Second Language Acquisition
Teaching is an art, not a science.
Before taking the Second Language Acquisition (SLA) course at UTSA, I believed that there were specific things to learn about language acquisition, and once learned, I'd be able to make all the right pedagogical decisions to lead my students to success. After taking the SLA course, I believe that teaching language is an art not a science. There is no one, correct answer that will be applicable to any given situation. There is no one theory that explains acquisition. In fact there's so much more research to be done!
As an art, one must try different approaches or combination of approaches in order to achieve one's goals. Each student presents a unique personality with a variety of skills. The teacher who is open-minded and well-informed will be able to teach that student far more than the teacher who is limited in approach or energy.
Following are some explanations of folk beliefs about SLA.
This summary is based on Lightbown and Spada (1999).
1. Languages are learned mainly through imitation.
Imitation is used in language to learn pronunciation and intonation. It is used while one is learning new words or structures. Then the knowledge is applied creatively in non-imitated ways.
2. Parents usually correct young children when they make grammatical errors.
Most parents correct on meaning rather than grammar (form). Children tend to pick-up form without explicit correction or feedback. However, without feedback, certain errors will be repeated.
3. People with high IQ's are good language learners.
People with high IQs tend to do well on grammar and vocabulary tests. However, a wide variety of individuals can be successful with acquisition through interactive language use.
4. The most important factor in second language acquisition success is motivation.
Motivation is important, but equally important is the difference in learning aptitudes and how instruction interacts with individual learner styles and preferences for learning.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
For native pronunciation, yes. However, beware of subtractive bilingualism. A strong L1 is very important to overall confidence and academic achievement. Students who are speaking two languages need sensitive instructors. Foreign language is better to start at age 10.
6. Most of the mistakes which second language learners make are due to interference from their first language.
Yes, errors in transfer of patterns from the native language is a source of errors. Also, an overgeneralizing the rules of the target language is more often a cause of errors. Learners from different languages tend to overgeneralize the same target language rules (backsliding). Some L1 to L2 rules are hard to overcome and are reinforced by learners who make the same errors.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another.
Language learning is not linear in its development. It's a process of integrating new rules into an existing system of rules, readjusting, and restructuring until all the pieces fit. One must allow students to compare and contrast different aspects of the language in order to learn.
8. Teachers should teach simple language structures before complex ones.
Certain language structures will be learned before others regardless of presentation. However, modified speech, with the exclusion of complex forms, does assist students' learning. Don't omit completely any aspect of language based on complexity or you'll have a gap in the learning.
9. Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits.
Making errors while learning language is natural. Errors reveal learners' developing interlanguage (overgeneralization of L2 rule or transfer of L1 rule/aspect to L2). There's an art to correction taking into consideration the level of students (analyzing rules vs. acquisition), expression opportunity, etc. Don't correct while people are communicating. (Good to correct errors that never go away, however.) A good technique is "conversational recast." (This means repeating back what you heard but in the correct grammar or pronunciation, etc.).
10. Teachers should use materials that expose students only to language structures which they have already been taught.
Use real and authentic materials to maintain motivation. These will deal with aspects which are beyond the student's current level. That's okay. Also okay to focus on one lesson during the lesson and using such focused materials. Krashen says Level +1.
11. When learners are allowed to interact freely (for example in group or pair activities), they learn each other's mistakes.
Group practice is far better for acquisition than teacher-centered class. Learners don't make any more errors than normal speaking with similar level learners and don't make much progress in error correction either. Access to the correct language forms while working in similar level groups is essential.
12. Student learn what they are taught.
Students do not necessarily acquire what is taught. They learn in stages. That being said, they also learn through self-discovery that which was never officially "taught."
Conclusion:
1. Focus on experiences in teaching. Learn from your own experiences.
2. Focus on the personal characteristics of the learners.
3. Be aware of the L1 and L2 structures.
4. Learners need opportunities to interact with L2 speakers.
5. Learners need access to correction and form-focused instruction.
Lightbown, P.M., & Spada, N. (1999). How languages are learned (Revised Ed.). Oxford: Oxford University Press.