Resource centre - Theory and issues - Language acquisition
Julio Foppoli reflects on the grammatical basis of most present-day language courses, and argues for greater emphasis to be put on language acquisition, rather than on language learning.
In our previous mini-article entitled "Language Acquisition vs. Language
Learning" we mentioned an important distinction in the way in which children
acquire their mother tongue naturally, by means of meaningful interactions with
their parents in which the focus of every single exchange is communicative in
nature.
Adults, in contrast, when trying to learn a second language, are usually
presented with a myriad of grammar rules and patterns to master from the very
first class.
It is said by advocates of these procedures, that their cognitive development
cannot be equalled to that of a child and that statement is very true indeed.
However, the fact that there are important cognitive and developmental
differences between children and adults does not by any means imply that
language should be presented devoid of any meaning as a rigid set of rules and
patterns which are essential to master. Advocates of this school have the
perception that every single piece of the puzzle they teach (i.e. a certain
pattern, rule, tense, etc) is going to be inserted into the big picture one day
and the puzzle will be perfectly complete for the student to see and use. In
reality, students simply receive piece after piece after piece of a big
something that they are never able to tell what it is or when they will be able
to see it, if ever.
Have you ever tried to make a really big puzzle without an overall picture of
what it would look like when finished? If you have, you will have noticed that
it may be a very frustrating and draining activity, with no clear goals and
objectives. Every effort you make seems to be meaningless and you usually feel
like drifting around aimlessly and purposelessly. Isn't it part and parcel of
the Second language teaching profession to find thousands of adult learners who
could recite a grammar book by heart but nevertheless are unable to communicate
basic ideas naturally and fluently if it is that they can communicate them at
all?
This, of course, does not have any resemblance to the way in which a first
language is acquired. Nor does it mean that children and adults acquire a first
and a second language in precisely the same way. There are obvious differences
among children and adults learning a second language.
What was highlighted in our previous article is the need for language to be
meaningful at all times, and this is common ground for both children and adults
alike. Language without meaningful communication is as useless as Valentine's
Day without lovers or Children's day without any kids (I apologize for using the
same analogy as in my previous article).
However, a quick look at present-day language courses clearly shows that this is
not the case at all. You will see from the very first lesson, that the students
have laundry lists of words to master and memorize, grammar, vocabulary, grammar
and more vocabulary to make them feel they can even "touch" the language, those
pretty "tangible" patterns they learn lesson after lesson that make them feel so
secure and confident. The truth is, in the vast majority of cases, that whenever
presented with a REAL situation in which they have to use the language, more
often than not they dry up and are unable to utter two coherent phrases
altogether. Are they to blame for their "failure?" Of course not. If what you
are trained to do exclusively is grammar, repetitions and drills, you cannot be
expected to produce something different, something communicative. The magic
"click" that is supposed to take place in the students' brains after constant
hammering and repetition apparently never takes place or if it does, in the best
of cases, it is in less than 2 per cent of the learners.
What does this show? Clearly it is an indicator that must make us reflect on the
importance of our teaching practices. Just because we as teachers learned things
in a certain way does NOT mean that it is THE way. Pragmatic results clearly
show that a grammar based approach to teaching a language is highly ineffective
since language per definition entails communication. Until we come to understand
this simple fact, we will keep seeing students dropping out of their language
studies because "they are too hard for them, they are not cut out to learn a
second language" and statements like these. And they may be true... They do NOT
need to learn a second language. Then need to acquire it in all the senses of
the word.
Language acquisition vs Language
learning
The Silent Period of Second Language
Acquisition
ESL resources
Downloadable activities
What do you think of this article? Add a comment »
Yes, after some 15 years of
L2 language teaching I can concur 100% with Julio.
For me there is the two stage process of learning viz: INPUT and STORAGE and
then there is the ACQUISITION bit (making the process into a three stage
progression) whereby the JUMP to OUTPUT has all to do with the acquisition (as
outlined in the above and the previous article).
