Second Language Acquisition and Autonomous Induction Theory - Article Example

Topic: Writing a Review of an Article on Second Language Acquisition Research of the Student) University Topic: Writing a Review of an Article on Second Language Acquisition Research Introduction This paper will enter into a discussion on the article The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning by Carol A. Chapelle. The source for this article is: The Modern Language Journal, Vol. 93, Focus Issue: Technology in the Service of Language Learning: Update on Garrett (1991) Trends and Issues (2009), pp. 741-753, published by Wiley on behalf of the National Federation of Modern Language Teachers Associations. In the article Chapelle emphases on the consequences of the changing, universal technologies for language acquisition, assessment and its use. She sheds light on the uneasy relationship of Computer Assisted Language Learning (CALL) and Second Language Acquisition (SAL) processes and gives an account of the present state of the art and points towards the new and challenging directions of SAL. The Main points of the Article Chapelle writes “The point of departure for this article is the dissimilarity between the theoretical landscape within view of language teaching professionals in 1991 and that of today”. (p.741)The pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning opportunities and a variety of theoretical approaches to second language acquisition (SLA) which have developed, are alternative beats of the same heart. The multiple theoretical perspectives grouped into four general approaches support this perspective as elucidated by Chapelle who writes: “Cognitive linguistic (Universal Grammar, autonomous induction theory, and the concept-oriented approach); psycholinguistic (processibility theory, input processing theory, interactionist theory); human learning (associative-cognitive CREED, skill acquisition theory); and language in social context (sociocultural, language socialization, conversation analysis, systemic-functional, complexity theory)” ( p.741). Technological advances and internet revolution and the resultant changes have necessitated modifications of communicative competitive theory and this has proffered a direct challenge to Second Language Acquisition (SLA). Autonomous Induction Theory (Carroll, 2006) This theory lays much emphasis on natural talents and process through which a student undergoes, than in instructed SLA. As per this theory, the learning process goes on without the student being actively conscious of it. The process is just like the elementary command on the mother-tongue exercised by a child even before going to school and that process of self-education goes within the perimeters of the household and immediate surroundings. The teachers (mother, father or other family members) do not know that they are teaching as such and the student (the child) does not know that it is going through the learning process. This theory substantiates the claim that innate mental structures are accountable for a learner’s development of language. But the contention that the students should engage only with natural authentic language talents is just the part of truth. SLA is a comprehensive process, ever changing process, and all the beneficial aspects for the learners must be integrated into the syllabus of learning. Students need to have the liberty and facility to choose from a variety of approaches. Technological innovations present many new possibilities. As such SLA theory has rightly moved beyond the narrow program of generative linguistics as relevant to the present times. The author has discussed a number of theories under linguistic and psycholinguistic approaches, general human learning, approaches to language in social context. The sum and substance of the discussions prove that issued related to SLA cannot be particularized in isolation and the skills can be acquired through harmonious blending of the factors associated with the above theories, depending upon the need of the individual or the group inclined to acquire the skills. The outcomes of the technological innovations are like the growth of the octopus, which grows in all the directions. What will be the impact of a particular innovation on the process of Second Language Acquisition on a particular student, a group of students, or the education system as a whole? This will be known not immediately but over a period of a time. Take for example the innovation of the internet. Its impacts on the education system, world trade, political alignments, research and many other societal segments are precedent--shattering. Distance Language Courses for the purpose of SLA, is a revolutionary concept and a great gift of the technology. They can cater to each segment of the SLA aspirants depending upon their requirements, taking to consideration their sociological and cultural needs and learning capabilities and also taking into consideration their nationalities. Courses can be designed as per their particular requirement, instead of the general courses available in a classroom that may consist of students from several nationalities. Critique of the article The author enters into a discussion on the article The Relationship between Second Language Acquisition Theory and Computer-Assisted. The research question is about the impact of the Computer-Assisted procedures in the process of Second Language Acquisition. The author has made conscientious efforts and explicitly identifies the SLA theory which motivates language acquisition processes by briefly examining the merits, limitations and scope of a number of SLA theories mentioned in the above paragraphs. The author’s research design is valid. Relevant statistics and charts lend credence to the arguments