Interaction and Second Language Learning - Article Example

INTERRACTION AND L2 LANGUAGE By School Introduction The learning of second languages is increasingly gaining popularity across the world. This development has been furthered by increasing globalization, a prospect that has necessitated increased interaction between people. In such transforming global scale, there is need for understanding of trans-national citizens. This is instrumental in promotion of trade and international inclusivity and unity. In this sense, the learning and training of second languages has been integrated in many learning institutions to empower students with necessary social skills to promote international development. Due to the difficulties encountered by different students in learning the second languages, it has become essential that specific strategies are put in place. Such strategies involve behavioural changes targeted at enhancing understanding of presented facts under varying contextual orientations. Notably, success in learning second languages requires critical input from the learners. Thus far, many standard strategies have been forwarded as blueprints to learning of second languages. Specifically, the learning process involves determination of ideal learning process that fits one then involving one’s self in the learning process. Moreover, the learner must be in a position to show eagerness towards expansion of their language, taking into account the immense demand L2 is likely to impose on them. This analysis focuses on critical aspects of L2 learning Social Interaction Reviewed As introduced above, social interaction is increasingly becoming a vital part of global setup. As a result, there has been increasing need for people to adopt second languages to further the interactions. By definition, social interaction is considered as an action or actions occurring between two or more persons to which all the involved parties are aware of. In this sense, the actions of one person attempt to take into account the perceptive orientation of the other party before accomplishing certain acts. In short, the aspect of social interaction is only realized when all the parties are aware of the developments and the goals of the given interactions. To this end, it is conclusible that social interactions entail the process by which specific persons act and react towards specific developments within their environments. Notably, social interactions can occur in various forms. Firstly, the interaction can be facilitated through verbal exchange of information. In the context of exchange, many theorists have argued that award of rewards for certain social behaviours are likely to enhance repetition of the behaviour. As will be seen later, the aspect of reward is central to L2 learning. In another ideological setup, competition is cited as a result of social interaction in which different persons are striving to achieve a result which only one can achieve. This promotes commitment, and can hence be exploited to enhance learning of the second language. Indeed, this aspect has been prominently applied in the contexts of many western economies. It should, however, be appreciated that enhanced competition is likely to cause mental and psychological strain and personal conflicts thus impeding learning process. Above all, social interactions are founded on cooperation enabling socially diverse people to work together towards achievement of a specific common goal. Social Interaction in L2 Learning There are several aspects to learning of second languages, the ways varying distinctly among children and adults. The first aspect associable to social interactions is the notion of behaviour. Notably, specific languages have different non-verbal or behavioural cues with which they are associated. As such, learners learn to associate the behaviours with the languages. However, such association of behavioural perspectives to various aspects of a language can only occur if the learners and their educators are subjected to mutual co-existence, a mutual closeness that effectively occurs under social interaction. Based on the cognitive model of second language learning, information processing is integral. Notably, various languages have different contextual interpretations that can only be learnt through close interactions with the native speakers of a given language. Basically, any L2 learner starts the learning process by integrating the characteristics of their first languages before slowly learning the non-verbal and verbal cues associated with the second language. This leads to many errors in language at the onset of their learning process. With time, however, they shun the errors slowly as they gain more comfort in their L2. For instance, a comparative study of Nigerian English and the UK English would reveal a great disparity. At times, it could prove quite difficult for a native speaker to connect the speech of an ESL speaker. Therefore, it remains essential that the ESL speakers learn to associate contextual meanings of given conversations to their specific meanings, a development that is facilitated through social interaction with the ENL speakers. In similar light, cognitive model outlines competition as an integral factor in language learning. As noted earlier, competitive setup is a factor in social interaction, with different persons striving to be like their fellows. Through such competitive setups, one strives to do their best, to learn the second language faster and more accurately. In line with the monitor hypothesis, the concern of one to produce accurately articulated languages acts a s a monitoring system to their utterances. This monitoring system comes into focus in instances of social interactions which prompt the specific learners to want to speak more accurately. This observation is furthered by the assertions of the input hypothesis that notes that the probability that one is able to rapidly acquire a language is based on the level of exposure they are subjected to. Through such exposure, a speaker’s level of competence and comprehension of the given language is enhanced. This, therefore, implies that social interaction of a person with native speakers of a given language increased their chances of acquiring the given language. Basically, there are several aspects to behavioural perspectives in L2 learning. Firstly, imitation is a prominent characteristic. Through social interactions, one is able imitate the characteristics of their educators. Further, behavioural perspective promotes practice and consequent reinforcement of learnt aspects. Above all, continued social interaction ensures sustainability of the learnt principles of the second language, making communication through the L2 language a habit. To this end, it