Success in Second Language Learning: Theory and Process - Research Paper Example

Answer 1: Second language acquisition is a complex phenomenon that requires the learner’s unabated commitment, untiring passion, unflinching dedication and absolute concentration to have command over the language other than one’s mother tongue or primary native language. Not only this that learner should be dedicated and curious to have acquaintance with the new language, but also language learning environment must also be complying, peaceful, comfortable and encouraging. Hence, second language learning involves two basic factors i.e. the learner and the learning situations. Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language--natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. (Krashen, 1982: 2) Generally, acquisition is used in place of the term learning as the latter is associated with behaviourist theory of learning. Theorists are of the opinion that learning atmosphere decides the magnitude of language acquisition due to the very fact that man always learns best under most favourable and encouraging state of affairs. On the contrary, if environment is not neither friendly nor encouraging, the learning process witnesses its ultimate fiasco. Most of us know or know of people who have learnt to speak a foreign language quite fluently without any teaching at all: people who travel and work abroad a lot; people who stay in their own country but who mix with speakers of another language. Even quite young children, who drop out of school, often classed as “unteachable”, become unofficial tourist guides and end up managing to communicate in several foreign languages. (Wang, 2009: 58) Answer 2: The instructions and guidelines provided at classrooms to the students really mean a lot for the learners. Though every discipline looks for the classroom instructions for obtaining knowledge of the subject under study, yet it is particularly important in the subjects like mathematics, natural sciences, linguistics and law. Thus, guidelines provided by the teacher at the classroom mean a lot for the students. In addition, the learner’s power and curiosity to pick and observe the teacher’s instructions determine the speed and magnitude of learning the second language. Hence, input in the form of classroom instructions pave the way towards language acquisition mechanism. “The innatist theory assumed that the success in the acquisition process requires a "comprehensible input", i.e. the input slightly beyond the level of the learner's comprehensibility. This input should be meaningful and interesting to the children although it does not necessarily have to be grammatically sequenced.” (Straková, 2007: 122) The learners keep the classroom instructions in mind during their communication with others in the same language, and consequently learning process observes imperative boost. In addition, grammar is a very technical subject and demands complete supervision and guidance to fully comprehend with its tenderness and minuteness in an analytical way. Attitude toward the classroom and teacher factor may relate to both acquisition and learning. Naimon et al. (1978: 130), in their study of French as a second language in Toronto, reported that the students' "general attitude" was the best predictor of success: this measure can best be described as an indication of how a student perceives his individual language situation and his general attitude toward learning the language in this particular situation. In addition, instructor analyses the strengths and flaws of the learners in the classroom, and helps them in respect of removing these flaws, and thus the learning process appears to be perfect in all manners. Answer 3: Teaching not only serves as one of the noblest professions of the world, but also it is a very challenging occupation. The reason for declaring it challenging is partially due to the very reality that teachers are considered to be responsible for the mental and intellectual growth of the students on the one hand and custodian of their learning activities on the other. Ethical practice is the core of teaching and leadership. The moral landscape of teaching and leadership requires a strong moral purpose and a deeply rooted moral compass (Langlois, 2004:81) It is therefore someone has rightly stated that parents coach their own children, while teachers are under pressure for the coaching and brought up of the entire generation of a social establishment. The mind is cultivated, nurtured and assisted primarily by teachers; because of these essential activities, teachers and the profession of teaching have been esteemed throughout history. (Jones, 2000: 61) The importance of carrying out the task of teaching is multiplied to a great extent while coaching the students to learn a second language, because the students belonging to divergent age groups, genders, racial, ethnic and cultural backgrounds, and mental capabilities are to be taught the basics of language, grammar, syntax and literature under one and the same roof. “Learners need to be given the opportunity to make sense of what they hear or see, to notice the contexts in which the samples of the language are used, to interact with them as well as to compensate for the insufficiency.” (Lightbown & Spada, 1999: 19) It is teacher that shows the learners direction to