The Theories of Second Language Acquisition - Language Learning Strategies
Second Language Acquisition
Introduction
Language is the method of expressing emotions and ideas in the form of signs and symbols. These signs and symbols are used to encode and decode the information. It's a human capacity to communicate. It not only shows facts but also shows imaginary events through communication. The first language learned by a baby is his or her mother tongue. It is the first language which he/she learns from parents and caretakers. Any other language acquired or learned is known as a second language. Second Language Acquisition has two meanings. One is general and the other is specific. In general, it is a term to describe learning a second language. More specifically, it is the name of the theory of the process by which we acquire, learn or pick up a second language. This is mainly a subconscious process which happens while we focus on our communication. It can be compared with second language learning, which describes how formal language education help as learning a language through a more conscious process.
> Second Language Acquisition
The definition of second language acquisition is learning or acquiring a second language once the mother tongue or first language acquisition. It is the systematic study of how people acquire a language other than their first language or mother tongue. Second Language Acquisition is the process of learning other languages in addition to the first or native language. Implications for the language classroom include the ideas that the teacher can create contexts for communication which facilitate acquisition that there is a natural order of acquisition of language, that there are effective filters which inhibit acquisition, especially for adults, and that comprehensible input is very important. Any other language acquired or learned is known as second language acquisition.
For example
A child who speaks Urdu as his mother tongue starts learning English when he starts going to school. English is learned by the process of second language acquisition. In fact, a young child can learn a second language faster than an adult can learn the same language.
> Second Language Learning
Second language learning is the process of learning a second language. It is concerned with the study of how people acquire a second language, which is referred to as a second language or target language. The term second language in this context can refer to any language also a third or fourth language learned in addition to the native language. However, second language learning would be contrasted with a bilingual learning situation, in which a child acquires two languages simultaneously (e.g., when the parents speak two different languages). We only speak of second language acquisition if another language is acquired after the first language. Language learning refers to the formal learning of a language in the classroom. On the other hand, language acquisition means acquiring the language with little or no formal training or learning.
For example
If a person goes to a foreign land where people speak a different language from their native language, a person needs to acquire that foreign language. It can be done with little formal learning of the language through a person's everyday interaction with native people in the marketplace, workplace, parks or anywhere else. This is true for learning spoken a language.
> Language Learning Strategies
Language learning strategies are defined by Oxford (1990) as "specific actions taken by the learner to make learning easier, faster more enjoyable, more effective, more self-directed and more transferable to new situations". These strategies embrace a wide range of learning behaviours that can help learners become more self-regulated, goal-oriented, autonomous and resulting in improving their progress in developing target language or second language skills. Oxford (1990) has developed a language learning strategies system as well. She divided language learning strategies into two major classes that can be further subdivided into six strategies or categories.
a) Direct
The first class refers to a direct strategy that involves the language itself in a variety of tasks and situations and these include, memory, cognitive and comprehension strategies.
b) Indirect
The second class refers to an indirect strategy that deals with the general management of learning, including metacognitive, affective and social Strategies.
Read More: Machine Translation Its Advantages and Disadvantages
The Theories of Second Language Acquisition
1 - Memory Strategy
Many learners use this strategy for their storing and recalling new information. It is a device that
helps learners link new formations with something already known. Learners create a mental map of word meaning by preparing their brains for recalling information. They build on their long-term memory for language acquisition or language learning. It allows a learner to store vocabulary and then recall it when needed for communication. Such as; Sounds like rhyming, images like the mental picture of the word or its meaning, and creating mental linkings.
2 - Cognitive Strategy
Language learners also use a direct approach to language acquisition. Many learners use this strategy for their learning tasks or materials to enhance comprehension. They involve more direct manipulation or transformation of the learning materials themselves. Learners develop internal codes for receiving and producing information in the target language or second language learning. Examples: Including practising, reasoning, analyzing, synthesizing, summarizing, outlining and recognizing information.
3 - Comprehension Strategy
Learners help to understand or produce messages in the target language with limitations of knowledge. The choice comprehension Strategy depends on a lot m guessing. It helps for replacing unknown words with other words and replacing unknown words with longer phrases and makes up for inadequate knowledge in the target language through guessing or using gestures or circumlocution.
4 - Meta-Cognitive Strategy
Meta-cognition means thinking about how you think and learn. It breaks up two words, "Meta" means "beyond" and "Cognitive" means "thinking". So, meta-cognitive strategies involve reflecting on and regulating how you think. It helps you to be a self-awareness problem solver and take control of your learning. When we study this strategy we will be able to take information that what we already know, what we need to work on and how best to approach learning new material. When we apply meta-cognitive strategies, we become better learners. We can control not only our thoughts but also our actions much more effectively.
5 - Effective Strategy
Effective Strategy helps the students to regulate emotions, motivations and attitudes. Learners control their personal emotions, attitudes, motivation and values that relate to language learning. Such as; including identify one's feelings, using a language learning diary or lowering learning anxiety. In this strategy, learners identify their own learning style by self-observation.
