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Running Head: SECOND LANGUAGE ACQUISITION REPORT Second Language Acquisition Report: Learning Styles in Second Language Acquisition Student's Name: ID: Institution:
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SECOND LANGUAGE ACQUISITION REPORT Introduction Second language acquisition (SLA) is a process of learning an additional language following the mastery of the first language or mother tongue. It is a complex exercise that is progressive and involves developmental patterns, orders and sequences (Hudson,1993). It is influenced by factors that are grouped into naturalistic and classroom SLA. Development of L2 is as a result of the strategies that learners put in place(Ellis, 2015).According to his research, children can learn the second language quite easily as compared to adults due to other factors such as the influence of their first language. As opposed to the naturalistic SLA, in classroom SLA, learners may be given formal instructions and rules to be followed in speech and writing. Other factors such as motivation, the rate of second language learning, cognitive style, personality etc. have an influence on L2 development. In the naturalistic SLA research found that children who are learning their mother tongue follow the same route of acquisition of elements such as negative and interrogatives structures while the study on second language errors shows that all learners learn the grammar of the second language in a fixed order. Those discoveries led to the development of the hypothesis that says that the processes of the first language and second language are similar due to the strategies learners employ. Learners who learn English as their second language, for instance, usually experience challenges when they are trying to learn and understand concepts that govern the language and this usually affects their attitude towards the language and it could possibly contribute to their demoralization in learning it. This means that for there to be effective second language acquisition, learners must be exposed to the right learning environment and their teachers should embrace motivating teaching strategies in classrooms.
SECOND LANGUAGE ACQUISITION REPORT This research is focused on the learning styles and learning strategies. It explores more on individual differences in learning a second language and also looks at the factors influencing SLA such as age, motivation, personality etc. The aim of this exercise is to survey, collect a small sample of empirical data on second language acquisition and analyze it and to write a report based on such analysis. It is structured to examine the aspects involved in the second language acquisition for an individual learner thus giving a clear understanding of SLA. Literature review Researchers have been conducted to examine the learning theories and approaches to the pedagogy of second language acquisition. According to research, general principles of learning have been examined carefully to draw the theories of approach that would constitute effective second Language acquisition in class(Ellis, 2015).Moreover, the factors that affect second learning acquisition, and those that contribute to the differences between one individual and the other in the second language acquisition have also been examined. The Role of L1 in SLA In most cases, first language (L1) is acquired naturally and it is greatly developed through the environment the learner is exposed to. Researchers have found that L1 has an effect on the acquisition of the second language through interferences in speech, conceptual transfer, a direct translation of words and cross-linguistic influence (Odlin, 2005).As much as these factors can be looked at as influencing factors to SLA, the majority of errors made cannot actually be attributed to the first language influence directly (Corder, 1967).Contrastive analysis, therefore, can be used to check the errors made. It involves comparing and contrasting the aspects of learner's first and second languages. This does not, however, predict all the errors that the learners can
SECOND LANGUAGE ACQUISITION REPORT make and thus it is not an effective tool since it is based on hypothesis and predictions (Ferris, D. 2002). Recently, it has been discovered that learners transfer linguistic elements from their first language into the second language. These elements are said to be unmarked if they are more basic or core or usual while others are said to be marked if they are special or peripheral or unusual (James,2013).Learners tend to transfer unmarked elements and resist marked forms. Leaners also draw their intuition from how close or distance their L1 is from L2 in term psychotypology or psychological distance. Learners Differences in SLA The differences between learners in the second language acquisition are contributed by many factors some of which are discussed below: Motivation Learners' motivation and needs are key in the development of L2. Learners who get interested in the social and cultural norms of the native speakers of the language they are learning are likely to have effective L2 acquisition (Dörnyei, 2001). This can also apply to learners who are learning the foreign language to achieve certain specific objectives such as for study purposes. Conversely, learners who are less concerned with the affairs of the native speakers of the language they are learning and have no particular instrumental of mastery of the language will have a hard task in learning. The Age Factor Age is considered to be a major factor in SLA. It is viewed that the brains of learners at an early age are able to information with ease as compared to learners at a late age. Children are believed to have greater memory and can be focus more easily or form features of a language. However, examination of critical period hypothesis shows that there is a period where when language acquisition takes place naturally and with less
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SECOND LANGUAGE ACQUISITION REPORT effort (Ioup et al., 1994).This hypothesis also argues that optimal age for development of L2 falls within the first 10 years of the learner's life. During this period the brain has a high capability of memory which disappears gradually as puberty begins (Muñoz & Singleton, 2011). Among other factors is attitude which greatly influences the motivation of the learner (Gardner, 1985). It is however not clear how cognitive capabilities constitutes attitude. An individual's cognitive style can be seen as the core factor of influence in his or her ‘learning style', which takes in various situational and environmental influences. Learning styles are seen as being open to change where the core cognitive style of an individual is more stable and fixed (Dörnyei & Chan, 2013). Method Participant: The participant in this survey is a Pakistani I will call B as a pseudonym. B is now 26 years of age and he is currently studying English in one of the universities in Australia. He has now completed one year at the University where he is studying English as his second language. Before he went to Australia, he had preliminary studies in his country for 6 years (3 years in middle years, 3 years in high school). He then got a scholarship at one of the universities in Australia to advance his study of English language. Upon arriving in Australia, he did a placement examination. He passed the subject and he was admitted to the University where he is currently undertaking his studies.
