The Process of Learning a Second Language

7/30/2019 The Process of Learning a Second Language

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Introduction to E.L.T.:The LearnerVariable In Language Teaching

The Process of Learning a SecondLanguage


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Language Policy and Language Teaching


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The learning process:

How the learnerlearns a second

language

The learner variable:what the learner does


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Recall

The Learning Process:

Second Language Acquisition


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L2 and L1 can be acquired

Simultaneously (or at

the same time)

Successively (or one

after the other)

Age of learning

Environment for

learning

Childhood

Adolescence Adulthood

ClassroomNatural


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According to

Behaviourists

children learn language through habit

formation. When they imitate the language they

hear, practice the sounds they learn and getpositive feedback from adults, they develop the

habit of using the language correctly.

According to

Innatists

children learn language through their in-built

Language Acquisition Device. This processes the

input or language that they hear and helps them

to develop the grammar rules of the language.

According toSocial

Interactionists..

children learn language through interaction withadult caregivers. The adults speak in a way that

helps the child to understand the meanings of

words and helps them learn how to use

language to communicate their needs.

Theories of Language Acquisition


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Second Language Acquisition (SLA)

Second language acquisition is the

process of learning a second

language (L2) after learning the first

language (L1) or native language.

This learning may take place in a

naturalor aclassroom setting.Understanding the process of L1

learning helps us to understand the

process of L2 learning.

Understanding SLA is important to

help usunderstand how to teach a

second or foreign language.


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Stephen Krashens L2

Acquisition Theory


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In the 1980s, a psychologist named Stephen Krashen

transformed language teaching by proposing some new

theories about how second languages are learnt and

taught. He had been developing his ideas over a number of

years, but several books he published during this period

were widely accepted.


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Krashen is well-known for his theory of second language

acquisition, which consists of five main hypotheses*:

The Acquisition Learning hypothesis

The Monitor hypothesis,

The Natural Order hypothesis,

The Input hypothesis, and

The Affective Filter hypothesis

*A hypothesis is an idea or explanation for

something which needs to be tested out.


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The Acquisition-Learning Hypothesis

Acquisition

A subconscious processof picking up a second

language throughnatural exposure

Learning

A conscious process of

studying a secondlanguage in a

classroom setting


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The Acquisition Learning Distinction

Acquisition

Sub-conscious:

through environment(Ex: games,

movies, TV)

Picking up words

Learning

Conscious: through

instruction

Correction of errors

Knowing about

grammar rules

SLA

Pedagogical implications: The teacher should not focus

on teaching grammar rules alone but should also create a

natural language learning situation in the classroom to

help language acquisition.


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Reflection

Do you think that everything you know about Englishhas been taught or consciously learnt?

Do you think that there are situations in which you

simply pick up elements of language (words,

phrases etc.) through the environment? Give an

example from your personal experience.


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TheMonitor hypothesis

The Monitor hypothesisexplains the role ofLearning.

The rules of grammar that are learned function as amonitor and help the learner to correct language errors.

When the Monitor is not used, errors naturally occur.

Pedagogical implications: Correction by the teacher strengthens the monitor but

makes it more difficult for the learner to speak fluently

because if the learner is worried about getting the grammar,

pronunciation etc. correct, he cannot focus on meaning.

The monitor should be used at times when it does not

interfere with natural communication, such as during a

writing activity.


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The Natural Order Hypothesis

Research shows that many elements of grammar are

acquired in a certain order or sequence no matter whenthey are taught. This order can be predicted but cannot

be changed.

Adults learning a second language and children learning

the same second language show a similar order of

acquisition.

Pedagogical implication: Teachers can probably speed up the

process of acquisition but cannot change the order of

acquisition. This means that they cannot force learners to

learn those elements of language for which they are not

ready.


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English morphemes acquired

early:

-ing: Verb ending John is goingto work.

-/s/: Plural Two cats are

fighting.

English morphemes acquired

late:

-/s/: Possessive We saw Janeshouse.

-/s/: Third person singular Roy

rides Trigger.


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The Comprehensible Input Hypothesis

Learners acquire language only when they receive

language input containing some new words or structures

which are a little beyond the words and structures that

they know at the present moment.

The new language should be meaningful and the learner

should be able to understand it with the help of the

context, gestures, facial expressions and other clues.

Pedagogical implication:

The teacher should make an effort to provide exposure to

language that is new but is both meaningful and

comprehensible and can be easily understood from clues

in the context.


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Reflection

Think of an example from your own

experience of learning English when you have

understood a new word or phrase from the

situation or from other clues in the context.


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The Affective Filter HypothesisLanguage acquisition is affected by affective factors or

factors that relate to the emotional state of the learner.These are:

Motivation

Self-confidence Anxiety

LanguageInput

Affective Filter

Language

Competence

LanguageAcquisition

Device


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Low motivation, low self-esteem, and severe anxiety can

combine to 'raise' the affective filter and form a 'mental

block' or an imaginary wall that prevents comprehensible

input from being used for acquisition.

