Personal Philosophy of SLA.docx
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Personal Philosophy of SLA.docx
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PersonalPhilosophyofSLA
Class:
SLA
Number:
201212081184
MyPhilosophyofSLA
SLAwhichisshortforSecondLanguageAcquisitionisprimarilythestudyofhowlearnersacquireorlearnanadditionallanguageaftertheyhaveacquiredtheirfirstlanguage(L1).SecondLanguageAcquisitionformallyestablisheditselfasadisciplinearoundthe1970s.SLAresearchersareparticularlyinterestedinthecausesofthedifficultiesthatlearnersmayencounterandthemethodsthatmaybeusedtofacilitatetheacquisitionofasecondlanguage.AsastudentwhowantstobeanEnglishteacherinthefuture,IdothinktoknowsomethingabouttheSLAwhichwillhelpalot.
ThefirstlanguagehasagreateffectonSecondLanguageAcquisition.JustasLittlewoodoncesaidthatthefirstlanguagestudyhasservedasabackclothforperceivingandunderstandingnewfactsaboutsecondlanguagelearning.Itisalwaysthefactthatwhenpeoplelearnasecondlanguage,theytrytousetheknowledgeoftheirfirstlanguage.Thisiswhatisknownaslanguagetransfer.Ifthetargetlanguageandthemothertonguearesimilartoeachother,languagetransfercanbepositivetolanguagelearning.Thelearnerscaneasilyusetheirknowledgeofpronunciation,vocabularyandevensentencestructuresoftheirfirstlanguagetolearnthetargetlanguage.Itwillbemucheasierforthelearnertolearnthetargetlanguage.Thisispositivetransfer.While,whenthetargetlanguageandthefirstlanguagearequitedifferentfromeachother,languagetransfercanbenegative.Itmayblockthelearnerstostudythetargetlanguagesuccessfully.
Eventhoughtheremaybegreatdifferencebetweenthetargetlanguageandthefirstlanguage,inmyopinionthefirstlanguagecontributestothesecondlanguageacquisition(SLA).Sincetherearenotwolanguageswhicharesimilartoeachotherexactlyinthisworld,peopleusuallythinktheroleoffirstlanguageisnegative.ButIcanhardlyagreewiththisopinion.Thefinalpurposeoflearningalanguageistocommunicatewiththepeoplefromthatculture.Whenthesecondlanguagelearnersfeelthedifficultyincommunicatinganideabecausetheylackthenecessaryknowledgeoftargetlanguage,theywillresorttotheirfirstlanguagetomakeuptheinsufficiency.Inrealcommunicationsettings,thismayhelpthelearnersmakethemselvesunderstood,andguaranteethesmoothnessofthecommunication.Aslongasapersoncanmakehimselfunderstoodit'sOK.Firstlanguageshouldbeviewedasaresourcefromwhichlearnerscanuseforsupporttoovercometheirlimitations.Tousetheknowledgeofthefirstlanguagecanberegardedasastrategy.
InputisaveryimportantconceptinSLA.Itreferstothelanguagewhichthelearnerisexposedto(eitherspokenorwritten)intheenvironment.
Languagelearningcantakeplacewhenthelearnerhasenoughassesstoinputinthetargetlanguage.Aswhathasbeenmentionedbefore,theinputcanbebothspokenorwritten.Fortheformofspokeninput,itmayoccurinthecontextofinteraction,forexample,whenthelearnersattempttoconversewithanativespeaker,ateacher,oranotherlearnerandinthecontextofnon-reciprocaldiscourse,suchaslisteningtotheradioorwatchingTVprograms.Duringthisprocessofexposingofthetargetlanguage,thelearnerscanpickupthesecondlanguage.InChina,itisveryobviousthatthelearnersinthebigcitieswhoareabletousealotofmeanstoexposethemselvesinthelanguagecanlearnforeignlanguagesmuchbetterthanthelearnersinthelessdevelopedarea.Idothinkthereasontoexplainthisphenomenonistheamountoftheinput.Moreinputbetteracquisition.Ihaveworkedasastudentteacherinonehighschoolforaboutmorethanonemonth,throughmyobservationIfoundthatthestudentswhoreadandrecitedmorecanunderstandbetterandproducelongerandbettersentencesthanthestudentswhodidn'treadorrecitethesame.
Inputshouldbecomprehensible.Itiscertainthatinputhasgreatvalueinlearningsecondlanguage.Butthereareviewsdivergegreatlyastowhatkindofinputshouldbeprovidedforthelearners.Peoplewhoemphasizeonmeaning-focusedlanguageinstructiontendtoinsistonprovidingthelearnerswithauthenticinput.AccordingtoTomlinson,theinputshouldberichandvaried.Thatistosaytheinputshouldvaryinstyle,mode,purposesandsoon.Despiteallthis,Ithinktheinputshouldbecomprehensible.Thisisthemostimportantthing.Iftheinputistoodifficultforthelanguagelearners,itisobviouslythattheycannotlearnthesecondlanguageefficiently.Becausetheymayevenhardlymakesenseofwhatisbeingtalkedabout.Thismayweakentheirconfidence.Forexample,ifwechoosetousejustlistenandreadproposalinasecondlanguageclass,wemustchoosethematerialscarefullytoguaranteethelearnerscanunderstandmostofwhathasbeenpresentedtothemandalsoensurethelearnerscanlearnsomethingthattheydonotknowbefore.AccordingtoKrashen'sInputHypothesis,learnersacquirelanguageasaresultofcomprehendinginputaddressedtothem.Krashencameupwiththe"i+1"principle.Thatistosaythelanguagethatthelearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencesothattheycanunderstandmostofitbutstillbechallengedtomakeprogress.However,itisdifficulttodealwith"i+1".Howcanwebesureoneinputisnot"i+0"or"i+2"?
