(PDF) Language learning assignment

APPL 912, 2018 LANGUAGE LEARNING

APPL 912, 2018 LANGUAGE LEARNING
1.0 INTRODUCTION
Language learning in the professional world is a process for developing proficiency in
communication and professional skills. I moved from Pakistan to Australia as a foreign
student in order to pursue my degree in Linguistics. I chose to study this course in a native
English region for cultural diffusion and proficient skills. Like many students in English
classes, learning a language for a specific context is beneficial (Halliday & Hasan, 1989). My
plan to pursue a Linguistic course in a foreign land meant better credentials and appeal to
employers. It was a requirement that I start with ESL classes and Teaching English as a
Second Language (TESOL). Despite the fact that I had a Master’s degree in Linguistics, I had
to go through this learning experience for proficiency in the language. Learning through
different techniques made the experience more fruitful. Designed for learners who do not use
English as a first language these courses train students in accordance with the global
standards. This discussion focuses on the techniques used by multicultural students in
learning the language. It brings out theories concepts through my experience as an urdu
speaking student in Australia.
2.0 LANGUAGE LEARNING
Whorf (1940, p.229) states that everyone communicates through a thinking process
developed from infancy “Because of….firm connection with speech habits that have become
unconscious and automatic…” the variations in symbols and language thoughts makes
language different in structure and meaning.

APPL 912, 2018 LANGUAGE LEARNING
2.1 Internal factors
Renowned modern-day scholars like Chomsky support traditional Psychologist Jean Piaget's
psychological theory, on Learning through mental processes (Chomsky, 2006). In this,
context learners undergo learning through stages. Classifying students according to the age
and professional groups ensures that they attain language skills through a well-developed
process of reasoning. According to Jean Piaget, the brain goes through learning in order to
structure knowledge but needs provoking situations (Piaget, 1997). Training language
involves tests and program designs focus on preparing learners mentally as well as
academically (Eldelman, 1992). Adult education brings out proficiency in written and spoken
English for professional purposes. English for medical practitioners would have
terminologies and vocabularies in the profession. Modern communication in the global
environment involves main languages like English. World conditions influence the
development of language expertise. Different factors inspire people to attain proficiency in
English.
Cognitive Linguistics (CL) supports second language acquisition (SLA) because it combines
Psychology and Education (Rampton, 2006). Language transfer is through inputs made and
the learner’s output represents the ability to comprehend. Passing a TESOL exam involves
hours of study with exercises in grammar, speech, listening and written texts. The brain stores
memory in the long term and short term depending on the learner’s age. Childhood
development differentiates the adult from the child in terms of emotional factors. The use of
motivational, attitude enhancing and anxiety-reducing strategies are part of SLA learning
tactics (Bernstein, 2000). Engaging the intellectual abilities, students make use of thinking
skills, reasoning and the ability to recall from memory grammar structures and spellings.
Through reflection, the language student processes information, stores categories, concepts,

APPL 912, 2018 LANGUAGE LEARNING
and experiments with information. The cognitive approach to grammar, lexical semantics and
phonology depends on these abilities. However, the cognitive approach accepts the
dependence on the social environment for the conceptualization of information (Swales,
1990).
2.2 The social process
Other scholars view language learning as a social process that involves interpretation of
meaning in language (Halliday & Hasan, 1985). Country location inspires people to pursue
studies in English lands. Native speaking countries like UK, US, Australia and New Zealand
receive visitors from across the globe searching for learning opportunities (Maton, 2007:
Ochs & Schieffelin, 1984). The sociological perspective also explains why there is an
increase in the number of international students seeking certificates in higher education from
reputable institutions abroad. In society today, there is a higher demand for language teachers
from the best regions of the language. Exposure to the English culture is a plus for any
professional looking for a good job in the top companies. Knox (2018) connects language.
Learning and the community by recognizing that identity defines society and that people
connect to the world through relationships.
Knight (2010, p. 34) discusses identity in learning processes to indicate that the learning
environment is complacent with cultural transitions and successful teaching strategies support
language acquisition in groups. In this perspective, an international setting comprises of a
multicultural environment with learners in different subject areas. A Pakistan Urdu and
English-speaking teacher is at an advantage of finding employment because of the bilingual
opportunities (Foster, 2018). However, in order to become fruitful this teacher needs to

