Cooperative Language Learning and Contemporary Applied Linguistics - Article Example

ASSIGNMENT 2: BOOK REVIEW TABLE OF CONTENTS Introduction………………………………………………………………………………………3 Literature review………………………………………………………………………………….4 Brief profile of particular L2 learning situation………………………………………………….6 List of criteria based on research for selecting and evaluating the course-books………………...7 Critical evaluation of the three books/sets of materials……………………………………….......8 Brief Evaluation of own assignment……………………………………………………………..10 Conclusion……………………………………………………………………………………….11 List of references………………………………………………………………………………....12 Appendix…………………………………………………………………………………………13 ASSIGNMENT 2: BOOK REVIEW INTRODUCTION Language teachers need proficiency and expertise in the language they teach. The nature of classroom contexts or settings can also impact learners’ ability to understand and conceptualize a particular language. Language helps people from different social or cultural backgrounds to relate and make sense of their experiences (Kinginger, 2013, pp.15). Parents, teachers, and other caregivers use language to shape and nurture the development of their children, as well as to reflect the values, experiences, and identity of the family or community. Teachers have an enormous task to create a relaxed and comfortable environment in which learners discover the complexities associated with the language and language acquisition (Kinginger, 2013, pp.21). However, knowledge of linguistics does not necessarily lead to successful language teaching practice. Jack Richards and Theodore Rodgers (2007) in the book Approaches and methods in language teaching discusses the major trends in language teaching in the twentieth century. The two authors emphasize the benefits of cooperative language teaching in contemporary classroom settings. On the other hand, Wei Li, Vivian Cook, and Flowerdew (2009) in the book dubbed Contemporary applied linguistics focus on the different perceptions, attitude and motivation that learners have toward the target language and how they (perception, attitude and motivation) affect language learning. Meanwhile, Karlfried Knapp (2007) in the book Handbooks of applied linguistics: communication competence, language and communication problems practical solution, discusses the domains of language awareness. LITERATURE REVIEW Cooperative language learning Cooperative learning (CL) is arguably one of the most efficient language learning strategies for all student types, including mainstream students, English language learners (ELLs) and academically gifted students (Richards & Rodgers 2007, pp. 192). It not only promotes learning but also fosters friendship and respect among diverse groups of learners. Through cooperative learning strategies, students learn to depend on each other in a rather positive way for different learning tasks. However, it is imperative that teachers establish classroom protocols and norms that guide students to share, encourage each other, stay on task, contribute, and solve problems (Richards & Rodgers 2007, p. 192). The classroom norms will also guide students to help each other, as well as give and accept feedback from peers. Cooperative learning is particularly useful to students learning a second language. Besides, it promotes peer interaction, thus helping in learning of various content and concepts. Teachers should assign ELLs to different groups/teams so that they benefit from the role models of English language (Sharan & Shachar, 1998, pp.13). According to Shlomo Sharan and Hana Shachar in the book, Language and learning in the cooperative classroom, cooperative learning enhances interaction and communication among students regardless of differences in their social, religious, cultural, racial, or political affiliations (Sharan & Shachar, 1998, pp.75). On the other hand, Elizabeth Cohen, Celeste Brody and Mara Sapon-Shevin (2004) emphasize that language interns should learn how to conduct laboratories and to construct experiences that rely upon both cooperative and collaborative learning approaches (Cohen, Brody & Sapon-Shevin 2004, pp. 40). They further state that students often experience copious collaborative learning (CL) approaches, including writing workshops and literature circles. Perception, attitude, and motivation to language learning Learners hold diverse views, perceptions and attitudes upon certain languages and language learning. Such perceptions, attitude, behavior or motivation impact their ability to learn the language effectively. The book dubbed Contemporary applied linguistics by Wei Li, Vivian Cook, and Flowerdew (2009, pp.43) examine the various perceptions, attitude and motivation that learners have toward the target language and how they (perception, attitude and motivation) affect language learning (Li, Cook & Flowerdew, 2009, pp.93). Negative attitude and perception toward the target language hamper a student’s ability to learn various aspects of the language. Such student might take much longer to ultimately learn the language compared to most of his or her colleagues with fairly