Language Learning Activities - Essay Example

Introduction In this paper the goal will be an attempt to expound and concentrate on two language learning activities namely Total Physical Response (TPR) and the other activity shall be the linkword technique of learning language. Then the two learning activities will be compared to second language acquisition theory by Stephen Krashen. The language learning approaches are Total Physical Response, linkword method, and Krashen’s second language acquisition. Total Physical Response is known to be a good approach for language learning. This is especially true for beginners who are learning the language for the first time. However, it has also been known to work well at any level of language learning. The linkword method, on the other hand, involves using images to link a word in a learner’s first language with a word in the foreign language the learner is learning. For example if an English speaker is learning French the instructor would provide the learner with an image of the object and its English word, and then link it with a French word for the image. In Krashen’s theory of second language acquisition there are five main hypotheses used to understand the process of language acquisition/language learning. These hypotheses are the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the affective filter hypothesis. These three methods have advantages and drawbacks. There are certain fundamental principles that ensure success of TPR as a learning activity during the process of language learning. These principles are built upon the second language acquisition theory by Stephen Krashen. The first principle states a language can be learned easier when a student can be in a position to receive a lot of comprehensible input from the natural surrounding. Comprehensible input means something that is simply understandable through communication which Krashen commonly refers to as the communicative act. The second principle is that a language learner benefits greatly from a ‘silent period’ during the learning process. The silent period is the period when the learner tries to understand and to respond to language instructions without attempting to speak. The silent period is natural and language learners speak only when language has fully developed in their brain. A learner will undergo a process of learning where he/she just receives input but stays for a certain period of time before they can speak the language. The silent period varies from person to person. Types of TPR The main concept in language learning using TPR is that a learner hears language and physically responds to what they hear. However, language learning through TPR can be done through several methods that include TPR-B, TPR-O and TPR-S. Vocabulary learning using TPR-B TPR-B means Total Physical Response with the body. This involves communication through movements of the body like sitting down, standing up, jumping, touching you ear and other bodily movement. This method is known to teach vocabulary related to the human body and bodily movements. This method is effective since it teaches a learner name of body parts and other bodily actions. In this sub-section, it shall try to focus on vocabulary learning using TPR-B as a learning activity and support my discussion with the second language acquisition theory of language learning. The theory has two distinct methods of second language performance, namely the acquired system and the learned system. The acquired system is the product of a subconscious process which children undergo when they are acquiring their first language. On the other hand, learned system is the product of formal instruction by a person who is knowledgeable about the language. Krashen concludes that learning is less important than acquisition. The first thing that a language learner needs to put in mind when learning language using TPR is that they should first learn to listen to instructions in the language they are learning and try to respond physically to them without attempting to speak. For example, the tutor may say something like “stand up”, and then demonstrate with an action. The learner is also required to respond to the instructions after the tutor has demonstrated the action severally. For example, when the tutor says ‘stand up’, the learner should respond by standing up. Gestures in this case help to add sufficient non-linguistic context in order to convey meaning to the learner and make it easy to comprehend instructions. When this is done several times, the learner is in a position to comprehend the instructions. For instance, when learning German language as a second language. The tutor will formulate a task based on instructions that he/she utters and then demonstrate what he/she meant in the utterance. The tutor may say ‘stand up’ and then he/she stands up. The tutor then use gestures to tell the learner to stand up also. Then he/ she could say ‘sit down’ as he/ she sits and gestures the learner to sit also. If this is repeated for several times the learner will learn to understand the words and respond to what they mean without talking. The learner is likely to gain several vocabularies and understand their meaning. If a learner is consistent in learning and sticks to instructions the learner is likely to develop a big number of vocabularies which they can understand and respond to with ease. Caution should be taken to ensure that a learner does not try to speak so soon before they have heard enough of the words in the new language. This is known to distract a learner from rapid vocabulary development because their anxiety level is likely to rise and affect the learner’s ability to acquire vocabulary. The ability to internalize the new words in their brain can also be affected by high anxiety. Another important thing that a learner should know is that trying to speak too soon may affect their ability to pronounce words correctly in the second language. That is why a second language learner should take time before attempting to speak to ensure that they hear enough of the vocabulary and develop the right proficiency in pronunciation. Research has shown that young learners do well in areas of phonetics and acquire near native-like pronunciation in the second language. Pronunciation is mostly learnt through imitation and young children are good at it. Adult learners are known to do well in learning new lexical items in the second language since their power to recall is higher than that