The nature of the second language acquisition and learning

Assignment

Name- Hareshwari Y. Kapdi

Roll no. 7 

Entertainment no-2009108420200020

Paper name - A English Language Teaching-1

Topic- The nature of the second language acquisition and learning.

MA Sem-3

Submitted to- S.B. Gardi department of English MKBU

Abstract :-

The language is not to be considered merely as a medium of instruction or a subject of learning at all levels of education, but as a powerful medium of expression as it plays a vital role in developing intellectual and cultural life of an individual. Language learning is essentially fun, or should be, if it is done naturally, in line with how the brain learns. We learned our first language quite well, without explicit instruction. Unfortunately, the teaching of second languages has been turned into a complex classroom ceremony. Now let’s discuss The Nature of the Second Language Acquisition and learning in this I discuss three points Second Language Acquisition, Bilingualism and Task based Language learning. Now let’s discuss one by one in detail

Key Words: Second Language Acquisition, Bilingualism and Task based Language learning.

Second language refers to any language learned in addition to a person's first language; although the concept is named second-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term acquisition was originally used to emphasize the non-conscious nature of the learning process,[note  but in recent years learning and acquisition have become largely synonymous.

SLA can incorporate heritage language learning,but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations.

Second-language acquisition (SLA), second-language learning or L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a sub-discipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education.

A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer.

The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning and the more time they spend doing free voluntary reading. The input hypothesis developed by linguist Stephen Krashen theorizes that comprehensible input alone is necessary for second language acquisition. Krashen makes a distinction between language acquisition and language learning (the acquisition–learning distinction),[1] claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process in L2 (Language 2) is the same as L1 (Language 1) acquisition. Learning, on the other hand, refers to conscious learning and analysis of the language being learned.[2] Krashen argues that consciously learned language rules play a limited role in language use, serving as a monitor that could check second language output for form assuming the learner has time, sufficient knowledge and inclination (the monitor hypothesis). Subsequent work, by other researchers, on the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.

Research on how exactly learners acquire a new language spans a number of different areas. Focus is directed toward providing proof of whether basic linguistic skills are innate (nature), acquired (nurture) or a combination of the two attributes. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that SLA is a purely psychological phenomenon, and attempt to explain it in a social context. Some key social factors that influence SLA are the level of immersion, connection to the L2 community and gender. Linguistic approaches consider language separately from other kinds of knowledge and attempt to use findings from the wider study of linguistics to explain SLA. There is also a considerable body of research about how SLA can be affected by individual factors such as age and learning strategies. A commonly discussed topic regarding age in SLA is the critical period hypothesis, which suggests that individuals lose the ability to fully learn a language after a particular age in childhood. Another topic of interest in SLA is the differences between adult and child learners. Learning strategies are commonly categorized as learning or communicative strategies and are developed to improve their respective acquisition skills. Affective factors are emotional factors that influence an individual's ability to learn a new language. Common affective factors that influence acquisition are anxiety, personality, social attitudes and motivation.

Individuals may also lose a language through a process called second-language attrition. This is often caused by lack of use or exposure to a language over time. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition. Finally, classroom research deals with the effect that language instruction has on acquisition.

 What is First language?

      First language means mother tongue .Primary language that the child would learn.

       First language has an importance influence on the second language acquisition.

   First language is our identity.

The field of second language acquisition (SLA) studies is characterized

by two different traditions. One tradition is linguistic and focusses on the

process by which learners build up their linguistic knowledge of the second

language (L2). Here the focus is on learning. Human beings are credited

with an innate capacity to learn language which explains why the process

of learning manifests distinct structural regularities. Human beings also

possess a common set of wants and needs, which they express through

language; this, in tum, accounts for commonalities in the way the L2 is

used. The other tradition is psychological; it focusses on the different ways

in which learners cope with the task of learning and using an L2. Here

the focus is on the learner. Human beings are individuals; they differ with

regard to gender, age, motivation, personality, learning style, self-esteem

etc. Each person has her own way of going about things with the result

that there is immense diversity in both the way learners learn and in what

they achieve. The teacher needs to take account of both of these tradi-

tions-she needs to consider how learners learn and she needs to consider

how they differ.

Ø What is Second language Acquisition?

      SLA means the processes through which    someone acquires one or more second or foreign language. (Nunan)

       SLA is also closely related to  cognitive psychology , and education 

        According to Kreshan, the Acquisition of a language is naturalistic process, where as learning a language is a conscious one.

        Second language is a   foreign language.

       More informative , L2 can be said to be any language learned in addition to one’s mother tongue

        L2 – target language

  According to David Nunan’s Essay Second Language Acquisition

The term second language acquisition (SLA) refers to processes through which someone acquires one or more second or foreign language. (David)

Ø Two types of Contrastive Analysis 

v Positive transfer

        These studies were conducted in the belief that a learner’s first language (L1) has an important influence.

v Negative transfer 

        Proponent of constructive analysis argued that where L1 and L2 rules are in conflict , errors are likely to occur that are  result of ‘interference’ between L1 and L2.

Ø Research

Product orient Research

         Morpheme order means minimum meaningful language

         In the order ‘natural’ sequence

         Language competence morpheme is second level of the rules

Instead of using CA to predict difficulty or explain errors, teachers could use it to compile instructional materials that address the contrastive differences of the two languages, and then employ the contrast-oriented instruction to first raise learners’ consciousness about the difficult grammatical forms and then learn them.

Ø According to Stephen Krashen's Theory of Second Language Acquisition

According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (Krashen)

Ø Process oriented Research

      Research reviewed above focused on the product or outcome of acquisition.

Ø Learning and language acquisition of language two in Indian context.

Learning and language acquisition has observations.

        Very little acquisition takes place most of the time learning occurs that two not is in real sense. Because of the lack of atmosphere very little acquisition except in English medium schools or convent school and metro cities-because lack of motivation, lack of practice.

       Background of language 1 is helpful in learning language L2.

        Sometimes habits or incomplete knowledge of language L1 many create clashes while learning language L2 because very often students do not have enough knowledge of language L1.

        When language L2 is learnt in Indian context grammar is much more emphasized.

        Learning of language L2 has become mechanical artificial and boring.

        Natural order of four basic skills of language learning is not maintained perhaps that is whey learning of language L2 becomes strainers.

Language acquisition in children takes place they get motivation, feedback all these two affects language acquisition. Natural order of four basic skills of language learning is

ü Listening

ü Speaking

ü Reading

ü Writing

Conclusion:-

In a sense, then, helping learners to grow and catering for diversity calls

for the same set of basic skills from the teacher. In particular, the teacher

needs to be a good communicator. The truth of this observation becomes

more and more apparent to me as I observe lessons in different parts of

the world. Teachers vary enormously in their abilities to communicate

effectively in the classroom. Some are expert, able to provide the kinds

of interactional conditions that help learning to grow and to adapt how

they communicate with individual learners to cater for diversity among

them. Other teachers are less expert.

Language pedagogy has been traditionally seen in terms of 'ap-

proaches', 'methods' and 'techniques' (Anthony, 1963). It is true that

teachers need to know what to do in the classroom, so these concepts are

useful. But ultimately, stimulating growth and catering for diversity is not

a question of any of these, but of how well the teacher can communicate

with her learners.

Works Cited:-

Ø David, Nunan. Second Language acquisition. Ed. Nunan David. Cambridge University Press , 2001.

Ø Krashen. "Principles and Practice in Second Language Acquisition." (1982).

Ø Nanan, David. The Cambridge Guide to Teaching English to Speakers of Other Languagev. Ed. Ronald Carter David Nanan. Cambrige University Press, 2001.