positive attitude, perception and motivation toward the language. ELL students tend to develop negative perception and attitude toward English because of lack of motivation among other factors (Li, Cook & Flowerdew, 2009, pp.32). Overall, anxiety and motivation are among the fundamental factors affecting input comprehension in language learning. Richard Gardner and Zoltan DöRnyei (2002, pp.43) in the book Motivation and second language acquisition argue that teacher perception, self-perception, and motivational intensity significantly affect L2 proficiency. Family members and friends may also influence or even inculcate certain perceptions or attitudes in the leaner’s mind (Gardner & DöRnyei 2002, pp. 56). As a result, they will ultimately lose interest and motivation to learn the language even if they had a personal interest in it at the outset. Domains of language awareness Successful language teaching requires proficiency/competence in language use, significant knowledge about the language, and knowledge or awareness of teaching methods. Scholars may gainfully conceptualize the aforementioned three areas as a domain within language awareness (Hadeed 2010, pp. 99). The user domain encompasses the ability to use the language effectively and appropriately in various situations and an awareness of the social and pragmatic norms that underlie such appropriate use. On the other hand, the analyst domain covers knowledge of the language – knowledge of how language in general works. Language awareness entails understanding of the functions and norms of language systems, including grammar, vocabulary and phonology (Hadeed 2010, pp. 99). Lastly, the teacher domain involves awareness of ways to initiate and exploit the language learning opportunities, the significance of classroom interaction and learner output. Karfried Knapp (2007, pp.53) asserts that language awareness grew as the concerns of foreign language teaching receded. A broader educational concern took over (Knapp, 2007, pp.76). Curriculum developers put forward language awareness as a goal for school learners in the British national syllabus to remedy various educational problems. BRIEF PROFILE OF PARTICULAR L2 LEARNING SITUATION A Japanese student pursuing his undergraduate studies at a U.S. college would experience difficulties learning English due to lack of communicative competence and the impact of his first language (L1). The goals of learning the second language (L2) would further determine his ability to learn English more quickly and effectively (Gray, 2014, pp.55). The L2 learning motivation would also immensely affect the student’s input in language learning. Internal factors such as age, personality, motivation, experiences, cognition, and native languages have a significant impact on language learning, especially for ELL students. Learners who have already acquired experience and general knowledge of a language are in a better position to embrace the culture of the new language (Gray, 2014, pp.61). Overall, students with greater cognitive ability will make faster progress. Students whose second language is from same family (language family) as their first or primary language have fairly easier task learning the second language compared to those whose second language is from different language family from the primary language (Gray, 2014). A typical case in point is a Dutch child. The child will learn English much easier and more quickly compared to a Chinese or Japanese child. External factors that also characterize a particular language learning situation include curriculum, instruction, culture and status, motivation, and access to native speakers. LIST OF CRITERIA BASED ON RESEARCH FOR SELECTING AND EVALUATING COURSE-BOOKS/SETS OF MATERIALS Selection of the most appropriate course-books is critical since these books provide a structure and a framework from which language learning process can begin. A logical process of decision-making will ensure that decisions made are reasonable and reliable, thus helping to avoid entering into lengthy, impractical evaluation research (Eapen 2011, pp. 33). The criteria for selecting and evaluating the course-books largely depend on the content, accuracy and currency of the materials. The first and major step in the selection/evaluation process involves analyzing or reanalyzing the intended situation, as well as comparing the information with intended learning/teaching situation as the publisher stated. The second step is the analysis of syllabus and methodology of the materials. Once the main teaching points have been identified, their strengths and weaknesses are evaluated (Eapen 2011, pp. 33). Meanwhile, the user(s) of the course-books, as well as the situation should also be considered in the selection and evaluation process. For instance, it is important to examine the specific objectives of the course, criteria for measuring progress, age of the learners and their level of language, and the type of language learning experience. CRITICAL EVALUATION OF THE THREE BOOKS/SETS OF MATERIALS In general, the three course books are designed to