of children. TPR-O TPR-O means Total physical Response with objects. This is well done with objects placed on a table, picking one at a time and saying its name. For example, one can pick a cup and say this is a cup, then do the same with a plate or a spoon. After introducing the items one by one the tutor can then ask questions like where the cup is and the learner responds by pointing at the item they think has been mentioned. This method can be used to learn vocabularies of items such as utensils, fruits, furniture among others. This is a very effective method of learning vocabulary for tangible objects and verbs associated with these objects. This method of language learning involves conscious learning of language and a learner can learn as much as they wish depending on the time they dedicate to learning. TPR-S TPR-S means Total Physical Response using a story. This theory is very popular among language tutors across the entire United States of America. It was developed by Blaine Ray and it involves acting out some stories to help learners recall the story and the vocabularies used in the story. Where a story is done in form of a song it becomes even much easier to recall and it is effective with young children. The linkword language learning strategy This method of language learning was formulated by Dr. Michael Gruneberg. Dr. Gruneberg has also produced books with the linkword technique in several languages to help students to learn a new language with ease. The best thing with this method is that it uses a vivid image of an item and provides its name. An arrow is also used to show the connection between the image and other images in a list. This helps the learner to keep the image vivid in their brain and formulate a logical connection among the objects. This helps a learner to learn vocabularies in a language faster. At this juncture it shall be attempted to relate the two language learning activities that are total physical response (TPR) and linkword techniques with the second language acquisition theory by Stephen Krashen. The natural order hypothesis This hypothesis claims that acquisition of grammatical structures follows a certain order that is predictable. The theory claims that when a learner receives a second language input he/she acquires it following a certain order. Language teachers tasked with formulating the syllabus for language teaching can use any order and not necessarily following the acquisition order. The major aim should be language acquisition learnt in any order as long as the learner acquires the language competence in the long run. However, TPR method and linkword technique of language teaching can be used to teach language concepts in any order as long as the learner will acquire language competence eventually. Input hypothesis In Krashen’s input hypothesis language acquisition takes place in a certain order. Krashen argues that when a learner acquires language input that is one step beyond his/her current linguistic competence then progress occurs along the natural order. Krashen says that learning influences acquisition and adds that the natural communicative input should be instrumental when designing language learning syllabus. In this case TPR method and linkword technique of teaching language are effective in providing comprehensible input to assist the learner during the learning process. The affective filter hypothesis Krashen argues that there are certain variables that he calls affective variables and play a vital role during second language acquisition process. The affective variables include self-confidence, motivation, and anxiety. A learner with a high self-confidence, high motivation a good self- image and low levels of anxiety will learn language easily. Affective filters act as mental blocks which prevent comprehensible input from being acquired by the brain. When either TPR method or linkword method is used to learn vocabularies in a language, both work best when the learner has self-confidence, low level of anxiety, and is well motivated. Conclusion The second language acquisition theory by Stephen Krashen attempts to explain what happens during the entire process of language acquisition. For a learner to acquire language the brain of the learner has to be exposed to the language being learnt. The language acquisition device (LAD) is activated and starts to process and acquire comprehensible input from the natural environment. The brain then processes the input and after a certain period of time the brain is said to have acquired competence level. Before competence level one undergoes what is mostly referred to as silent period. This period is when somebody is trying to build enough competence in the language they are trying to learn. Research has shown that between infancy and puberty the mind of a human being has the capacity to learn language at a very fast rate according to Lenneberg (1967). This period is known as the critical period. When either TPR method or linkword technique of language teaching is used at the critical period, it is likely to yield good results. TPR method of language learning has been found to work effectively for beginners as well as for advanced learners. This method has proved to be one of the best in learning vocabulary for both new learners and advanced ones. On the other hand linkword technique has also proved to work well for both beginners and advanced learners. The most important thing to keep in mind when using TPR or linkword method as a learning activity is to make it regular and great emphasis should be put on the initial stages of learning and keep the pace constant. This would ensure that competence is acquired and language learning takes place. Another important thing to point out is that language learning takes different pace with different people. Two people can start their language learning sessions at the same time and learn for the same duration of time but they will not acquire language at the same rate. Different people will have different paces during language acquisition/learning process References Asher, J. and Price, B. (1967). The learning strategy of total physical response: Some age differences. Child Development. 38. 1219-1227. Asher, J. (1972). Children's first language as a model for second language learning. Modern Language Journal. 56. 133-139. Berretta, A. (1986). Program-fair language teaching evaluation. TESOL Quarterly. 20. 431-444.  Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall. Read More