APPL 912, 2018 LANGUAGE LEARNING
achieve proficiency in language. Despite having a higher degree in Linguistics, multilingual
professionals require competent language and cultural exposure. Developed countries like
Australia have remarkable salaries for teachers across different professions. The Saussure
theory of linguistics combines human experiences and mental processes to explain the
influence of language on the immigration process (Culler, 1976). Knowledge acquisition in
language has the social and individual functioning featuring the external and internal factors
respectively.
2.3 Communication purpose
Knox (2018) compares Chomskyan and Hallidayan linguistics through the linguistic theory
and the development of competence with the learner performance. Students acquire
knowledge in different areas by limiting errors, sharpening attention and using language for
communication. Linguistics is the systematic study of language and its usage in speaking,
listening, writing and reading (Halliday & Hasan, 1985). Through interaction, individuals and
collective groups communicate through networks for culturally based and personal networks.
People communicate with each other because of the bonds that they share. This could be in
business, professional or personal spheres (Holiday, Kullman, & Hyde, 2004). The modelling
of the situation includes the context and individual perspectives of the situation (Martin,
2010). That is why a teacher from Pakistan would perceive himself more competitive if he
has a credible certificate from an Australian university. Knox acknowledges society and
people as group elements that influence the development of language (Knox, 2018, p. 3).
Language learning for communication purposes considers direct and indirect interactions.
The mental functions in the context-specific functions connect the human action with

APPL 912, 2018 LANGUAGE LEARNING
language expressions. That is why language grows through communication and it evolves
across time (Fitch, Hauser, & Chomsky, 2005). The human mind registers information by
interpreting it. This is why a non-native will connect icons, symbols and language elements
with mother tongue dialects. As a result, second language students make constant errors in
spoken and written language. Competent Linguistic professionals interact to create a
distinction between the original meaning and the visualized one. However, failure to obtain
expertise through language acquisition may arise due to miss conceptualization of language,
which may occur during interaction (Halliday & Hasan, 1985: Tomasello, 2009).
Communication patterns improve as individuals engage in social interaction. This change
also comes into effect because of cultural evolution and social patterns. Feedback from
communication reveals the learner's application of different genres and content relevancy.
Language practice limits the errors while enhancing participation in the discourse.
2.4 A task-based approach to language
Vygotsky (1978, pp. 30-35) supports the cognitive theory by giving an illustration of how
learning takes place internally. He points out that this process defines people’s interaction.
Teachers use this theory to design tasks that encourage students to reflect on tasks.
Comprehension exercises, grammar, and reading skills thrive is the student has a strong use
of psychological functions. This is because contextual analysis provokes learning through the
abstract, deductive reasoning, symbolic representation, and ordering. The social experience
presents ideas for a task-based learning, which shapes the abstract in a language into a
concrete. Tasks designed following grammatical mistakes support learners through their
weaknesses for proficiency in the language. The use of schema and analogy to identify
syntactic roles and the connection between subject, verb, and object is one way to use tasks
for learning (Eldelman, 1992).