provide comprehensive knowledge and understanding of the language teaching principles. They also cater for learners’ linguistic and communicative needs. The copious topics, case studies, and interviews help to accomplish the goals and objectives of language learning. The books adopt the latest teaching approaches and integrate specific assessments into the learning process. In addition, the books enable tutors to actively monitor the progress of learners through summative and formative assessment tools. They further highlight the role of language in learning and interactions in contemporary society. Apparently, language influences day-to-day activities of learners in addition to every aspect and interaction. For instance, people use language to inform others about what they feel and desire, as well as understand or question the world around them. People communicate effectively with gestures, words, and a tone of voice in various situations. Human ability to communicate effectively with fellow beings not only strengthens bonds and teamwork but also separates them from other animal species. In essence, communication drives lives of humans and improves their living conditions. Nevertheless, the existence of copious different languages continues to puzzle many scholars. However, misunderstandings are still commonplace despite the gains of communication and human ability to communicate effectively with each other. Language is generally beneficial whether individuals do it for fun, for personal travel or for their career. Language is vital for virtually all cultures regardless of someone’s nationality, religion, race, gender, or occupation. Although the syntax widely remains the same, a few changes would happen to pronunciation, grammar, and alphabet. Furthermore, language plays a vital role in business as business enterprises attempt to reach global markets and audiences. More business leaders are likely to recognize a person and business interests if the latter has adequate knowledge of foreign languages. The author asserts that discussion is the best approach or method of teaching, as well as understanding a language. In particular, discussion fosters accommodative and co-operative learning among participants in most classroom settings. It reinforces the belief or notion that teachers play the role of a communicative, active partner in learning in addition to being a provider of favorable learning environment (Cohen et al. 2004). Overall, modern learning institutions have embraced collective, co-operative teaching because it encourages students’ participation. It makes them active participants in the classroom setting. Furthermore, it enforces acceptable behavior thus making learners morally responsible in different societal contexts. Lastly, co-operative learning is an essential tool for eliminating discrimination, intolerance and unfairness in classroom settings and the learning institutions in general. Meanwhile, the studies indicate that new technologies also play a vital part to foster students’ understanding of second language. These technologies also promote constructive interactions and communication among learners from different social, cultural, religious, political and economic backgrounds (Cohen et al. 2004). Similarly, an appropriate technology would enable many people to examine the role of peer collaboration thanks to computer-mediated communication in educational contexts. Modern computers, for instance, are equipped with programs that help learners to understand a second language and communicate with other colleagues more efficiently (Cohen et al. 2004). In contrast, distance education in the past was based on teacher-student (one-to-one) model or framework of correspondence study. The use of modern technologies and software is a response to various limitations and setbacks of the instructional delivery systems. These technologies have also increased student-to-student interactions (Cohen et al. 2004). However, most classroom settings still miss a conventional tool for examining and comparing interactions across different modes of delivery, or even taking into account the unique abilities and characteristics of each interaction mode. Such tools would be vital to studying the abilities of these modes of delivery, as well as to determine how they encourage collaborative learning and promote interaction. BRIEF EVALUATION OF OWN ASSIGNMENT The assignment provides a detailed assessment and evaluation of the challenges facing learners in their attempt to acquire a second language. It also highlights some of the major strengths and weaknesses of contemporary language learning frameworks and strategies. Jack Richards and Theodore Rodgers (2007), in the book Approaches and methods in language teaching highlight the benefits of cooperative language teaching in contemporary classroom settings. Furthermore, the assignment comprehensively examines the impact of emerging technologies to foster constructive interactions and communication among learners from different social, cultural, religious, political and racial backgrounds. Adequate