The basic difference between Language Learning and Language acquisition is clear.
In fact, in term ‘second language acquisition’, though used frequently, is dichotomous as a second language is normally learnt, not acquired. We subconsciously imbibe and acquire our first language less actively, with more spontaneity and put in a more conscious effort to learnt our second and subsequent language.
There are two ways of acquiring a second language. The first through immersion in the country where it is used and the other is in the classroom. Environment is a key issue in the first method. It has been found that children learn much faster through the immersion process, primarily because of lacking inhibitions, they can interact in a deeper level with native speakers and thus imbibe more automatically.
Of course they are distinctly as is obvious from various studies conducted on First language (L1) and second language (L2). There are certain basic differences in rules of teaching the two languages. There are repetitive errors as a result of interference and influences between the two. In case of a similarity in ruies, particularly grammatical, the influence will be positive, helping L2 on the other hand, trying to acquire L2 from a completely different source, that is by a learner whose L1 doesn’t belong to the same linguistic family will result in negative influences.
Since thus chapter deals with Second Language Acquisition, let us begin by elaborating on the current theory which identifies the predicable and sequential stages of language development patterns where the learner’s progress from zero knowledge of a language to near fluent competence of it. Stephen Krashen’s theory that language acquisition is faster when it is imbibed at a level slightly beyond the leaner’s present level is very widely practiced in this context as it has been found to be useful.
Krashen also argues that a lesson, put in comprehensive TL where leaner can grasp the meaning completely, is certainly more effective. A more task based approach which motivates students into actually performing with comprehensible language is infinitely more productive. He speaks both about ‘subconscious acquisition’ and ‘comprehensible outputs’, as aids to teaching. Researchers pose that extensive exposure to aural and oral material naturally helps learners imbibe unconsciously. We will discuss various stages step by step later but to start with, the early stage of silent exposure, not require any language, is a sure example of this strategy. Of course, like all other language theories this one also has many detractors who argue that ‘comprehensible outputs’ or contextualized teaching depend upon the proficiency level and linguistic abilities.
Cognitive comprehension of a second language is used in two different ways----the less demanding, with very little complex or abstract thinking required on part of the learner, for example, basic dialogue between learners at a beginnings’ level, involving simple words and sentence constructions and the more complex, requiring the learner to analyze and synchronize information cognitively for example, classroom instruction or lectures.
There are several stage s of second language acquisition.
Stage1
A silent receptive or reproduction stage where students are exposed to words the can barely comprehend with difficult. The most effective teaching strategies at this level are pointing to objects, pictures or persons or using simple gestures and mimes.
Students mustn’t be compelled to answer if they don’t want to. Nodding or monosyllabic answers should suffice.
●Use visual aids and gestures. Speak slowly while emphasizing on key words.
●Never force or solicit answers.
●Write key words on the blackboard. Allow students to copy them.
●Use pictures to illustrate ideas and concepts.
●Use Total Physical Response strategies.
Stage2
The next step following initial progress. Students/Leaners have a larger vocabulary. They can use one/two words phrases, albeit hesitantly. They can answer with ‘yes’ or ‘no’ and respond to who, what and where questions.
●Have students participate in charades, both dumb and oral.
●Use role plays as often as possible.
●Ask open ended questions.
●Encourage students to open dialogues.
●Use charts, tables, pictures, graphs and other visual aids.
●Use Newspaper Ads for intensive linguistic interaction.
●Encourage readings in pairs or groups.
Stage3
Learners advantage to brief sentences; communicate and use dialogues; ask questions in target language, usually with a number of errors.
●Have group discussion, involving as many students as possible.
●Improvise drama skits.
●Ask students to fill out forms.
●Assign written compositions.
●Ask for descriptive essays.
●Use music, TV and radio.
Stage4
Students are ar intermediate level of proficiency, staring to use more complex sentences asking for clarifications, making statements and forming opinions about various things.
●Engage students /peer group in various interactive discussion and participatory sessions.
●Show simple film and slides and ask them to write out the scripts.
●Give them prepared scripts with gaps and ask them after listening to radio/visual slides shows.
●Having separate classes for listening comprehensions also work at this stage.
Final stage
Students are at an advanced level. They have mastered specialized vocabulary, can participate in conversations and engage in outside classroom activities.
●Show more complex and longer film clips and videos and set more challenging assignments
●Have a debate
●Select social issues and ask students to discuss and comment.
●Encourage critical analysis of arguments over crucial issues
●Assign composition tasks including writing, checking and critiquing.
●Encourage critical interpretation of/from literature.
●Ask students to design and ask questions, directives for testing and storytelling.
There is a definite pattern in L2 based on a leaner’s L1, specially in systematic error patterns.
Learners tend to repeat mistakes as they tend to generalize language rules and apply them in broader terms to both L1 and L2. But, this can never be used as a general statement as there is no real consistency in this too. Grammatical mistakes, though consistent, can never be specifically grouped and explained away as grammatical morphemes. The difference between learning and acquisition does not follow a set pattern always, though guided by some extent to L1 and L2.
The recent development shows how complex racial, psychological, social, inter personal dimension to SLA is more of an organic process rather than linear. The focus is on learning environment and how different unrelated factors contribute to interactive learning.
The challenge is how to devise a syllabus/curriculum designed to sustain the interest of, say, a beginner’s level L2 learner. They are bound to rely on task based teaching where they maintain a perfect balance between linguistic and non-linguistic tasks and how nest to integrate both as part of the teaching/learning process.
Activities and Exercises
Stage1
Paste a picture on the board and ask students to identify the images.
Ask them to play the ‘Simon say’s’ game. It is simple and doesn’t require words.
Stage2
Divide students in a group and ask them to choose a word. Then tell them to play a charade where they demonstrate by gestures. The other groups must try to identify the actual word.
Devise role plays suited to the learners’ level of proficiency for example, a shopkeeper and a customer trying to buy a product.
Ask the students to write up a dialogue in each group and enact it.
Stage3
Ask students to read a passage or engage them in asking each other some questions. Have one person ask and then reverse the roles.
Stage4
Create a simulated application from e.g for admission to a foreign university and ask students to fill it up with some help.
Help the students to write a short skit and play it out.
Use a prerecorded script as listening practice and later ask the students to repeat parts from it, not exactly, but more to test their aural comprehension.
Have a story telling session.
Final stage
Originate a debate on a relevant, interesting social (safe) issue. Divide the students in two groups, ask them to choose sides and go about it as professionally as possible.
Have a panel discussion on a recently released controversial film they have seen.
Have a literary circle which critiques a play or a literary title of its choice.
Try to arrange a real or simulated interview. Assign relevant roles to 2 students. Ask everybody to chip in with their suggestions. Tell them to create a questionnaire with inputs from all.
The difference between Learning and Acquisition
While learning is usually in mother tongue, acquisition generally entails meaningful interaction in the Target Language, where speakers go beyond mere utterances to conveying messages and understanding communications made in TL. As per Krashen and Seliger conscious language acquisition /learning is aided to a large extent by
●Learning pronunciation and reviewing it regularly
●Building vocabulary from oral and aural materials
●Learning grammar to construct correct phrases and sentences
●Listening to speakers if TL, to follow and learn it.
●Participating in class activities
Benefits of learning and acquisition
●Being able to communicate in other language and culture
●Intellectual prowess
●Increasing economic competitiveness
●Stronger political awareness as a result
●For socially motivated people or activists it may also help in greater ability to maintain peace on earth.下载本文
