Principles of language learning and teaching (original) (raw)
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Languages Department M01ENL Theories and Methods of Language Learning and Teaching (CW1
ALSAYED MAHMOUD, 2019
To teach grammar or not. To focus on form, meaning or combine them together. To immerse learners in the environment of the target language in order to acquire it, or they should learn first and then communicate to acquire other language components. And so on.According to (DeKeyser 1997, Ellis 1997, MacWinning 2004, Rutherford and Sharwood 1988), there is a non-stop research and arguments amongst scholars of(FL) on a variety of differences between language acquisition and learning, knowledge should be presented explicitly or implicitly, focus on form or meaning and the function of skills and knowledge. All these and many others are controversial issues in the field of language teaching and learning that have been under research for decades and perhaps some for centuries. These issues have undergone and still under research by large number of pedagogical experts.Those scholars have been trailing and searching these issues for such a long time in order to support methodologists and teachers with ideal theoretical background beyond different methods of teaching. They have also been trying to find models and approaches that are effective for the teaching of (FL). To find such practical effective approaches of teaching, theoreticians; in addition to the psychological and linguistic features, need to account for personal, contextual and environmental factors affecting the learning of FL. With regard to what has been mentioned previously about the factors, that need to be considered when choosing or inventing a suitable teaching approach, specifically the environmental and internal ones, this essay focuses on some of the concepts of the cognitive linguistics (Johnson, 2008:98). The essay discusses whether teaching should be form-orientated, meaning-orientated or both of them combined with reference to an article by Montgomery and Eisnestien (1985) discussed in Johnson (2008:107). The discussion is heldwith regard to the cognitive linguistics by (Skehan, 1998, Johnson, 1996, and McLaughlin, 1987). Johnson (2008:98) suggests that cognitive linguistics sees language and its learning linked to psychological or cognitive operations. The approaches of form-orientated and focus-orientated can be discussed under the concepts of declarative and procedural knowledge. They are also affected by other concepts like automaisation, and the negligence of any of these concepts could lead to fossilisation. All these concepts are discussed later in some detail with linkage to different teaching methods andthen their teaching implications will be illustrated at some point at the end of the paper.
International Journal of Engineering & Technology, 2018
Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.
Second Language Acquisition Research
During my entire life as a learner, teacher and coordinator, I've heard a lot of comments, questions and suggestions concerning the best way of acquiring a second language. To be honest, it's necessary to mix many methodologies in order to learn and teach a L2. Taking into account that learning a language is not the process of apprehension of new words, but also a very complex brain process, we should be aware of our responsibility when we transmit this kind of knowledge, because we not only transfer what we know about a L2, but also our ideas and believes related to the foreign language.
FROM LANGUAGE LEARNING/ACQUISITION TO LANGUAGE TEACHING METHODOLOGY AND PRACTICES
Before the late nineteenth century, second-language instruction was served by the so-called Classical Method of teaching Latin and Greek. Lessons were based on mental-aerobics exercises—repetition drills and out-of-context vocabulary drills as well as lots of reading and translations of ancient texts (Richards & Rodgers 1986). For them, languages were not being taught primarily to learn oral/aural communication, but to learn for the sake of reading proficiency. Theories of second-language acquisition didn’t start to pop up until the instructional objective became oral competence. Since the 1940s, with the advent of oral competence, the definitive solution to successful ESL instruction has been discovered and rediscovered. Some second-language theories and methodologies seemed to have its high position and then others emerged challenging the previous (Richards & Rodgers 1986). The language teacher usually depends on the research done by linguists, educationalists, psycho-linguists and socio-linguists. These theories, which eventually lead to methods, help the teacher to create techniques to teach a foreign language in the classroom effectively. Thus language theories guide a teacher to select and follow an approach to the teaching of any new language. It will therefore be argued that there are links between learning theories and the various existing methodologies. To accomplish this end, the paper is structured into four main parts: the first part presents a brief history of Language teaching; in the second part four key terms namely: theory, method, procedure and technique are contrasted; in the third part a Critical review of the three most influential learning theories is displayed; and in the last part eight teaching methods are presented and related to one of the three theories foremost mentioned.
The Influencing Factors of Language Development: Learners Developing Second and Foreign Languages
The aim and objective of this research is to find out the language learners' factors, language learning factors, their influence on the whole process of language learning and finally to look for some possible solutions. It is worth mentioning that a particular factor can be a barrier to one learner, whereas it may facilitate the other. There is no denying the fact that developing a new language, for example a second/foreign language, is basically a complex and tiring job. According to Professor Stephen D. Krashen, we have two widely known and well accepted means to develop language: 'acquisition' and 'learning'. Acquiring a language is a natural process, while learning a language is a training based activity. During the period of language development, students/learners have a lot of issues such as: personal, social, biological, political, cultural, economic, academic and so on. Further researches show that after puberty/the critical period, learners face some issues and there are facts that all individuals are different from one another. In the early 1960's, there was an upsurge of interest in individual characteristics. All these issues that affect language learning can broadly be categorized as internal and external factors. To assist language learning, students' initial errors in developing language should be allowed and corrected with a sympathy and tact. So, to discover a shortcut solution to removing and/or minimizing all the factors of language learners and language learning in order to develop the target language is not an effortless task.
LEARNING APPROACHES AND STRATEGIES IN SECOND LANGUAGE ACQUISITION
Banwo A. O (2020). “Learning Approaches and Strategies in Second Language Acquisition”. Nigerian Journal of African Studies (NJAS), A publication of the Department of Igbo, African and Asian Studies, Nnamdi Azikiwe University, Awka, Nigeria Vol. 2 No. 1, (ISSN: 2734-3146), 2020
This study examines the learning approaches and strategies of acquiring a second language while adopting the use of theories and different applications as depicted by modern scholars. Data for this work was obtained through purposive random sampling and analyzed through content analysis. Stages of language acquisition such as preproduction, early production, speech emergence, intermediate fluency and advance fluency stages were selected for this study. The framework for this research work emanated from the input hypothesis theory, language output hypothesis and the internal syllabus theory of language acquisition. This study identifies that the acquisition of a second language is based on several factors such as strategies and tactics, beneficial learning environment and the students' personal learning abilities. It suggests that human mental ability is a central feature of learning a second language, although the use of strategies to increase the brain and memory function would go a long way in increasing knowledge processing and information. Furthermore, it does not dissuade the fact that teachers have a fundamental role in this process, they have the power to motivate the learner and identify their individual traits or abilities. They are expected to provide a suitable or interactive learning environment that would increase communicative abilities and processes through students cognitive, social and physiological preferences to ensure a second language acquisition.