SECOND LANGUAGE ACQUISITION REPORT Procedures: I was collecting data through an oral interview with the participant where I asked a number of questions targeting to gauge the participant's experience of English as a second language and his motivation. I also wanted to get his choice of words, use of tense and his sentence structures. I had a series of questions both close-ended, "yes- or-no" questions and open-ended questions. The questions are direct, clear and specific. In case of ambiguity or lack of clarity in the answer, the participant had the freedom to answer the questions in his first language. This is done in order to foster motivation and reduce his anxiety. Some of the interview questions are shown in the appendix. The main question that I used to gauge his feeling about learning English as a second language were as follows: How is your experience in your second language acquisition? How was your experience during the first days in Australia? Did you have high interest in learning English? If yes, what were the motivating factors? Please describe teaching styles which were used in language learning in both the Pakistan and Australia classrooms as well as the materials that were used? Which learning strategies did you find in Australia classroom? And how can you compare them with the learning strategies that were used in Pakistan? In this survey, I used only oral interview question to obtain data and a wide but contextual description the research targets. The survey took 12 minutes. I have shown our direct conversation with the participant as well as audio recordings of our direct conversation for authenticity.
SECOND LANGUAGE ACQUISITION REPORT Data analysis: This analysis is based on paraphrasing the answers given by the participant during the interview. Q1) By asking this question, I wanted not only to get his feel of English as his second language but also check some features in use of past tense. The participant said that learning English as a foreign language is somehow hectic and not easy especially due to the instructions, mastery of grammar, etc. Again, he said, most of the teachers who taught them in Pakistan were natives, therefore, English was a second language to them as well. He said that most of the English class sessions were very boring due to lack of students' interaction with their teachers and peers which were seemingly boring to students. Q2) The participant argued that interactions with his English classmates during the first days were humiliating since he didn't have much knowledge of English and sometimes he had to explain something using gestures. However, he said, he used to mix up his first language and English in the context that he didn't know the English meaning of the statements in question. Q3) The participant explained that his motivation for learning English developed when he got a scholarship to go to Australia. Due to excitement, he was very eager to interact with Australian students freely. This is in addition to his wish to be a lecturer in the faculty of linguistics and literature in one of the universities in Australia. During the first days there, he used to admire Australian lifestyle and that gave him a motivation to study English. He also said the learning styles in Australian classroom also motivated him as it was very interactive. The style he liked most was peer tutoring which he found very fascinating.
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SECOND LANGUAGE ACQUISITION REPORT Q4) While describing the materials provided in his Pakistan classes he said that the materials that were used for learning were blackboards, chalk and old textbooks some of which could not be suitable for modern learning. The teachers taught without necessarily engaging students either by asking a question or enquiring whether they have understood a particular concept. Those that were bold enough to ask questions usually did so by mixing their languages and English since most of the students could not speak English eloquently. Q5). About the question of learning strategies, the participant said that English class in Australia motivated him the class sessions were very interactive both to teachers versus students as well as the learners themselves. Learners' initiated discussions after a class session helped him to learn English at a faster rate as it helped the learners to raise concerns that were not addressed during the class session. Leaning was goal oriented as teachers wanted to achieve specific targets through the performance of their students. The teachers also employed cognitive strategies in their teaching through images and videos which students were required to see or watch then discuss with their teachers. In comparison to the English class in Pakistan, the participant said that there were no motivating strategies as teachers only taught by speaking plainly or reading some books which were not accessible to students. Also, there was no teacher-learner interaction.
SECOND LANGUAGE ACQUISITION REPORT Results and Discussion The results of this survey showed that SLA is a continuous process which is greatly influenced by attitude, motivation, age, and generally the learning environment. In order to achieve effectiveness in SLA, learning strategies have to be implemented with sufficiently supportive equipment and learning style. In relation to the first three research question, it is clear that learning L2 requires motivation. The participant's view of English at first was negative but once the objective for learning English set in, his attitude changed and he was motivated. In a learning environment, learning is usually influenced much by prevailing conditions around it(Ellis, 2015). It is also shown from the survey that learning is a continuous process that involves developmental patterns, order, sequence and levels (Hudson, 1993). In relation to the learning materials, styles and learning strategies, it was brought out that good learning strategies and styles make it easy for SLA. Teachers who use technological tools, methods, and programs usually achieve a better transfer of skills in their teaching. For instance, teaching using projectors or even using the internet to teach the learners make the learners more attentive and more motivated.