Canwejudgewhetherthe"i+1"inputisjustenoughbeyondthelearnerscurrentlevel?
Thusmoreresearchshouldbedoneoninput.
Itisprobablytruethatdifferenttypesofinputhavedifferenteffectsinlanguagelearning.Thelearnerwhoencountersmoreinputaboutgrammarwilllearnsomethingquitedifferentfromwhatalearnerswhoencountersmoreinputaboutslang.
Modifiedinputisusefulinlearningasecondlanguage.Actually,thereasonwhywetrytomodifytheinputistomakeitcomprehensibleforthelanguagelearners.Theinputwhichhasbeenmodifiedismuchmoresuitabletothelearners'age,level,major,instantaim,andtheenvironment.Forexample,thelanguagethattheteachersuseinsecondlanguageclassesisalwayscarefullymodifiedtomeetthepurposeoflessonandthelearners’level.Anditisobviousthatthelearnerslearnmoreefficientlyintheclassroomsetting.
Whenwetalkaboutthesecondlanguageleaning,itisimpossibleforustogetridoftalkingabouterroranderrorcorrection.
ErrorisregardedassomethingthatshouldbepreventedinBehaviourism.Behaviourismisapsychologicaltheoryoflearningwhichwasveryinfluentialinthe1940sand1950s,especiallyintheUnitedStates.Traditionalbehaviouristsbelievedthatlanguagelearningistheresultofimitation,practice,feedbackonsuccess,andhabitformation.Theyvaluedimitationandpracticeasprimaryprocessesinlanguagedevelopment.Theythoughtthaterrorswerenottolerableintheprocessoflanguagelearning.Becauseerrorsmaycausefossilizationwhichwilloccurwhenlanguageerrorsbecomeapermanentfeature.Toavoidfossilizationandtolearnlanguagewell,thelearnersshouldtrytheirbesttoavoiderrors.
Therearetwomainsortsoferrors:
intralingualerrorsandinterlingualerrors.Intralingualerrorsareusuallycausedbythetransferofthemotherlanguage.Whileinterlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalanddiscoursaletc.
Errorsaresignificanttothesecondlanguagelearning.Whenlearnersmakeerrors,itdoesn'tmeanthattheyfailtolearnthetargetlanguage.Errorscanbeseenasareflectionofthelearners’interlanguagedevelopment.Makingerrorsmeansachanceforthelearnerstorethinkwhattheytheyhavedone.Learnersmayhaveanintrospectionaboutwhattheyhavemasteredsuccessfullyandwhattheyneedtoreview.Theywillbenefitalotduringthisprocess.Sincelanguagelearningisadynamicprocessandacreativeprocess,intheprocessoflearning,learnersconstantlydiscovernewlanguagerules,buildnewlanguagesystemsandatthesametimetheyconstantlymakeerrorsandgetcorrectedtoobtainnewlanguagecapacity.Thoughthislearning-checking-rethinking-learningprocesslearnerswillfinallyachievetheirgoals.Errorsthatthelearnershavemadeareimportanttotheteacherstoo.Thoughtheerroranalysis,theteacherwillhaveabetterunderstandingofthelevelofthelearnersandcanarrangetheirteachingefficiently.
Errorcorrectionisveryefficienttothelearningofthesecondlanguage.Itisoftenthecasethatthelearnersthemselvescannotrecognizetheirerrors,thiswillabsolutelydelaytheirlearningofthesecondlanguage,correctionintimewillhelpthemtoachievetheirgoalsquickly.Anderrorcorrectioncangivethemadeepimpression,thustheymaynotmakethesameerroragain.
Timeandmethodschosentoconducterrorcorrectionmayresultindifferenteffectiveness.Immediatereactiontoerrorsinanoralcommunicationsettingmayembarrasssomestudentsanddiscouragethemfromspeaking.Buterrorsshouldbecorrected.IntheclassthatIhaveobservedtheteachercorrectedthestudents'errorsinanindirectway.Theteacherexplainedthattocorrecterrorsinanindirectwaycanavoidthestudents'feelingoflosingface,andthestudentswouldfeeleasyeventhoughtheymakemistakes.Thiswouldbegoodforthestudents.Choosingagoodtimeandmethodisuseful.Inoneword,thepurposeoferrorcorrectionistohelpthelearnerslearnwell.
Wecannotdenythattheteacherandtheclassroomsettingplayimportantrolesinsecondlanguageacquisition.
Teachersplaysanimportantroleinthesecondlanguageclass.JustasDulaysaid,"
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