tendered in the article. Her study is not based on assumptions; the points are well-argued with evidence and useful support material. The author’s conclusions follow logically from her data/research theory. For each theory the author has provided the relevant explanation, the area of tis coverage, and its limitations. As such, the study owns perfect validity and reliability. The implications and research provide concrete evidence that the impact of Computer-Assisted procedures are going to herald a revolution in the approach in the acquisition process of Second Language, its study will gain momentum and internet will play the pivotal role in the system of education. This is a highly research-oriented subject that has sociological, cultural and political significance. No off the cuff recommendations can be made. It needs reiteration however, that the subject of Second Language Acquisition will attain new dimensions with the technological advances. The author opines that this is an area worthy of notice and further contemplation. Chapelle also suggests that such theoretical approaches can be useful in the development and evaluation of CALL materials and tasks. Finally, I propose that the expanding use of technology changes the nature of communicative competence theory, challenges SLA theory, and increases the number of consumers for SLA research. (p.741) Thus the author takes note of the ongoing processes and the progress that has been taking place in the area of technology that will have significant impact in the Second Language Acquisition area. The supposition that second language learners acquire skills of written and spoken language with the process of continuous interaction with expert speakers of language, like teachers and peers, is just the part of truth. The possibilities of learning through computers are immense, and in many areas they excel human capabilities. Proficient speakers can also speak through the computers and the students will have the choice of a number of talented speakers and they can learn the language sitting in the comfort zone of their study room, and save their precious time and expenditure on gas, travelling through the busy roads to their universities. Non-native speakers will be blessed with a boon as if, when they see texts accessible in material that suits their temperament and level of intelligence. The possibilities are immense and the course so designed may have features of learner support like illustrations, explanations that assist the learner in vocabulary selection. When the options of such courses are available, the teacher will be able to select a text taking into consideration the cultural background of a particular student/or group of students. Computer-mediated discussions will provide the experience of participation to the student to improve the written and spoken language skills and they will mitigate anxiety and lack of confidence while communicating in a classroom atmosphere. Such computer-assisted language learning activities have practical and philological objectives organized into tasks to allow second language learners to learn while doing. Second language course creators should plan for collaboration of those results in the use of directed language aims, allowing learners to practice new procedures, purposes, and configurations. Learner-content interaction can occur through cooperative learning activities while providing opportunities to develop linguistic and communicative competence. Study-buddy approach is also a useful procedure in the process of SLA. Conclusion During the past twenty years the nature of SLA theory familiar to researchers working in the field of education in USA has progressed as has the range of SLA theories that can be drawn for developing education and for conducting research on CALL. Chapelle writes “The hegemony of generative linguistic theory that says nothing about instruction has given way to theoretical approaches that focus on factors that can be designed and shaped to be beneficial for a learners development of communicative competence”.(p.751)What was not true in 1991, and may be today, is that the majority of professionals in language learning and teaching see immense possibilities to enhance the capabilities to teach Second Language through innovative procedures that are the logical outcomes of the technological innovations. Intensively interactive and linguistically rich environments are afforded by technology. Comprehensible input is critical for Second Language Acquisition and interface can improve the process of acquisition and fluency. The day is not far off when the Chancellors of educational institutions, principals, professors and lecturers will stand in queue in front of a super computer of languages seeking employment opportunities in various departments of linguistics! The technology will transform the teaching of foreign language and it will bring tutoring in tandem with advancement in technology. Students will enjoy freedom in education in the real sense of the term, with facilities for authentic personalized mode of study. One-on-one, self-paced, without any requirement for management! Students can practice at will, as long as they want and in the environment of their choice. The technological devises will do everything, often beyond the reach and the patience of the teacher. The teaching drill will come out of the classroom and the student is the monarch of his program for study. Reference Cited Chapelle, Carol A (2009).The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning: The Modern Language Journal, Vol. 93, Focus Issue: Technology in the Service of Language Learning: Update on Garrett (1991) Trends and Issues, pp. 741-753: Wiley on behalf of the National Federation of Modern Language Teachers Associations Read More