Introduction
It is agreed that knowledge on second language acquisition (SLA) does contribute to a better and effective second language (L2) teaching. However, the main question on how a teacher’s knowledge on SLA can enhance or improve his or her teaching remains debatable as there are no theories, approaches or methods that will fit perfectly in all teaching situations. SLA is “multifaceted by nature” and no single theory will be able to explain how it happens (Ellis, 1989, as cited in Vanpatten & Cadierno, 1993, p. 45). Thus, for an L2 teaching to be effective, a teacher must not simply adopt any theories, approaches or methods available but, he or she must be able to adapt the knowledge to ensure the students gain the most from his or her teaching.
This essay will discuss two prominent theories in SLA, mainly, the Input Hypothesis and the Comprehensible Output Hypothesis and in what ways having knowledge of these theories contribute to an effective teaching of L2 in a classroom context.
Effective Second Language Teaching
Teaching and learning are closely connected, so are language acquisition and language teaching (Liyong, 2006). Ellis (1994, as cited in Liyong, 2006) claims that L2 teaching in the L2 classroom will increase L2 acquisition. However, students will never learn everything that the teacher wants them to learn. They may notice certain things and disregard other things. Even if they are paying attention to some things that are of interest to them, it does not guarantee that they are learning or remembering them. Similarly, in terms of L2 teaching, it is impossible for a teacher to teach everything about a target language in a classroom setting and even if the teacher manage to teach everything, it is alm...
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...ied Linguistics, 2(1). 1-21.
Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia. (2000). Sukatan Pelajaran Bersepadu Sekolah Menengah: Bahasa Inggeris. Kuala Lumpur.
Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (eds) Input in Second Language Acquisition. 235–53. Rowley, Mass.: Newbury House.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1), 158-164.
Swain, M. and Lapkin, S. (1995) Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics 16(3), 371–91.
VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77(1), 45-57.
Language development is very important, and these programs use the students’ native language as a tool to develop their second language. The time spent on each language and the quality of the language input play an important role in students’ language development. Tier one, two and three language strategies can be used to help the students meet their individual and group needs. Irby, Lara-Alecio, Mathes and Tong (2011) found out that students make the most progress in the language they are exposed to the most. When students were exposed to their native language for a greater amount of time (especially in the early years), they developed it and were able to transfer the skills and strategies as they learn their second language.
If corrective feedback is sufficiently salient to enable learners to notice the gap between their interlanguage forms and target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar (Ellis, 1994).
...tive Learning.” in Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 439-456.
Language Development When it comes to the effects of gender on language development, one of the most frequently asked questions is: do males and females develop language differently? Studies have shown both similarities and differences between male and female language development. Apel and Masterson (2001) explain that both genders acquire language skills along the same timeline and that both become active, engaging conversationalists. Although research has shown both similarities and differences in language development, pertaining to gender, a major influencing factor has come from parents. Observations have shown that during the different stages of language development, parents tend to use different types of language with males than with females, which continually affect an individual throughout his or her entire life.
Many people against second language learning argue that learning a second language is meaningless because it is never used after learning it and is soon forgotten. The problem is the country’s secondary language education methods. Rather than teaching at a young age, which they should, they make it mandatory at the high school level. Making children learn a second language at a young age is a better method because the earliest years of childhood are a critical period and at a later time, the brain’s ability to learn a new language is greatly diminished (Richards). Another problem is that most often, there isn’t enough repetition of what is learned in order for it to “sink in” to the memory of students. If taught at a young age and maintained throughout that students’ academic career, not...
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
...oach is used in all the content areas, and students work in cooperative, and language heterogeneous groups to promote language development, and content learning. This model focus on content learning, but using scaffolding techniques helps to promote language acquisition because students are exposed to the L2 in meaningful contexts.
In second language acquisition, it is crucial to take into account specific factors which influence the attitude held by different groups of learners leading to different levels of L2 proficiency. Some of these important factors comprise age, sex, social class, and ethnic identity (Ellis,
Errors are made when learners of L2 produce incorrect language because they do not know the correct form, while mistakes are made when learners produce incorrect language although they know the correct form (macmillandictionary.com). Learners can correct their own mistakes, but by definition, they can not correct errors. Errors are considered to be partial acquisition of the target language. In fact, errors should be viewed as "the tip of the iceberg" of a dynamic process of foreign language acquisition (brj.asu.edu). Instead of treating the developmental stages in learners' language as errors, it may be better to view these errors as partial acquisition.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Scheffler, P., & Cinciaa, M. (2011). Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13-23.
Learning a new language may take its own time and dedication. Once if you learn second language and being fluent in second language offers numerous benefits and opportunities. Second language learning is exciting and benefit in all ages. It can surely provide practical, intellectual and many aspiration
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.