understanding of the language and culture of other people or groups shows that a person acknowledges and appreciates cultures and views of others (Wichadee & Orawiwatnakul 2012, pp. 93). It assignment further shows that many people often understand their wants or needs better than someone else who ostensibly lacks adequate background about the group or community. Direct communication during most business transactions has psychological effect since most clients are more likely to believe or trust what a person says right before them. Direct communication creates a more intimate relationship compared to a condition where a person uses a translator or other alternative means of communication (Wichadee & Orawiwatnakul 2012, pp. 93). Thus, direct communication will help to build strong and lasting business connections/relationships that are central to the success of the entity/enterprise. The assignment has successfully analyzed the significance of aims and approaches, language content, skills, topics, and methodology in the evaluation of strengths and weaknesses of each course-book. Extensive experience and theoretical knowledge are particularly critical to the selection and evaluation of the three materials. CONCLUSION The three course books display both the desirable characteristics/aspects and areas of weakness in relation to language learning. Many schools have recognized the vital role that language plays in the lives of learners. A number of schools have shown commitment to offering second language to students as early as middle school. Incidentally, many schools and employers now consider specific language requirements to be part of the application process. Language helps people from different social or cultural backgrounds to connect and make sense of their experiences and interactions. Therefore, parents, teachers, and other caregivers use language to shape the development of their children, as well as to reflect the values, experiences, and identity of the family or community. Teachers have an enormous responsibility to create a relaxed/comfortable environment in which learners discover the complexities associated with the language. Most learners acquire communication skills early in life – the central foundation for their communication abilities and second language acquisition (SLA) in the future. Language is also a crucial tool for solving problems. Students can enlist the help of colleagues or authorities in trying to understand the world. Thus, the learner’s potential to solve problems should be measured both in terms of what they know, and their capacity to benefit from what other people have helped them to understand. An individual may also constructively use the knowledge of others to change their understanding of a particular subject matter. The nature of classroom settings can also impact learners’ ability to understand and conceptualize a particular language. For instance, a class that comprises students and teachers from different cultural, social, racial, and political backgrounds could enhance the learner’s zeal and passion to understand various aspects of a language. List of References Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (2004). Teaching cooperative learning the challenge for teacher education. Albany, State University of New York Press. Eapen, R. L. (2011). English language teaching at the primary level: Foundations for bilingualism or not? Journal of International Education Research, 7(4), 33. Gardner, R. C., & DöRnyei, Z. (2002). Motivation and second language acquisition. Honululu, Hawaii, Univ. of Hawaii Press. Gray, J. (2014). Critical perspectives on language teaching materials. Hadeed, A. (2010). Looking beyond the classroom: A critical view of language and learning. language learning through assisted teaching asma hadeed. Interdisciplinary Journal of Contemporary Research in Business, 2(8), 99-107. Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Knapp, K. (2007). Handbooks of applied linguistics: communication competence, language and communication problems, practical solutions. Berlin, Mouton de Gruyter. Li, W., Cook, V., & Flowerdew, J. (2009). Contemporary applied linguistics. London, Continuum. Richards, J. C., & Rodgers, T. S. (2007). Approaches and methods in language teaching. New York, Cambridge University Press. Sharan, S., & Shachar, H. (1998). Language and learning in the cooperative classroom. New York, Springer. Trappes-Lomax, H., & Ferguson, G. (2002). Language in language teacher education. Amsterdam ; Philadelphia, J. Benjamins Pub. Co. Wichadee, S., & Orawiwatnakul, W. (2012). Cooperative language learning: Increasing opportunities for learning in teams. Journal of College Teaching & Learning (Online), 9(2), 93. Xiongyong, C., & Moses, S. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in china. International Journal of Business and Social Science, 2(24) Appendix CLT – Communicative Language Teaching EFL – English as a Foreign Language ESL – English as a second language L1 – First Language L2 – Second Language SLA – Second Language Acquisition CL – Collaborative Learning Read More