complete the journey towards success, and without the help of teachers, even the brilliant students go astray and their journey can be doubled leaving them at the state of failure and exhaustion at the end. Answer 4: Though has been in practice for centuries, lesson planning is somewhat new phenomenon in teaching particularly in developing states of the world. It provides a complete outline of the methodology to be adopted by the teacher while coaching and teaching the students. Teaching and educational leadership are honourable and influential positions in our society. Associated with this honour and influence comes an immense responsibility. Being a powerful source of cultural transmission, teaching of language and grammar has always been a matter of grave concern for the teachers particularly in the classroom. (Smith & Goldblatt, 2004: 9) It is therefore transfer of vocabulary and tenses is essential part of lesson plans developed and established by the teachers. Instructors clearly mention in lesson plans the methodology of transferring appropriate number of new words, sentences and phrases, as well as maxims and idioms to language class according to the level of the students’ exposure to the second language. Since lesson planning is a comprehensive subject, it involves multidimensional efforts to be made for planning. (Schwab, 1978: 71). Somehow, lesson planning can provide a wide opportunity of teaching the second language. For this purpose, the teachers can provide the copy of lesson plan to the students with the aim of translating it into second language (usually English) at the part of the students. “The students could be asked to create a 'text translation' in their own language(s). In a multi-national class, the teacher might get students working in nationality groups. If the students are used to texting the teacher might get some interesting variations.” (hltmag.co.uk). For example, if a teacher is interested in transferring the knowledge of fruits and vegetables, he can arrange the names of the stuff alphabetically, which would be helpful to the students to compare the names of fruits and vegetables with the names in their primary language. Comparison would be a healthy activity for learning secondary language. (Russell & Korthagen, 1995: 44) Answer 5: Contrastive analysis refers to the inductive investigative approach based on the distinctive elements in a language. (sil.org) In simple words, contrastive analysis focuses upon examining and analysing of different elements of grammar, phonetic and lexical relations while teaching and learning of language. Main elements investigated during the contrastive analysis include phonemes, morphosyntactics, morphemes, word order, lexemes, lexical relations, cross-linguistic, morphosyntactic systems, lexical semantics, translational equivalence, interference and other analysis particularly in foreign language learning. Contrastive analysis maintains imperative significance for language learners. (Wingate, 2003: 19-21) Very few teachers in FSLT of any experience would deny the value of some degree of explicit understanding of the grammar of the language they are learning. (Fisiak, 1981: 127) Though that understanding in some simple cases may be derived from exposure to comprehensible input, there is ample evidence to demonstrate that learners in normal classroom situations are unable to acquire most grammatical knowledge without the benefit of explicit grammar instruction. (Obler, 1980: 39) Contrastive analysis is a complex phenomenon, though it is an essential part of linguistics. Students of literature are not taught contrastive analysis, nor are it the main subject for general users. However, it maintains great significance for the students who want to have command over the grammar, semantics, lexicons and sentence formation a language. Answer 6: Though contrastive analysis are the essential part of linguistics, and enjoy valuable status in learning different cultural aspects through the colourfulness. It is particularly very important for the teachers. Since linguists advancing made many very important studies in the field of teaching, making references with the other sciences, the nature of language, language acquisition; learning and teaching have been studied and the linguistics has come quite a very good level. (Brown, 1987: 13) Language teaching is not something as easy as it always seems to be. Most of the native speakers can’t even use their own language. Though the teachers whose primary language is not English are able to teach the concrete character of the language, yet command over linguistics and contrastive analysis is a must for teaching language to the foreigners. One has to work a lot to teach the abstract and functional character of the foreign language. There are skills to be taught, known as speaking, writing, reading and listening as well. (Lyons, 1983: 57) Hence, the teachers and professors maintaining dexterity over contrastive analysis can coach their students in a better way by examining and pointing out different delicacies in the part of a sentence, a paragraph and a piece of literature. It is therefore contrastive analysis is of tremendous significance in teaching. Answer 7: Transfer of one language another is really a very technical and professional job. Since the world has shrunk to a great extent in the aftermath of contemporary