APPL 912, 2018 LANGUAGE LEARNING
The development of professional language calls for the use of technical terms, complex rules
and theories of learning the language. The functionally based approach looks at how students
use different components of nouns, verbs, and processes. This prevents ambiguity and
supports the multifaceted adaptive system for multiple activities. For example, CL may
support the use of common sense in learning (Maton, 2007, p. 70) hence supports tasks that
encourage intellectual development such as puzzles and vocabulary development. This is
different from the user-based acquisition, which encourages tasks like language for specific
purposes (LSP) (Tomasello, 2009, p. 85). Linguists undertake exercises in language
philosophy, pragmatism, and phonological aspects in order to draw from language its
meaning and grammar formation processes. Although this approach is instrumental in adult
learning, it is impossible to ignore generalization and errors emanating from identity
problems (Wenger, 1998, p. 60).
The scientific approach to linguistics considers the extension of language from the familiar to
the unknown (Fitch, Hauser, & Chomsky, 2005, p. 183). Some words in Urdu may not be so
familiar to the English language. For example, the word ‘Harf‘resembles a combination of
letters in English but it represents one letter in the Urdu alphabet. This leaves the non-native
learner confused hence the emergence of random errors. This theory looks at language as a
biological as well as a social semiotic system. This explains why language learning is in
phases and features an evolution process.

APPL 912, 2018 LANGUAGE LEARNING
2.5 How do professionals learn the language?
Foster (2018) brings out the importance of language as a motivating factor that makes
individuals develop the use of language. In her opinion, Foster Wyatt sees language as a
social and economic tool that the school system promotes. Although this also promotes the
quest for learning the second language, there are considerations for the cultural influence.
That is why Wenger (1998, p. 58) notes that language allows individuals to recognize
themselves through projections which produce meaning and “contrasts between mutuality
and projection”. Research identifies English as a critical language in the global sphere
because it is the main language in business and basic communication (Foster, 2018: Munroe
& Cangelosi, 2002).
Learning language through professionalism requires training. Individuals seeking to pursue
careers as trainers in English must pursue sufficient training. Applied Linguistics is one of the
recognized degree programs that a student needs for such jobs. However, gaining credibility
is more important because it supports the learner’s quest for employment. Cultural
assimilation is instrumental in blending identity and ideologies in the social linguistic forum
(Gee, 1990). Gaining competencies through informal, incidental and formal learning calls for
different activities. Adult immigrants seek language improvement opportunities through
media resources, knowledge sharing, cultural exchange and taking classes such as TESOL.
SL learning involves the adoption of language and environmental changes. This shapes the
mental process or schema and a learner’s attitude towards language for maximization of
interlanguage skills (Munroe & Cangelosi, 2002, p. 315).

APPL 912, 2018 LANGUAGE LEARNING
PART TWO
There are many reasons why I would support of the use of English tests for foreign students
seeking entry into an international learning institution. My perception of language as a
systematic function is that it influences the language adoption process. However, I disagree
with ideas of age group teaching as discussed by Painter (2009) because language depends on
the environment and scope of learning (Holiday, Kullman, & Hyde, 2004). Traveling to a
native speaking country with majority of native speaker’s calls for quality language skills in a
learner’s perspective (Lemke, 2002). Using English as an official language makes it
mandatory for immigrants to take English courses for effective communication. Learning
language simplifies life and supports learning in a global institution. Students from different
regions speak in a unified language and coexist in the multicultural environment becoming
more fruitful. In order to create harmony and stream line the learning process institutions
design a standard model for language learning designed for all foreign students. Cross-
cultural learners face different experiences as second language learners. The teacher expects
that the learner will demonstrate skills in communication within the listening and speaking,
reading and writing categories. No wonder foreign students face challenges trying to excel in
TESOL and EFL certificates.
Learning restrictions and language
When language learning becomes a restriction, students will do all that they can in order to
pass the exams. I find this notion problematic because language learning should be a gradual
process. In agreement with cognitive approaches, I believe that language is inborn and should
not be a struggle to attain. However, what happens when the global environment presents
opportunities and challenges for second language students? Students find the right
credentials for the opportunities while avoiding the challenges. Every time I get online, I