is conclusible that social interaction promotes mimicry and memorization of the L2 language. While many persons may want to learn an L2 language, Krashen’s model indicates that only a few are able to reach the aspired milestone. In this respect, the affective filter hypothesis comes into play. Based on this hypothesis, it is argued that feelings, motives, attitudes, needs and emotional orientations influence L2 learning. A close monitory of the factors cited in the affective filter hypothesis indicate that they have their roots in the social interaction outline. It may be wondered how information is processed in different persons during the L2 learning process. It must, however, be appreciated that attention processing is a fundamental aspect of any learning process. Indeed, there is a limit to the amount of information to which a learner can pay attention at any given time. Through critical review, it is notable that the process of attention development is rather slow, involving establishment of experience and constant practice. Such a development of experience is only realizable if the person is subjected to a challenging environment, an environment created through competitive setup. In addition, the learning process involves re-structuring of language. Such restructuring may appear as sudden bursts, but should, nevertheless, treated with due caution. For prompt restructuring to be realised, the learners must be in a position to encounter the specific linguistic features more frequently, a view proposed by the connectionists. Such frequency and restructuring, like in earlier discussions, is enabled through continued social interactions which promotes team work towards a common objective. Analysis of Theoretical Differences To begin with, the socio-cultural perspective stresses that the development of a given language, the L2 language in this case, is promoted through social interaction between different persons. This may be through their linguistic exchange and programmed use of specific languages, or through mediated writing and reasoning. The advocators of this theoretical orientation further outline that collaboration between the parties involved in the linguistic interaction is vital in enabling the L2 learners to acquire more accuracy in their use and application of the second languages under different contexts. However, the theory stresses that the persons from whom the learners gain language experience are supposed to be more knowledgeable in the L2 language compared to the learners. The interactionists’ model focuses on the nature of interactions existent between the L2 learners. It aims at unveiling the trends in language use between the sects, and attempting to derive the meanings of various words as used in different contexts. In the process, the model outlines the existence of distinct disparities between language use among native speakers and non native speakers. As an example, a linguistic analysis of Native American English and its Jamaican variant would show great disparity. In similar sense, an analysis of New York English would indicate remarkable revolution that has been imposed on the language through interaction of people of different social and cultural orientations. In fact, the interaction hypothesis is fundamentally built negotiation for meaning, a perspective that is non-existent in the sociocultural and the sociolinguistic concepts. In this respect, the interaction model lays focus on the individual cognitive orientation, dealing with one learner at a time. On the other front, the study of socio-cultural developments in language use involves analyses of co-construction of languages. This reflects grouped analyses of social and cultural perceptions and influences on a given language. Thus far, there is no accurate theory that can be conclusively used as a foundation towards the explanation of the learning process involved in the acquisition of the second language. Indeed, the various theories exhibit great disparities in their contextual applications. The social interactions theory advocates that the learning process of the second language is founded on association between the learner and the interlocutor. Despite the differences in the theories, it is worth noting that they mainly focus on the same objectives. Through various researches, it is notable that all the theories revolve around social interactions and factors that influence such interactions. The chief focus areas for the research works include the aspects of innatism, behaviourism, information processing and connectionism just to mention a few. The sociolinguistics model, on the contrary, is based on the existence of specific social networks within the community. Such social networks, in this context, are defined as structures of speech used in the setting between different individuals. Based on this theoretical orientation, it is believed that the interactions between the members of the given setting enhance language change. The participants in the social network may vary. At the center of the network is the anchor, who happens to be the educator. From the anchor, information deviates outwards to learners. This informational transfer, however, requires that the learner be directly linked to the anchor. From the sociolinguistic perspective, the relationship between the educator and the learners can be simple or complex. The network can be perceived to be weak or tight depending on the level of association between the learners and the educators. In tight setups, the interaction is characterized with lack of innovation in speech habits, a direct contravention to loose linguistic setups where the members of the population under review exhibit diversity in their speech. According to Howard’s communication accommodation theory, the interactions between people play a critical role in their adjustment of speech, vocal characteristics and non-verbal perspectives. These changes are often aimed at minimizing social disparities among the interacting members. In summary, the sociolinguistic Relevance to Trainers With the constantly evolving linguistic setup, it is increasingly becoming vital for teachers to gain theoretical insights to enhance learning process. In some instances, it is appreciable that the linguistic progress of a learner is directly dependent on the internal and personal factors within the learner. Such innate setup could easily affect internalization of the new languages. According to the UG concept of language, the teachers will be able to know that teaching of grammar does not guarantee fluency in such students. Rather, their full potentials can only be realized through strategic creation of rapport between the learner and the trainers. As a result, the teachers will learn how to apply specific