SECOND LANGUAGE ACQUISITION REPORT Conclusion As an international student from Pakistan, I have had a similar experience in the development of L2 as the participant. I have found out that there is a disparity in the teaching styles and strategies between the two countries. The role of teachers and the circumstances that prevail in the Pakistani classroom, for instance, have contributed towards shaping learners attitude towards L2 development. As mentioned previously, Pakistani classrooms have little peer teaching as well as teacher-student interaction. The research on SLA is very vital in learning institutions involving it. It has been found out that good teaching methods, learning strategies, and styles can increase student's ability and motivation to learn the second.It is important for teachers to understand and try to mitigate the challenges that arise in the process of teaching L2 in the classroom, in order to effect their pedagogical practices. For the learners doing second language acquisition, their attitude toward it is key. Motivated students always find it fun in learning their second language.
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SECOND LANGUAGE ACQUISITION REPORT References: Brown, H. D. (2000).Principles of language learning and teaching. Corder, S. P. (1967). The significance of learner's errors.IRAL-International Review of Applied Linguistics in Language Teaching,5(1-4), 161-170. Dörnyei, Z. (2001).Teaching and researching motivation (Harlow, Pearson Education). Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages.Language Learning,63(3), 437-462. Dörnyei, Z., & Ryan, S. (2015).The psychology of the language learner revisited. Routledge. Ellis, R. (2015).Understanding Second Language Acquisition 2nd Edition-Oxford Applied Linguistics. Oxford university press. Ferris, D. R. (2002).Treatment of error in second language writing classes.Ann Arbor, MI: University of Michigan Press, 123. Gardner, R. C. (1985). Social psychology and lan-guage learning: the role of attitudes and motivation. Hudson, T. (1993). Nothing does not equal zero: Problems with applying developmental sequence findings to assessment and pedagogy.Studies in Second Language Acquisition,15(4), 461-493. Ioup, G., Boustagui, E., El Tigi, M., & Moselle, M. (1994). Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment.Studies in second language acquisition,16(1), 73-98. James, C. (2013).Errors in language learning and use: Exploring error analysis. Routledge.
SECOND LANGUAGE ACQUISITION REPORT Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment.Language Teaching,44(1), 1-35. Odlin, T. (2005). Crosslinguistic influence and conceptual transfer: What are the concepts?.Annual review of applied linguistics,25, 3-25.
SECOND LANGUAGE ACQUISITION REPORT Appendix: Transcription of the data used by Jefferson (2004) here is transcription system: Me: Hello gentleman (shake hands) Welcome to this brief interview ((pause)). Please tell me how your experience has been in learning English as a foreign language? B: ((laughs)). In fact, it has not been easy but is doing my best to make sure learn it fast. At first, I was very bored with English classes in Pakistan because of lack of students' interaction with teachers and classmates. It was ve::::ry boring. Then I used to find it challenging in the mastery of grammar, etc. Me: How was your experience during the first days in Australia? B: Hem! ((Exclaims)) you cannot believe it. ((He gets silent)) Me: Go on B: What? Me: I mean proceed with your explanation B: Okay first days were so torturing. I did not know English well. Sometimes I had to explain something using gestures ((laughs)). When the students as me a question that I did know the answer in English I had to mix up my mother tongue and English. Me: Wow! That sounds humiliating indeed. Did you have high interest in learning English? B: Not really... but yes I had. Especially when l got the scholarship to go to Australia. Me: What was the motivating factor? B: I was so much excited after getting the scholarship. I wanted to go study out of my country.
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SECOND LANGUAGE ACQUISITION REPORT Me: Is that all? B: No. During my early days in Australia, I used to watch people talk in groups. I was very shy. I wanted to be able to mingle with my fellow students freely. Me: Then what was::s [..] B: I also wish to be a lecturer in the faculty of linguistics and literature in one of the universities in Australia. Whenever this comes to my mind, I feel so motivated to study grammar. I would like every day to master just one vocabulary ((showing one of his fingers)). Me: That will be a nice practice. B: Yes. I also admire Australian lifestyle and that gives me motivation too. Me: Does anything fascinates you in English class? B: Of course. I like the learning styles used in Australia classroom. The learning is interactive, there are group discussions and freedom to access the internet while in class. We are also taught using projectors. I like them a lot. Me: ((laughs)) you seem very excited about the English class in Australia. You have even answered two questions l was about to ask. B: Which questions? Me: The question about learning styles and Learning strategies employed in Australia classroom. B: Employed? Me: The term employed means used for this case. B: Okay. Me: Thank you for your cooperation. I wish you all the best in your second language acquisition. B: Thank you too for engaging me.