technological advancements, people move from one region to the other for better job, education, business and health prospects, which creates problems in communication because of the divergence and differences in culture and civilisation. Particularly writing is most challenging and intricate task, and serves as most complex ability to acquire. (Allan & Corder, 1974: 177) Being a very important part of culture and most effective way of communication, language is very important for humans to convey their message and communicate with others. The people from different parts of the world move from their native lands to lead a better life in advanced nations of the world. It is especially the case with the Arabic speaking students, which make errors to for long while making translation from Arabic into English. (AbiSamra, 2003: 2) Though it is very hard to completely transfer the meaning of an Arabic word into English, but experts try their best to do so to convey their message in a proper way. Copula omission is committed by ignoring helping verb or interjection. The students ignore helping verb “are” etc while making translation. The example of negative translation is: “There four people in my family”, “her husband name Anwar” and “my brother name Fadi” etc. (Ibrahim et al, 2000: 185) Similarly, negative and positive translation mistakes are also committed by the students. The example of negative translation is: “it’ll never work, while positive translation is “let's look at our alternatives.” (futurevisions.org) The same problems are created by the Arabic speaking students while making translation from Arabic into English. (Fisiak, 1981) BIBLIOGRAPHY: 1. AbiSamra, Nada 2003 An Analysis of Errors in Arabic Speakers’ English Writings Quoted in http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html 2. Brown, H. Douglas. 1987 Principles of Language Learning and Teaching. Prentice Hall. 3. Corder, S. P. 1974 Error Analysis. In J. P. B. Allen and S. Pit Corder (eds.) Techniques in Applied Linguistics (The Edinburgh Course in Applied Linguistics:3), London: Oxford University Press (Language and Language Learning) 4. Fisiak, J. (Ed.) 1981. Contrastive Linguistics and the Language Teacher. Oxford: Pergamon Press. 5. Gass, S. & L. Selinker (eds.) 1983. Language Transfer in Language Learning. Rowley, Mass.: Newbury House. 6. Ibrahim, Zaynab., Aydelott, Sabiha T. & Kassabgy, Nagwa 2000 Diversity in Language: Contrastive Studies in Arabic and English Theoretical and Applied Linguistics American University in Cairo Press 7. Johnson, Gill 2005 Humanising Language Teaching: Lessons Outline Year 7; Issue 3 http://www.hltmag.co.uk/may05/less01.htm 8. Jones, F. A. 2000 Teaching-Honorable Profession: but what has gone wrong? Gibbs Magazine, June Edition 9. Kelly, Dorothy 1998 Ideological implications of translation decisions: positive self-and negative other presentation Quaderns. Revista de traducció 1, 1998 Retrieved from http://www.raco.cat/index.php/QuadernsTraduccio/article/view/25142/24977 10. Labov, William. 1985 Principles of Linguistic Change (Volume I: Internal Factors). Padstow, T.J. Press. 11. Langlois, L. 2004. Responding ethically: Complex decision-making by school district superintendents. International Studies in Educational Administration, 32(2), 78-93. 12. Lightbown, P., & Spada, N. (1999) How Languages are Learned. Oxford: Oxford University Press. ISBN 0-19-437000-3 13. Lyons, John (Tr. Ahmet Kocaman). 1983 Kuramsal Dilbilimine Giriþ, Ankara, Olgaç Basýmevi. 14. Naimon, N., M. Fröhlich, D. Stern, and A. Todesco (1978) The Good Language Learner. Toronto: Ontario Institute for Studies in Education. 15. Obler, L. 1980 Right hemisphere participation in second language acquisition In K. Diller (Ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley, Ma. Newbury House. 16. Russell, T., & Korthagen, F. (Eds.). (1995). Teachers who teach teachers: Reflections on teacher education. Washington, DC: Falmer Press. 17. Schwab, J.J. 1978. The practical: A language for curriculum. In I. Westbury & N.J. Wilkof (Eds.). Science, curriculum, and liberal education: Selected essays. Chicago: The University of Chicago Press. 18. Skinner, Tobin R. 2001 Copula Omission in L1 English Wh-Questions McGill University Retrieved from http://westernlinguistics.ca/Publications/CLA-ACL/Skinner.pdf 19. Smith, Déirdre & Goldblatt, Patricia (2004) Ethics and the Teaching Profession Ontario College of Teachers 121 Bloor St. E Toronto Ontario, Canada http://www.isatt.org/ISATT-papers/ISATT-papers/DSmith_EthicsandtheTeachingProfession.pdf 20. Straková, Zuzana 2007 Second Language Acquisition and the Role of Input in the Classroom Retrieved from http://www.pulib.sk/elpub2/FHPV/Kesselova1/pdf_doc/16b.pdf 21. Wang, Chengjun 2009 On Linguistic Environment for Foreign Language Acquisition Asian Culture and History Volume 1 No. 1 School of Foreign Languages Yangtze Normal University 98 Julong Road, Lidu, Fuling, Chongqing 408100, China CCSE Retrieved from http://www.ccsenet.org/journal/index.php/ach/article/viewFile/374/328 22. Wingate, J. Douglas 2003 Contrastive Analysis LinguaLinks Library, Version 5.0 published on CD-ROM by SIL International Retrieved from http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsContrastiveAnalysis.htm 23. Positive and Negative Language http://www.futurevisions.org/ldr_creativity_posneg.htm Read More