APPL 912, 2018 LANGUAGE LEARNING
come across English as the main language for communication. This reminds me of language
and identity in the social setting (Bernstein, 2000, p. 15). I prefer a learning process, which
encourages socialization of language for cultural preservation. The standardization of entry
tests for non-native learners has its pros and cons. I feel that international students should not
leave a foreign land when they have adopted a new accent. The best language learning
process acknowledges the multiplicity of culture in the learning process (Lemke, 2002). After
all, the global environment accommodates different cultures.
From observation, professionals undertake to learn English as a global language because of
social demands. Second language students want to understand conversations, communicate in
the written text without spelling mistakes and speak fluently. Clear content and effective use
of language style demonstrate proficiency in the language (Gee, 1990). Although learning
language may be for a specific purpose, I support experiential learning in which the learner
explores the cultural context of the language through a natural process that is not
predetermined. In this case, I disagree with the use of one language as the main tool for
communication and employment. People should be free to adopt language as a natural
phenomenon because it evolves when people interact (Lee, Mikesell, Joaquin, Mates, &
Schumann, 2009). When professionals feel coerced into taking a language course in order to
succeed, it fails to fulfil the homogeneity plan. This challenge also raises questions about
competence and performance. I agree with (Knox, 2018) who connects competence and
performance for discourse in the community. Therefore, language for use should not be with
utmost seriousness as a systematic study.

APPL 912, 2018 LANGUAGE LEARNING
Language unanimity in the global environment
I often look in amazement at the number of individuals flocking to foreign language classes
in order to fit into a particular society. This could be a learning institution or a professional
field. It makes sense that learning language for communication supports the coexistence of
individuals (Halliday & Hasan, 1989). However, Language training that involves a long
process should not be strenuous. The environmentalist approach to learning language seems
to value the functional perspective. In this case, foreign students will adopt a language for a
specific purpose. Similarly, a tourist who takes classes in a foreign language in order to
communicate effectively has a clear agenda. While some theorists like the Baldwinian
evolution supports the natural selection process, culturalism advocates for learning through
cultural evolution (Arbib, 2013). Looking at English as a global language, it is evident that it
represents an example of a language that has evolved due to learning processes. Linguistics is
a study of different aspects of language. The theoretical approach makes it subject to
transformation hence its growth as a common language.
Unanimity in global language is elusive because the variations in English versions is an
indication of a multicultural influence. This raises questions about the theory by cognitive
strategists that language is evolving with the brain (Deacon, 1997). I believe that social
patterns influence the communication patterns. This is why learners in a language class prefer
a native teacher in order to adopt the right accent and pronunciation. Consequently, a teacher
would use social activities to engage the learner in the practical application of language. In
most course books, the use of cultural or social context examples is preferable because this
connects with human thoughts. Different language learning experiences produce different
results. The natural environment such as the native land influences the linguistic development
process. Student’s language patterns highlight the success or failure of attaining the language

APPL 912, 2018 LANGUAGE LEARNING
skill. This makes the situation, learning objectives and speaker versus receiver relationship
critical (Culler, 1976).
CONCLUSION
Learning language is a process that involves different factors. According to the cognitive
theorists, inert abilities influence successful adoption of language skills. On the other hand,
environmental theorists and socialists support language acquisition through an interactive
process. The different dimensions of learning also bring out the role of linguistic theories in
shaping language learning. The use of language in a multidisciplinary and multicultural
system brings about varied notions about the application of language. Scientific approaches
support the systematic approaches, which identify language as functional. The cultural
perspective brings out the ideological influence in language within groups. This explains the
genre differences in language discourse. When analysing language learning, the individual
participation, community or group involvement and the learning process matter. Linguists
refer to the process of learning language from the social and individual perspectives. These
define the academic as well as applied linguistics. From this discussion, learning language
depends on the ability of the brain to manipulate information and language development
through interaction. The community group such as a professional learning institution provides
an umbrella or social structure, within which learning thrives. Nurturing individuals and
groups in language acquisition depends on the trends, system functions and learning
resources in an environment. Second language acquisition for advanced learners shows an
ecological perspective in which the social-cultural perspective dominates. All these scenarios
shape the evolution of language across different regions.

APPL 912, 2018 LANGUAGE LEARNING
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