It is necessary to recognize the fundamental difference between Foreign Language Acquisition(FLA) and Second Language Acquisition (SLA) processes to investigate and provide a framework for Korean English learners as well as Korean teachers. Recognizing these differences allows us to approach Second Language Learners (SLLs) in a very specific and focused way. Briefly, with FLA implicit learning takes place, which happens unconsciously and relatively effortlessly. On the other hand, SLA involves explicit learning and substantial effort on behalf of the average learner. It, therefore, is implicitly different from the native-speaking context. Because of this fundamental difference between the two, it is necessary to examine each scenario carefully in order to establish the exact factors affecting each. There are huge differences between Korean and English because of that factor Korean student often struggle with acquiring English as a second language. The recognition of this is obviously important to teachers and language learners especially for Korean learners. Then, what kinds of teaching methods are effective for Korean learners? I …show more content…
According to Howatt and Widdowson (2004), there are strong version and weak version of CLT. The strong version put more stress on actual use of the language by means of communication, therefore less stress put on linguistic features, whereas weak version integrates grammar and vocabulary along with communicative tasks. It is widely accepted the effective integration of CLT in classrooms. SLLs need to practice the language in a genuine, real-life situation with the use of authentic materials through interactive tasks with communicative skills which will enable them to engage in real conversation beyond their confined classroom
Johnson and Newport used 46 native Chinese or Korean second language learners of English who were students and faculty members at an American university. The subjects were presented together because of their native languages dissimilarity to English and lack of difference in the results of two groups. The subjects' ages differentiate between 3 and 39, when they first arrived in the US and they had lived in the target language culture for between the age of 3 and 26. According to their age of arrival in the US, t...
According to one article, over the past two decades, countries in the world have become more and more interdependent, and new technologies have erased many existing borders. As boundaries between countries are dissolved, foreign language instruction has become more necessary than ever for linking with the rest of the world and for producing an enlightened citizenship able to function in today’s ever-shrinking world. (Morris, http://www.learnnc.org/lp/pages/759) For the people who are learning any other languages, before start to study, it is obviously important that knowing differences between two languages, their own language and others. The purpose of this article is to explore differences between Korean and English. And then, it will be
According to Ellis (2010), Second Language Acquisition (SLA) scholars have proved the importance of their research in the area for the Language Pedagogy (LP). At the same time, there is no consensus regarding the exact nature of this relationship as well as the actors and actions involved. Obviously, teacher training institutions have to take into account the specific nature of language teaching because, as mentioned earlier in the text, this field requires the instructors to teach, not only the subject per se, but also introduce the intercultural competence. Furthermore, SLA is a rapidly developing area, which means that the theoretical research and practical implementation of findings are closely connected. Modern methodologies have seen
The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
The Acquisition-Learning Hypothesis- Krashen believed that learning and acquiring a second language are two different processes. The theory suggests that new linguistic information is obtained by the learner subconsciously (Macaro, 2010), much like the acquisition of the native language, whereas learning language is more of a conscious understanding of the language. Krashen advocated that language is more readily acquired when it is used to transmit messages in natural form of communication rather than when it is explicitly (Crochunis, Erdey, & Swedlow, 2002). We conclude that if second language learners are provided opportunities to produce the targeted language in authentic interactions with peers and teachers, this would positively influence the acquisition of the targeted language. Therefore, it could be said that language teachers should focus more attention on the meaning being communicated than on form, like obeying grammatical
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
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...
The system of methods used throughout this study aimed to gain close insights about the major errors and mistakes committed by second language acquisition learners. The primary data collected was limited to students of a particular age range in order to keep the analytic data restricted to a similar array of ideas and lexical terms.
It has been shown that Second Language Acquisition (SLA,) takes time and occurs in stages (Ferris, 1995). In addition, second language (L2) learners go through various stages of acquisition of different elements of the second language and they may make errors. These errors may be caused by inappropriate transference of first language patterns or by incomplete knowledge of the L2 (Ferris, 1995).
A fundamental aspect of language acquisition is acquiring sufficient vocabulary to understand and convey meaning. As the Communicative Language Teaching (CLT) approach is today´s contemporary method of teaching languages, the Grammar Translation Approach´s Focus on Forms (FonFs) became obsolete. Instead of the intentional teaching of language items, the CLT classroom focuses on incidental learning. Incidental learning is key principle of Focus on Form (FonF) and applied in the SLA classroom to give it a more naturalistic atmosphere.
Discuss the “stages of language acquisition” proposed by Stephen Krashen. Using the article, “Classroom Instruction That Works with English Language Learners” discuss how using our knowledge of these stages provides a framework for ESOL classroom strategies.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners . This definition includes the plan of the integration of the language into a broader curriculum, during the language acquisition students can use the language in real-life situation and this way supports the natural language learning. Furthermore, CLIL supports fluency in contrast with accuracy and errors are regarded as the part of the natural language learning. Learners become fluent English speakers as using language for various purposes.
In the field of ELT, different and innovative ideas have been added for language teaching. In the recent era, the trend is more towards Communicative Language Teaching(CLT).Compared to previous time when learning a new language was meant for reading literature, now it has become a necessity for communication. After mother tongue people learn another language for maintaining communication with the people speaking different languages. Hence, language is learnt as a means of communication rather than a subject. So, with the changed necessity of language learning, the teaching methods and approaches have also been altered.
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W.Ritchie and T.Bhatia (eds.) Handbook of Second Language Acquisition (San Diego, CA: Academic Press), 413-68.