Current Theory of Successful Second Language Learning - Essay Example

Introduction Second language learning is a topic that has highly been researched on by many scholars. This has resulted in accrual of vast information concerning aspects that fetter or augment second language learning. The amassed knowledge correlates to diverse experiences of authors on this subject. This paper will therefore illustrate my personal knowledge as a language learner of the English language. It will also depict the essential components, according to Brown’s factors. Croft (1980, p. 399-418) Personal experiences as language learner of English language My personal experiences as an English language learner were both interesting and exigent. This was due to various factors. First of all, the idea of getting to know a foreign language is very exhilarating in itself. You envisage the benefits that will accompany knowing it and this becomes a great source of motivation. Brown, (2001, p. 54-71) There are challenges that one experiences when learning a second language. One can easily learn a foreign language where the people around him interact using the language. This is according to Diaz-Duque and Ozzie in their communicative journal. It is quite challenging to learn a language in class and interact in a different language in your daily dialogue. Diaz-Duque and Ozzie, (1989; p. 93-102) One has to invest time reading articles written in foreign language so as to comprehend. It is not feasible to be taught every foreign word; rather one has to find out other words by himself. Pronunciation is also a great challenge but one that can be overcome with time as one continues speaking the foreign language. Eggington and William, (1987; p. 32-87) Commonalities and differences in language learning Kaplan, (1980) illustrates that there are various factors that can either enhance second language learning or hamper it. It is however quite imperative to note that there are some disparities in these aspects. One of the major factors that bring in variation in second language learning is age. This factor plays a key role. One’s age can determine how fast he or she can learn a second language. Kaplan and Robert (1980, p. 24-102) Children always are highly predisposed to learning a second language faster than adults, says Kaplan and Robert (1980). The common factor relates to the issue of looking forward to benefit from the second language. This is always a motivator to all apprentices. Differences can also be found in the approaches used by instructors to teach a foreign language. Some instructional approaches can enhance or hamper learning. Kaplan and Robert (1980, p. 24-102) For instance a teacher who uses complex terminologies may make students not to comprehend than one who uses very simple words. According to Houghton, (1991), if learners are willing to communicate one to another, using the foreign language, they will understand it quite fast. In a situation whereby the language learners are actually self motivated in learning a foreign language, they always tend to grasp it within no time. Houghton (1991, p. 75-90) Conditions for successful language learning Research carried out by Brown reveals that there are diverse conditions for successful language learning. Most of these conditions are based on learners. Other conditions should however be initiated by the teacher. They include motivation and the aspiration to benefit from the language. This is usually quite imperative for the student to have a strong interest in the second language. Connor and Kaplan (2003, p. 153-167) Brown, (2007) argues that learners should not just rely on the information learnt in class only. They should try to carry out further research in the foreign language. A student should try as much as possible communicate in the foreign language. It is essential for learners to remain focused and not to shy off in case he makes pronunciation mistakes. Brown (2007, p. 46-128) This will categorically help them to learn many words in the second language. Motivation can also be initiated by the teacher in order to make students garner interest in the language. A favourable learning atmosphere is very vital when learning a foreign language, says Ellis (2002). With the overall consideration of these conditions or factors, learners will definitely have successful foreign language learning. Ellis (2002, p. 71-107) Creation of these conditions by a teacher Teachers are endowed with the role of ensuring diverse favourable conditions prevail when teaching a foreign language. According to Gibbon (1990), one of the factors illustrated above is motivation. This is a paramount aspect when it comes to learning a second language. A teacher should therefore strive to motivate his students in relation to learning a foreign language. Gibbons (1990, p. 230-235) Grundy (1995), in his paper says that instructors can also motivate students to read books written in foreign language by giving small rewards to those who accomplish maybe one book within a weak. This will spur interest within the learners. It is very essential to note that that learning a foreign language can be an uphill task for students. A teacher should therefore strive to create a favourable milieu for the students. The environment should be very welcoming to the students in order to minimise their stress when learning. Grundy (1995, p. 5-22) Cohen in his book stresses that instructional aids are very essential when teaching a foreign language that consists of many students with different native languages. One has to use real objects to pass on the information. Patience on the side of the teacher is quite imperative. This is more so when learners make pronunciation mistakes. Cohen, (2000, P, 181-190) Harklau (2002) asserts that instructors have to encourage the students to interact in the foreign language class. This will enhance their learning. Lecturers should therefore use instructional models in order to augment learners’ overall comprehension. Making lessons interesting is quite essential. Harklau (2002, 329-350) Essential components of a successful language-learning Based on my own experience of language-learning and language-teaching, the best components of successful language learning are well illustrated by Brown. Brown has basically divided the components or principles into three major categories. They are as follows; i. Cognitive principles Automaticity This is whereby an individual carries out the overall processing of the language in the subconscious mind. In this case, Kaplan and Robert (2001) the mind gives some marginal concentration to different language forms. This therefore helps one to understand the new language being studied. Brown asserts that for anyone to learn a second language effectively there must be some movement of controlled forms of language to the processing that is automatic in nature. This applies to the language forms that are unlimited in number. Kaplan and Robert (2001, p. 103-152) Automaticity according to Brown, (2007), is enhanced where one lingers or ponders on the rules of the language. This has to be carried out consciously and not unconsciously. The learner also has to carry out a thorough analysis of the second language and consciously think about the diverse forms therein. Under this principle, Brown says that students tend to absorb a foreign language mechanically. A teacher should therefore not overwhelm students with practice, balance and language rules. As they progress, they become more fluent and stop thinking more about the language. Brown (2007, p. 46-128) Meaningful learning This is the type of learning that generally results in retention within a long time span. In this principle, Brown (2007) says that teachers have to use classroom activities that generally capture the needs of the students. This is whereby a teacher uses examples that excite or interest the students. Classroom