Assignment 12 - Second Language Acquisition

Hello Readers!

This assignment is a part of internal evaluation of student's academic activity in the Department of English, MK Bhavnagar University. Here is my assignment.

Name: Rohit Vyas

Class: Semester 3

PG Enrolment Number: 2069108420200041

E-mail: rohitvyas277@gmail.com

Course: M.A. English (2019-21)

Paper 12 - English Language Teaching - 1

Submitted to: Department of English MK Bhavnagar University, Bhavnagar, Gujarat, IN.

Assignment 12 – Second Language Acquisition

Abstract

English has been the language of almost every student's wish to learn. How can one learn the language and become proficient in it? What is learning and what is acquisition? These are some of the possible questions one might ask. English language has been the global language and is currently used in almost every country.

When it comes to language, India has much diversity about languages. India has Hindi as its national language and English as its official language. But in terms of education, English is taught as a second language.

In terms of language learning and teaching, ELT – English Language Teaching as branch of academics is having a research based discourse on how language can be learnt and acquired.

Stephan Krashen is the theorist who has given five major hypothesis on how language is acquired. This assignments focuses on how English as a second language can be acquired in an Indian environment.

Introduction

English. A word which fills the mind with full of thoughts. A language which is the desire of everyone. In India, English is looked at as if it was a challenge to overcome or an obstacle to resolve. Youth of India thinks that if they would learn this language they will become more confident.

But India is a multilingual country, languages differ from state to state and region to region. Even many communities have their own language. In such multilingual country, it becomes necessary to designate the actual meaning of learning the language and acquiring the language. For example, if an individual is born in Gujarat, his or her first language or mother language will be Gujarati. Because right from the childhood an individual has been listening Gujarati language at first place.

 

The difference between language learning and language acquisition

One does not require a proper structural and grammatical rules to speak in a mother language.  In day today life whichever language is spoken effortlessly, it is the acquired language. When one learns the structures and syntaxes of any language at first place, before using it in a day to day conversation, that language is the learnt language.

English is taught as a second language in India. If we consider Gujarat for instance, English is not given much priority in daily conversation. It will be hardly seen that a Gujarat born boy or girl is speaking English language as his or her first mother language.

 

The Process of Acquisition

Now the question arises, that how one can acquire the second language? As a matter of fact, second language cannot take place of first language or mother tongue. So the second language acquisition would not be as perfect and precise as per the first language is acquired.

Much of the research and experiments has been done in the arena of English language teaching. Stephen Krashen has made an attempt to give the considerable and practical hypothesis of language acquisition. Here are those 5 hypothesis given by Krashen.

1. Acquisition-learning hypothesis

Language acquisition is the subconscious process which continuously goes on in mind. Language can be acquired in three stages. First is comprehension. One can read and respond the given inputs through comprehension. The second one is speech production. By responding the inputs one can produce speech in a systematic method. Third is speech activities. By engaging more in speech activities, one can acquire language.

 

2. Monitor hypothesis – Learner focuses on mistakes and puts check on errors and glitches. Krashen maintains that,

 

"I have hypothesized that two conditions need to be met in order to use the Monitor: the performer must be consciously concerned about correctness; and he or she must know the rule. Both these conditions are difficult to meet." (Krashen, 80)

 

3. Natural order hypothesis – Language is acquired naturally. When a learner is in the state of speaking language with fluency, then this natural order is fulfilled. There can be some discrepancy in learner’s physical and geographical environment. By referring to Corder, Krashen mentions as follows:

"It states that we acquire the rules of language in a predictable order some rules tending to come early and others late. The order does not appear to be determined solely by formal simplicity and there is evidence that it is independent of the order in which rules are taught in language classes." (Krashen, 79)

 

4. Input hypothesis – Krashen referes to Noam Chomsky’s LAD – Language Acquisition Device and maintains that “input is the essential environmental ingredient.” (Krashen) He also says that speaking is the result of acquisition not the cause. Speaking happens when the inputs become comprehensible to the acquirer.

"We are able to understand language containing an acquirer grammar with the help of context which includes extra-linguistic competence. The caretaker provides extra linguistic context by limiting speech to the child to the here and now." (Krashen, 80)

5. Affective filter hypothesis –

Krahsen explains that while acquiring the second language, one has this affective filter which helps in comprehending the inputs of second language. Krashen says,

 

"The 'affective filter' is a mental block that prevents acquirer from fully utilizing the comprehensible input they receive for language acquisition." (Krashen, 81)

 

Conclusion

         In order to bring out the core part of 5 hypothesis given by Stephen Krashen, one can safely conclude that language acquisition is also capturing the particular structure similar to language learning. One has to utilize all the inputs in a comprehensible way. There are many ways to acquire the language but acquiring second language demands much effort. Looking at Krashen's hypothesis, it is evident to see that, acquirers differ in their respective cognitive abilities and comprehensive range.

         To quote from an article of British Council, McCaul states as follows:

“Krashen sums up the idea in a famous documentary on the subject called ‘A child's guide to learning languages’, produced by BBC Horizon in 1983. In the documentary, he says that acquisition is 'where the action is'. In other words, in every successful example of language-learning – an infant mastering a first language, an adult learner of English scoring a band 9 on the IELTS test – the reason for their success is that they have 'acquired' rather than 'learned' the language.” (McCaul)

 

References:

KRASHEN, S. D. (1985). The input hypothesis: issues and implications. London, Longman.

McCaul, Robert W. "Can We Learn a Second Language Like We Learned Our First?" British Council | The UK’s International Culture and Education Organisation, British Council, www.britishcouncil.org/voices-magazine/can-we-learn-second-language-we-learned-our-first.