SECOND LANGUAGE LEARNING/ ACQUISITION:
HIDDEN REATLITY
- Maheshwor Rijal, Kathmandu University
Second Language Acquisition/ Learning
Before introducing second language
acquisition, I would like to differentiate between acquisition and learning. It
is argued that acquisition is subconscious process of learning language in a
naturalistic setting. On the other hand, learning is conscious process of
getting knowledge, basically, in formal setting. Here, I am going to give on
evidence so as to get clear concept of acquisition and learning. For examples,
what can it be if Newari child start learning Nepali consciously in natural setting? What can it be if he/she starts learning
subconsciously in a naturalistic setting? If he or she learns it consciously in
a natural setting either it can be L1 or L2? Now, my curiosity also grows in
this sense. If he or she learns it consciously in a natural setting how can it
be L1? Critically speaking, I am compelled to think over two term acquisition
and learning. Let me give example from Nepalese context, for a Newari Child
Nepali is second language because Newari is his/ her native language or mother
tongue. That is to say, the child is supposed to acquire Newari but s/he is not
supposed to learn Nepali. As conclusion, I find that the child is said to be
acquiring both Newari and Nepali because he/ she accumulate knowledge of L1 and
L2 in a very natural setting without any conscious efforts and practices.
Actually, this kind of examples is very common in the process of language
acquisition and learning.
Ellis
(1992) says, “The term acquisition is used to refer to picking up second
language through exposure, whereas the term learning is used to refer to the
conscious study of a second language” Here, there is clear distinction between
two terms. But Ellis (1992) further says that this is not real distinction. He
prefers to use both acquisition and leaning through the interchangeable manner.
Based on Ellis and my earlier case in Newari and Nepali language, there is no
watertight demarcation between them. I argue that if the child acquires both
languages simultaneously they cannot be equal.
The Critical Period of Hypothesis
There is fact that language is
better learnt at a certain period of one’s life. When the certain period is
over, language learning becomes slow and difficult. The critical period of
hypothesis states that there is a period when language acquisition takes place
naturally and effortlessly. The strongest support for critical period
hypothesis comes from empirical evidence for the case study of socially
isolated child Gene. Ellis (2003),
states that “Genie was totally
isolated in the early years of her life and consequently did not start learning
language (English) until age of thirteen. While she developed considerable
communicative ability she failed to acquire many grammatical rules” (p. 68)
In this way, we can say that Genie had started learning language after
critical period. So, her language learning remained slow and poor. So far as
critical period of hypothesis is concerned, I would like to relate it with
language teaching and learning. It is a reason that I am going to be teacher.
So, it is found that language teaching and learning must be started as early as
possible. That is to say, the sooner the language learning, better the
performance will be. So, I strongly believe person may not be able to attain
language skill, when s/he is deprived from language exposure before puberty
age. That is to say, after the critical period is over, the child ability to
learn language is significantly impaired. The language learning after the post
pubescent period, the brain loses the plasticity and recognizable capacities
necessary for acquiring languages.
Age Different in Second Language Acquisition
As we already discussed in critical
period of hypothesis that language is acquired within certain time boundary or
certain limit of time. In this respect, this factor is supported by the
critical period of hypothesis. The degree of proficiency in language learning
is certainly varies due to ages factor. Now, I need to make a discussion of
effects of age in terms of age and speed of SLA based on different view of
researcher. It is found that adults learn faster than children with regard to
morphology and syntax. On the other hand, pronunciation is concerned adults do
not always progress more rapidly than children. That is to say, children learn
more pronunciation aspect than adults. Now, one query arises. How does age
effects on the acquisition of native alike proficiency? This is really serious
question. I am learning English language. I do more labor and hard work for
developing proficiency in English. But
my degree of proficiency is not good at all. I could not develop native alike
proficiency. It is because of the reason that my all organs of speech are
plasticized in term of Nepali language sound system. Though I can get little
mastery in morph-syntactic level, it is difficult to attain complete mastery or
proficiency.
Several researches have shown that
children are more likely to attain native like proficiency in a second language
than are adults. Ellis (1997) views, “Success in SLA also appears to be
strongly related to the age when SLA is commenced” (p.106). The investigation
of Oyama (1976) reveals that in the case of pronunciation younger learners do
better. Based on investigation, there is little level achievement in term of
grammar in the starting age of child. Based on Ellis (1997), the starting age
does not affect the route of SLA though there might be differences in
acquisition order. More importantly, starting age affects rate of learning but
does not affect the route of learning.
Environment of Secondary Language Acquisition
Environment plays the significant
role in the process of second language acquisition. It has been often argued
that second language acquisition is often takes place in artificial setting. In
fact it does not happen always. Under the component environment, we can talk
regarding the issues of social aspect, ethnic identity or learner’s personal
and social background. Based on my own understanding, in society there are
different classes of people. Social classes are made on the basis of income,
education, and occupation. So, Second language acquisition is affected by
social classes there is correlation between socio- economic status and
linguistic capacity. I would like to relate with factor environment with
accommodation and acculturation model. It is more associated with ethnic
identity of learners. Based on research of Giles, both divergence and
convergence account for success on second language acquisition. The more
converge the learner L2 culture, the more he or she will learn. In another
word, when learner’s L1 and L2 environment is similar, the learning will be
similar. On the contrary, it will be difficulty when learner first and second
language is different.
Conclusion
In this way, it is found that both
learning and acquisition are used interchangeably according the situation or
condition in which language learning occurs. However, language acquisition is
naturalistic and unconscious process and learning is conscious one. Likewise,
there is certain period in which language learning is easy. This period is
called critical hypothesis period or sometimes sensitive period. Language
learning is effective before puberty age but nor after post- pubescent age. In
the same way, age and environment are also determining factors for L2 learning.
As a good language teacher, he or she has to consider these things while
teaching learning activity going on.
References
Ellis. R.
(1997).Understanding second language
acquisition. Oxford: Oxford University Press.
Ellis. R. (1997).Second language
acquisition. Oxford: Oxford University Press.
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