nothing much exists in relation to this theory in either literacy or orality (Finkel, Krawitz & Pagan 2014, 91). The Monitor Model Krashen’s Monitor Model remains one of the most widely cited theories of second language acquisition. The theory makes a sweeping assertion despite a number of critics to its reliability. Critics say the theory has little data to support it, and the little data available is over-interpreted. Although the theory was originally developed to explain the originality learning of second language, Krashen recently said that literacy of second language develops in a similar manner (Tabors 2007, 64). The model places emphases overall learning environment. This includes the linkages between the learning setting and the learner, and the correlations between the writers and readers. According to this model, people learn to attain new languages through their efforts to be understood and to understand in meaningful situations. Monitor theory is made up of five core hypotheses; Natural Order, Monitor, Effective Filter, Acquisition learning and Input. Acquisition learning asserts that learning a second language occurs through two independent means. The first is the subconscious process that is identical to the process that children use in acquiring their first language. The Monitor Hypothesis implies that the learner applies the learnt language rules to edit or monitor the language after or before writing or reading the language text. Natural order hypothesis suggests that the skills and knowledge of a second language are acquired in a predictable order (Angelescu, Tofan & Kroeker 2004, 83). Children acquire rules of spelling in a humdrum pattern. For instance, they first use strings of letters to embody whole sentences. The input hypothesis states that people acquire language only in one way; by receiving comprehensible inputs or by understanding messages. Learners then move from their current level of understanding to the next level gradually by processing a limited quantity of new information. Finally, Effective Filter hypothesis argues that there is a filter than sifts motivations, emotions and any other effective futures which have the potential of acting as a barrier to language acquisition (Davies, 2005). Cognitive Theory The Cognitive Theory of language acquisition is narrower than the Monitor Model in outlook. Cognitive Theory focuses exclusively on the internal mental process of the second language learner. It explicitly articulates orality though it can also apply to literacy. Some researchers have used the theory with literacy situations. The theory states that a learner attains the skills of a second language through gradual gathering of the necessary sub-skills (Tabors 2007, 64). In this case, the term ‘sub-skills’ has a special meaning. It refers to procedures such as the strategies involved in selection of appropriate vocabulary, the rules of grammar, the knowledge of opening and closing a fairy tale in a composition, and the knowledge of conventions of given social settings such as introducing oneself and greeting strangers. In the beginning, the learner learns and concentrates on the sub-skills (Canada 2006, 183). This becomes unnecessary as time goes by and the language learner starts concentrating on more concrete aspects of the language. For instance, the hierarchy for writing and setting a goal would be considered a higher order skill compared to choosing a topic. Sub-skills involved would include choosing and recalling words and the use of appropriate syntax. Immediately the component of the learning task becomes automatic, attention of the learner frees and devotes to other prospects of the language learning process. Automaticity comes with practice. Furthermore, as the learner learns more, his mental array of rules and concepts change. TASK 3 Following the research question, the data from this research needs to cast light on whether learning one of the four skills (speaking, reading, listening and writing) is sufficient for acquisition of English language. Taking the theoretical position of the research as a qualitative research study, it will be explored in classroom settings in seven weeks (Davies, 2005). The data collected should provide sufficient information on all the six groups of students in the research to allow the researchers come up with formidable conclusions on the research question. As opposed to the four groups suggested in the research question, the sample population will be divided into six groups. The findings of the groups will be compared to come up with evidence-based conclusion on the research question. Four groups with each group focusing on one core skill and the 5th group will be taught all four core skills simultaneously.  The 6th group will have a mixture of students from groups 1- 4. It will be focusing on Entry Level students (i.e. beginners). The six groups will be divided as follows: Group 1 – Speaking Group 2 - Listening Group 3 – Reading Group 4 – Writing Group 5 – All core skills.   Group 6 – All core skills (with students from group 1-4) In addition, the data collected from the research will include quantitative aspect. A form of quantitative data will be collected from the test result. The data need to reflect the progress of learning English language. This is the reason each group of students will be given the same test at the inauguration and at the end of the research period to assess their learning progression. Nevertheless, maybe this would bring a different dimension into the paradigm position. I will be comparing the initial test results with the test results done at the end of the 8 weeks in order to measure student’s development in learning English (Canada 2006, 183). The evidence collected will be based on the test results and the responses to the questionnaires and interviews on the ways in which students learn ESOL best. In this respect, each individual’s responses and experiences may differ. Hence, interpretive paradigm and constructive paradigm are chosen for the research. The research inclines more towards a case study than ethnography. As it is involves in-depth research into a particular situation and aims to achieve a rich, detailed thoughtful of the case by assessing aspects of it in detail, it does not lay much emphases on ethnography. Given the theories on which the research problem and question is based, the data needs to reflect whether second language acquisition is a subconscious process. The data needs to reflect whether error correction in written English or spoken language may help acquisition. Additionally, it needs to show whether teacher correction of errors affects conscious learning of second language. In the process of finding out whether acquisition of the four basic skills of English is sufficient in learning ESL, the data need to provide a clear indication of the formal rules that play role in acquiring English as a second language. It is important for the data to indicate the right time to teach English grammar, spelling rules and phonics. Additionally, the data needs to provide an insight into the scenarios where sequence language rules are applicable. This is because areas such as spelling rules cannot thrive well with imposed sequence; it works best with invented spelling (Angelescu, Tofan & Kroeker 2004, 83). Furthermore, the data should provide insight on the sub-skills that are attainable through natural writing and reading contexts. Further, the data need to show the impact of opportunities that teachers offer to their students for English writing, reading and conversations. The collected information should also show the activities and practices that encourage self-confidence and high level of motivation to help English learners grasp concepts fast. Reference List CANADA. (2006). Canadian language benchmarks: English as a second language for adults : English as a second language for literacy learners. [Ottawa], Citizenship and Immigration Canada. Davies, B. (2005). The Fairy Who Wouldn’t Fly: A Story of Subjection and Agency. Journal of Early Childhood Literacy , 1-38 TABORS, P. O. (2007). One child, two languages: a guide for preschool educators of children learning English as a second language. Baltimore, Paul H. Brookes Pub. FOX, R. P. (1973). Essays on teaching English as a second language & as a second dialect. Urbana, Ill, National Council of Teachers of English. NATIONAL LEARNING CORPORATION. (2011). English as a second language. Syosset, N.Y., National Learning Corp. EYSTER, C., & NEWLAND, D. (2014). English as a second language. [Falls Church, Va.], Cerebellum. FINKEL, L. S., KRAWITZ, R., & PAGAN, M. (2014). Learning English as a second language; workbook. Aprendiendo ingles como segundo idioma; cuaderno de trabajo. Dobbs Ferry, N.Y., Oceana Publications. ANGELESCU, G., TOFAN, I., & KROEKER, C. (2004). English as a second language. [Calgary, Alta], C21ETV. Read More