Krashen claims that learners with high motivation, self-

confidence, a good self-image, and a low level of anxiety

are more likely to succeed in second language

acquisition.

When a student is nervous or worried in the language

class, a filter or a kind of barrier goes up that prevents

the input from getting through.

Pedagogical implication: The teacher should make the

classroom anxiety-free and motivating so that the learners

feel comfortable and language acquisition is encouraged.


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Reflection

Try to recall if you have ever had an English teacher

who made you stressed or nervous. Why did this

happen? Do you think this had an impact on your

learning of English at that stage?

Think of an English teacher in whose class you felt

happy and comfortable. What impact did this have

on your learning of English?


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Recall


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Views about Teaching Learning Conditions

Silence is no longer consider golden in a language

classroom. Interaction leads to learning.

Learner activity and participation is considered crucialfor language development.

Relaxed, anxiety-free and encouraging classroomatmosphere aids language learning.

ReflectionWhich of these new ideas do you think have been

influenced by Krashens theories?/ which of these

ideas can you relate to Krashens theories?


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Learning Goals

Focus away from direct teaching of grammar

Developing communication skills in the language

given importance.

Reflection

Which of these new ideas do you think have been

influenced by Krashens theories?/ which of theseideas can you relate to Krashens theories?


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Michael Longs L2

Acquisition Theory

Learners learn new forms in a language

through the negotiation around meaning that

occurs when they engage in communication

and communicative learning activities.

- Michael Long


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Michael Long (1985-1996) extends Krashens theory. He

proposed what has come to be called the Interaction

Hypothesis. According to this hypothesis,

comprehensive input is the result of modified

interaction.

According to this hypothesis, SL acquisition takes place

through conversational interaction.

When learners interact with more proficient L2

speakers, the speakers have to modify or adapt whatthey are saying until the learner understands.

Michael Long's views are based on his observation of

interactions between learners and native speakers.

Longs Interaction Hypothesis

I t ti l difi ti E l 1


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Interactional modifications: Example 1

T: Its rectangular

S: Rectangular?

T: Yeah it's in the shape of a rectangle you know arectangle has two long sides and two short sides.

S: Rectangle?

T: Yes, rectangle - it's like a squareyou know a square?

S: Yes.

T: So a square has four equal sides but a rectangle has two

sides that are much longer and two sides that are much

shorter.S: OK - so thats a rectangle.

This kind of interaction and the modification of input that

occurs provides learning opportunities and makes it possible for

a learner to understand and pick up new words and structures.


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Interactional modifications: Example 2

S: The windows are crozed.

T: The windows are what?

S: Crossed?

T: Crossed? I'm not sure what you're saying there

S: Windows are clossed

T: Oh you mean the windows are closed - oh OK sorry

S: Yes, the windows are closed.

Here the interaction that occurs provides feedback to the

learner and makes it possible for him to learn the correctform of the word he is struggling with.

These kind of modifications are only possible if the

interaction is natural.


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How Language Input ismade comprehensible

Interactionalmodification

Interactionbetween native

speakers or

teachers andL2 learners

Interactional modification (language modified or adapted

during interaction) leads to comprehensible input.According to Krashen, comprehensible input promotes

acquisition.

Therefore, interactional modification promotes acquisition.

Comprehensibleinput


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Activities


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Classroom Scenario

Hong is a 8-year old child who has been learning English

for one year. He demonstrates some comprehension of

oral English by responding to a few general classroom

commands (e.g. Stand up. Sit down. Take out a sheet of

paper). However, he does not give oral responses to

questions and may even begin to cry if asked to do so.

Reflect

1.How would you describe Hongs problem

using one ofKrashens hypotheses?

2.How do you think the teacher can best

help Hong to settle into the English

classes at this stage?

Cl S i


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Classroom Scenario

Savithri teaches English to a class of 6-year old children. Atthe beginning of the year, she puts labels with the English

names for as many objects in the class as possible.Whenever possible she points to an object, reads out thename on the label and gets the students to repeat the nameafter her.

Reflect

1. What do you think the teacher

tries to do in this class? Explain in

terms of one ofKrashensHypotheses.

2. In what way do you think the

children would benefit from this

class?


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What do you think is happening to this student in terms of

Krashen's Hypotheses? Explain your answers.

Discuss what you think these quotes from Krashen mean in terms of


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Language acquisition does not require extensive use of

conscious grammatical rules, and does not require tedious drill. "Acquisition 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." "The best methods are therefore those that supply

'comprehensible input' in low anxiety situations, containing

messages that students really want to hear. These methods do

not force early production in the second language, but allowstudents to produce when they are 'ready', recognizing that

improvement comes from supplying communicative and

comprehensible input, and not from forcing and correcting

d ti "

Discuss what you think these quotes from Krashen mean in terms of

language teaching? Do you agree with the ideas? Why/why not?

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The Process of Learning a Second Language

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