activities are generally tailored towards students’ goals. This enables students to remember learnt topics for a long period of time. Rote learning is highly encouraged as it tends to link the new knowledge being learnt to the old knowledge that the students know. Brown (2007, p. 46-128) Anticipation of reward In this concept, Brown (2007) expounds that learners are basically motivated to learn a new language because of the reward(s) that they will get afterwards. It is very important to note that the reward could be either tangible or intangible. Tangible rewards maybe a certificate, a dress as gift from their parents etc. Intangible reward could be the self esteem or recognition in the society. Brown (2007, p. 46-128) Generally human beings always tend to behave in a certain way so as to get a reward from it. Therefore students also strive to read, work hard with the knowledge at the back of their mind that there is a reward for their work. The reward in this case may short term or even received in the long term. Whenever a teacher rewards a student, they always endeavour to work harder. A teacher can use compliments, encourage students and also augment students’ enthusiasm in learning a second language. Brown (2007, p. 46-128) Intrinsic motivation Intrinsic basically means that it is found within the individual. In his case, most of the rewards that motivate the learner are found within him or herself, says Kaplan (2001). This is considering the fact that the person knows what he or she needs or desires. For instance a student, who desires to secure a well paying job in an airline, will work hard to pass the course. This is considering the fact that student knows that the airline can’t hire her without other a certificate in a foreign language. This will definitely motivate the student to work hard. In such cases, there is no need for external rewards. Grabe and Kaplan (2001, p. 45-73) Strategic investment This refers to the education strategies and time that students invest in the process of learning. Brown (2007) stresses that for any learner to reap fruits related to learning a second language; he has to invest efforts and time. This also includes paying his attention to various strategies in order to understand the language. For instance, a learner has to spare time to read books written in the foreign language. Students should never think that their success in learning a second language is purely their teacher’s business. They need to know that their efforts are quite essential. Teachers should therefore encourage students to carry out their personal studies after classes. Brown (2007, p. 46-128) Autonomy Authors Addison and Patsy reveal that for learning to be successful the learners have to be partially in control of their own learning. They should however see their teacher as their guide and not an answer to all their send language problems. This means that teachers can never deliver hundred percent. As students study on their own, they are always free to ask their teacher for guidance. Addison and Patsy (2000, p. 77-95) ii. Affective principles Language ego For language learners to succeed, they have to expand their thinking capacity. They actually need to develop an ‘ego’ for the new language. When people generally learn a new language, they tend to have a new feeling. They can even start acting in a way that is not their usual self. As students develop this new feeling, Brown (2007) says they tend to feel uncomfortable in the learning or classroom environment. Teachers need to be aware of this and take necessary steps. These include giving students challenging but not overwhelming work. It is important for a teacher to give students maximum support at such a time. Brown, (2007, p. 46-128) Self confidence This where by learners cultivate confidence in their own abilities. They simply believe in their ability to make it despite the challenges that they go through in the learning process. If they believe in themselves, they always succeed. This means that teachers should help students or second language learners to believe that they are well able to learn the language. A teacher can do this by telling students stories of how other people started off on a bad note but managed to learn a new language. Attitude is quite important is someone is to succeed in anything. Students need to work on their attitudes regarding their abilities. Brown (2007, p. 46-128) Risk taking (willingness to communicate) Brown (2007) in his book says that students have to take risks in relation to learning. This is whereby they try-out far much beyond what they think is certain. This calls for learners taking a realistic appraisal of themselves. This purely means that they should look beyond their limitations and try out tasks that seem hard. This may include interpreting information written in the foreign language. They can also try to produce some articles in the foreign language. They have to be daring so as to perfect their skills in the language. Brown (2007, p. 46-128) Language –culture connection It is never enough to learn about a language. One has to strive to learn more about the culture and way of thinking of the native speakers of the language. For teachers to teach a language, they also have to go further and teach about acting, feeling and cultural values of the people who speak that language. The more the students get to know about the other culture, the more they understand about the language, says Brown (2007). The two therefore go hand in hand. For any person to say that he or she has successfully learnt another language, the person should also have learnt about the cultural values, beliefs etc. Brown (2007, p. 46-128) iii. Linguistic principles Native language effect An individual’s native language can either have positive or negative effects on his second language learning. Brown (2007) asserts that an individual’s fist language has a strong influence on general acquisition of a foreign language. It can therefore interfere or facilitate the comprehension of the second language. There are some languages that are quite related in terms of pronunciations and spellings. Such will definitely enhance learning. Brown (2007, p. 46-128) Where the two languages have same words but with conflicting meanings, then it becomes hard for the learner to decipher. At the beginning, many learners have problems in comprehension as their first language tends to interfere. A teacher needs to clearly show students the errors that originate from their first language. A teacher has o teach students how to think in the second language. Brown (2007, p. 46-128) Inter-language This is where learners’ improvement in the second language becomes systematic in nature, explains Brown (2007). Most second or foreign language learners tend to have a systematic development. It is important for learners to go through this development fully in order to understand the second language. A teacher needs to give learners feedback that will enable them become accurate in their second language. Brown (2007, p. 46-128) Communicative competence For one to be termed as having communicative competence, Brown (2007) asserts that he must have pragmatic, organisational, strategic and psychomotor competence. A teacher needs to ensure that there is language use and not just usage within the classroom or learning environment. Students have to be encouraged to speak their second language fluently. Brown (2007, p. 46-128) Conclusion Each person is normally taught his first language at birth. At some point in life, one may desire to learn a second language. Learning a foreign language can be an exciting experience as well as challenging. Teachers and students have a role to play in ensuring successful learning of second language. Various conditions have to be put in place. They include Brown’s principles; linguistic, affective and cognitive principles. Read More