communicative language teaching strategies. This is specifically important since learning can only occur in such setups if a commendable natural input is placed from both fractions. In summary, the teachers will be able to learn how the mother tongues of the various students were acquired, and applying similar acquisition mechanisms in their teaching process to promote acquisition of the second language. In many cases, translation of mother tongue words to the L2 language has been carried out by trainers to enhance the learning process. By all indications, however, this technique has often proved less successful in some instances. Indeed, this prospect has often led to blame games, with the instructors receiving accusations of failures to adequately prepare the students to the real-world communication needs. Such blames have often been rife in situations where students use direct translations in their communications leading to contextual confusions. Therefore, an insight into these various aspects is important in helping the teachers to integrate their teaching contents in line with the demands of their roles. They will be able to understand the inputs required of them in the learning process. Cognitive reasoning is a prominent field of focus in learning of second languages. As a result, educators should be well versed with the connectionists and information processing models. Based on these two models, learning process should be directed towards establishment and strengthening of associations. Moreover, focus on these perspectives will be able to strategically position the educators to promote automation of various learning activities. Through appreciation of the role of association and automation in learning process, the educators will be able to promote practice among learners. Moreover, cognitive reasoning will enable the trainers to know the roles of input, interaction and feedback in the learning process. By all indications, trainers who have shown application of the theoretical perspectives discussed herein have seen progresses in fluency and contextual soundness in L2 language use among their students. The models used in understanding and teaching of L2 prove conflicting. As such, the trainers need to understand the fundamental points of conflict among the theories. In such sense, they will be able to exploit full potentials of their students in understanding of the L2 language. Through various researches, it has been shown that the learning processes can be reconciled. This process is, however, complex and hardly realizable. To this end, it is notable that the ideal way of enhancing learning among students is by trainers being well versed with all the theoretical perspectives applicable to L2 learning, and selectively applying the theories as opposed to attempting to harmonize the theories. Without a doubt, language development is a highly complex process whose complete understanding is quite difficult. For instance, the process involves understanding of morphology and syntax associable to specific languages. Further, the process requires acquisition of pragmatic and sociolinguistic perspectives which enable correct application of specific vocabularies to given contexts. This means there is need for the acquisition of the theories will enable the L2 teachers to know the specific factors that can be exploited to enhance fluency among learners. Moreover, it is a common observation that the speeds with which learners acquire certain skills and linguistic fluency in L2 are highly variant. Taking this into account, it is only proper that the L2 teachers understand the causes of such variations among students and device proper ways of dealing with them. To this end, the aspect of interactions among students and between the students and the trainers resurfaces. While certain forms of interactions promote learning of the L2 language, other interactions inhibit the learning process. As a result, theoretical insight empowers the teacher with the ability to distinguish between the two forms antagonistic interactions. Through this, they will be able to promote a meaning-focused learning process. According to the ‘pushed out hypothesis, having insight into the strengths and weaknesses of students will inform call for linguistic revision among students. In eventuality, the students will be able to correct their mistakes and become better placed in the new language. Finally, the learning process has evolved greatly in this era of technological revolution. In classes, movies, theatrical productions and voice recordings are gaining popularity. All these revolutions in the systems have been necessitated by the disparities among learners. All these are aimed at subjecting the learners to ideal settings that would enhance their grasp of the contents being presented. By default, such settings promote interactions between the trainers and the trainees. Similarly, L2 learning principles promote stress-free learning which enables the teachers to learn more effectively. Conclusion In summary, the learning of second languages is becoming instrumental in the current global setup. It is integral in promotion of cohesion and international understanding, a prospect that is vital in the prevention of international wars and possible misunderstandings. However, such learning of L2 languages has often been challenging. In this respect, the study has indicated the need for mental and psychological preparedness among learners and educators. To facilitate the learning process, theorists have proposed three universal models. First of these is the interactions model which stipulates that learning of second languages is promoted through interactions between different persons. In this sense, social association between different persons, the learners and educators, determine the rapidity with which the learners are able to grasp the principles of the second language thus their progression in fluency in L2 language use. The socio-cultural theory, on the other hand, focuses on the various social characteristics and behavioral aspects attributable to a given language. Finally, the third theory- the sociolinguistic orientation outlines the need for contextual awareness and phonetic characteristics of the L2 language. In unison, the above theories provide insight into divergent factors that influence contextual application of a given language. Therefore, it is vital that educators learn the theoretical aspects to ensure adequate interaction with their learners. Through such knowledge-based training, the teacher is able to integrate the contents of their classes in line with the immediate abilities of their classes. Reference Mitchell, R., Myles, F., & Marsden, E. 2013. Second Language Learning Theories. (3rd ed.). London: Routledge. Read More