Students often get hung-up on definitions (daffynitions!) because there is
relevant context - this leads to a sterile experience.
Viva language acquisition and, dear Julio, continue to plough your furrow
despite the slings and arrows that will follow your success!
Bruce
I think it is an excellent
article and I can certainly relate to it. I believe teachers should firstly find
out what the students' interests are and then plan lessons around them. With my
own adult students, I've found going to the cinema, art gallery, coffee shops or
the theatre has been a meaningful experience for them. It is certainly more
fertile than a sterile classroom and I think this is, in my opinion, a very good
way of making good progress in 'Second Language Acquisition in Adult Learners'.
It builds up their confidence in their ability to use the second language, and
they are storing up memories of various places and how they expressed themselves
in that situation.
Dinah
I concur with the
sentiments in the comments. However, I do find it difficult in the early stages
to make lessons communicative when the new student has no L2 at all.
Where can I find actual practical ways to develop more along these lines
please?
Judith
I concur with many of the
points raised in this article. However, not only am I of the opinion that there
is far too great a reliance on pure academic, and rote textbook teaching and
learning, but I also discovered, because of seeing what they are doing as a
profession and not looking outside the textbook, there is a severe lack of
English in real life situations.
While teaching in Japan, my students and friends told me that the outdated,
reused in class, scripted lessons are very boring. However, by taking the
students outside the class and letting them touch English, to experience, ask
questions, they will improve at a faster rate.
Far more importantly, if the teacher talks to, instead of at the student, and
listens to what they want instead of overpowering them, the students will be
willing to respect you, instead of reluctantly following your instructions. They
will want to come to class or take your lessons instead of it being an
obligation, appreciate English more, and not be intimidated to speak to an
English speaker when they are spoken to in English.
My very close dear friend and her 7 year old daughter are excellent examples of
how, even in Japan, you can learn just as well as spending time and money
traveling to Vancouver. That is if you remember the prime directive, which is
that the teacher is the provider and the student is the buyer. Believe me
for all those teachers who buy the idea that the school or materials used really
are the key to learning, the truth is that 75% is due to the student's purpose,
tenacity and above all creating an atmosphere which is conducive not only to
learning but also to experiencing English.
As for teaching English to children, spending the day in the park or beach and
doing and explaining actions is the best way to learn together with their mother
or both parents.
I welcome any and all contrasting points of view to what I wrote.
Joseph
Quite splendid and
objective. It's practical and pedagogical. But too short!
Semiu
I am writing an assignment
for L4 SS, on L2 acquisition at the moment and the impact theories have on the
learning environment. I am looking at The Variable Competence model versus
Accommodation Theory. Can any one provide any helpful guidelines? I am getting
lost in theory but would appreciate some practical applications.
Sara
I could not agree more. I
have been teaching English for more than 30 years to adults in non-English
speaking countries, and have used the aforementioned approach. The problem that
I have faced is that the university trained English teachers from the country I
live in, teach grammar and conversation as separate entities, and do not teach
English the way they learned their mother tongue.
Irwin
Dear Julio... I completely
agree with the point you've made, you probably highlighted the central problem
of teaching. But could you propose practical ways to eliminate the obstacles you
mentioned. How to provide better ways of teaching English to adults? How to
solve the problem of their better motivation, of their lack of time and other
problems connected with teaching working adults which you probably noticed or
are noticing? Sorry for possible mistakes in my writing (I only begin to teach
adults and I didn't extensively study English with aim to teaching. I finished
at the history department of the Moscow State University and got a Ph.D in
politics, but for financial reasons I had to switch to teaching English to
adults.) Thank you for possible comments.
If you know, could you please provide me with links covering such areas as
different learning styles. In my country we divide adult learners into the
following groups: audials (those who acquire language by listening), visuals
(those who better remember written information or video) and etc.
© 2012 Eslbase. All rights reserved
Follow Eslbase on
