Strategies Of Second Language Learning

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.

My seminar provided an overview of chapter 4- explaining second language learning. During my introduction, key points from each of the 5 perspectives were discussed. The cognitive perspective was given priority as it contained many subcategories within itself. This section also allowed my group mates to connect theory and practice of second language learning. My group mates were able to connect to the noticing hypothesis, processability theory and the three principles of practice through their own personal experiences while learning a second language. The first discussion question asked my group members to evaluate their own understanding of how language learning occurs and compare it with the perspectives we covered. The second discussion question provided them a chance to assess each perspective and think of one weakness and one strength for each. Overall if I were to re-do my seminar, I would like to provide more attention to the other perspectives. I would add more discussion questions in order to stimulate more in-depth discussions. Similarly, adding supplemental information from an outside source to further discussion and connect the theories to pedagogy. Additionally, I would create an activity that focused more on teaching of a second language and how these theories have influenced the current practices used.

Standard English rules should be variable depends on who use it, such as the different usage between babies and adults. In the article “Why Good English is Good for You”, John Simon shows that “ ‘Figure out’ is precisely what a listener or reader should not have to do” (Simon 532). In Simon’s perspective, he believes that if people use correct grammars to write sentences, then audiences would understand what message the writers are trying to convey. On the other hand, Simon intends to emphasize how important the standard English rules for people, especially when English users illustrate their point of view or arguments. However, standard English rules should not apply to babies or little kids. When we are born, we don’t know any words in English.

2) Structuring knowledge of the target language system: YL manipulate forms and meanings of the structures in controlled practice (for example drills).

action-specific verbs, such as e-mail me if you have any questions rather than contact me if you have any questions.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

The main goal of using language learning strategies are to help learners improve their knowledge and understanding of the target language. They are the conscious thoughts and behaviours used by students to facilitate language learning tasks and to personalize the language learning

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

Till now, grammar has played an important role in English language teaching and learning. The Grammar Translation Method gives prominence to the role of grammar teaching and learning (Brown, 2001; Richards & Rodgers, 2001). In regards of Direct Method, grammar was still taught inductively to develop learners’ language competence (Thornbury, 1999). Following the Direct Method, the Audio-lingual Method stressed the importance of grammar teaching and learning by paying much attention to the drilling of basic patterns and the memorization of the structures in the dialogues (Brown, 2001; Richards & Rodgers, 2001). Grammar still holds an important position in the currently widespread method, the Communicative Language Teaching (CLT). In

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

I started learning English as a second language when I was in first intermediate. I still remember my first classes and my first teachers. I remember that my teachers changed frequently in the first year but all of them have much in common. All of them used grammar translation method. They used to write bilingual lists of words on board, then we, as students, were asked to copy these lists and memorize them by heart. All teaching concentrated on reading and writing skills, but there were no activities concentrating on speaking or listening. In addition, grammar rules were taught in that stage of learning the language as mathematics equations, and we were asked to memorize the rules as we

it is important for students to realize which method is the most helpful and useful for them while learning language.