6 - Social Strategy
Social Strategy helps to learn through interaction with others. It is giving learners some class activities in which they can interact with peers. According to Oxford, (2003), the Social Learning Strategy helps the learner work with others and understand the target cultures as well as the language. Examples:- asking questions for clarification, cooperating with peers or groups and more proficient learners, and empathizing with others.
> Learning Styles for Second Language Learning
Acceleration in learning a second language is directly linked with one's own learning style. An individual has his/her weakness and strength while learning resulting in personalized preferences and it is adversely affected by lesson plans and teachers' encouragement to complete a task. It is important to know the different methods that can help an individual and group learn fast.
Example
One most personalized preference we observed is comprehending things by reading, and others by listening to friends.
There are four learning styles for second language learning:
i) Extra-version
Extroverts are more engaged in social activities and prefer to discuss in groups and to be the centre of attention. Physical engagements and talking are their prioritized learning skills.
Example
Salman, Mustafa and others have an extraversion tendency to comprehend knowledge. They always prefer to listen to others rather than read, scan and skim their handouts.
Salman had prepared a presentation of Critical Analysis about 'Utopian society' but he just asks what is Utopian society rather than read and translate some of my presentation points.
ii) Introversion
Introverts have opposite qualities of learning. They live in privacy but are good observers. Self-dependency nature of input data. The prefered learning style of introverts is working alone and focusing on internal input; they generate the best creative ideas when they are away from others.
Example
Poets have an introverted quality of learning, they produce the best poetry because they have a lonely environment. As poets love to spend time alone at banks and elsewhere they are single to think deeply.
As Fayaz is introverted, he prefers reading and completing tasks and wants individual projects.
Introverts prefer themselves to learn, such as reading in second language books, novels, stories, etc. It is an individual project he adopts in his learning. Similarly, readers also focus on writing and practice their writing in a second language.
Introverts have both intrinsic and extrinsic motivation but their performance is individual, including listening tasks in the second language.
iii) Sensing
Sensors have a strong quality of absorbing data from their surroundings, and figuring out factual information, later on, they show it in action. They also put their thinking into action which is based on their observation.
Sensors' learning stimulates when they apply knowledge. Usefulness is the greatest opportunity to accelerate learning and sense more in their surroundings.
Example
Listeners use to listen to lectures, motivational speeches, songs, movies, etc in the second language, and also watch movies with subtitles to improve their knowledge of the second language.
Sensors use a second language in their real life, talking with teachers, friends, family members, etc.
iv) Intuitive
Intuitive learners focus on possibilities and have a theoretical viewpoint, and also analyze everything in the big picture.
Example
Philosophers have an intuitive learning style. As Plato proves his statements with theoretical arguments. He said that poetry spoils the young generation with multiple arguments.
They have problem-based learning. The young generation is emotional and sensitive in terms of poetry which triggers him to find out the reasons.
v) Thinking
Arriving at the end results and decision ending is of essential importance in life. Collecting all the relevant facts and figures one needs to analyse each thing objectively, knowing the pros and cons to make a final decision.
They prefer to criticize and analyse things in a descriptive, so they can utilize their logical and systematic approach to produce a healthy and rational conclusion.
Example
If Ali speaks a second language, he will think about how grammatical rules are performing different roles in language, such as how to place the subject(pronoun) in the beginning and object(pronoun) at the end of the sentence. If he will replace "but" with "although" what other changes are required in the sentence. Thinkers will learn step by step placement of elements in a sentence. He will apply all those rules, and later on, he will ask for feedback.
vi) Feeling
Harmony and forgiveness are of core importance to the fearless and they always search for the best in others. Feelers rely on their past experiences, what was the effect of their speech act and other feelings. They develop mutually beneficial approaches and learn a lot by assisting others. They have a sympathetic nature to L2 speakers.
Example
Student "A" has good interaction with the instructor and he will ask him how to use L2 properly and learn little by little, and has links with students where he mostly practices L2 confidently. He will ask to check his L2 in speaking or writing and suggest improving his L2. And he always seeks appreciation.
vii) Judging
This style of people finishes one thing before moving to another and they like to complete certain tasks within time. They strictly follow the time and meet deadlines. The judging style continuum is formal and applies a systematic approach, step by step learning style is the first choice. They always keep their eyes on track of time and plan to finish any task on time.
Example
Student "A" follows a systematic approach, such as he first learns nouns, pronouns, adjectives, and other parts of speech in a second language. He is following the step-by-step pattern of grammatical rules of L2. When he comes to know these instructions then he will follow and have logical reasons for what syntactic pattern he uses.
viii) Perceivers
Perceiver learners are highly adaptive and they become aware through senses. They are flexible and like keeping their options open.
Perceivers are multi-talk-oriented and leave many tasks undone. They are good at their job under pressure and avoid lengthy assignments unless they divide the task into short assignments.
One individual must know different learning styles of one's personality, should know the strengths and weaknesses and must realize how to improve his/herself.
