Linguistics in Foreign Language Teaching and Acquisition
Contribution of Linguistics to Foreign Language Teaching
Unit 6: Contribution of linguistics to foreign language teaching. The process of Linguistic learning. Similarities and differences between first language and foreign language acquisition. The present essay aims to study the process of learning and acquiring a language in both first and foreign language, pointing out the importance of linguistics in these processes. For this purpose, the topic will be divided into three different parts. The first part of the topic will deal with linguistics. The second part of the topic will focus on language learning. The third part of the topic will emphasize the differences and similarities between first and foreign language acquisition. Finally, I will compile the main conclusions and the bibliography used to develop this topic.
As far as foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3rd May, modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9th December, in the section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as a consequence of the globalization process we live”. One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21st of January which establishes the relation among the key competences, contents and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in the article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8th of April, which establishes the minimum contents for the Primary Education in the Autonomous Community of Castilla y Leon.
Bearing in mind all these legal references, I will start mentioning the:
Contribution of Linguistics to Foreign Language Teaching
Traditional grammar contributes with the study of grammatical rules, translation, reading and writing practice, dictionary study and accuracy. At the beginning of the 20th century, Saussure’s structuralism points out that the smallest unit is the sentence, emphasis on speech over written language, the avoidance of translation. On the other hand, Bloomfield’s structuralism highlighted the language in speech and the language skills should be taught in this order: listening, speaking, reading and writing. So, structures are learnt through imitation, repetition and memorization.
During the 1960s, Chomsky said that learners can make novel utterances in a creative way and errors must be considered as normal. But in the Functional grammar of the 1980s, Halliday remarked that language learning is learning to communicate, using pair and group work, varied materials and translation may be used.
The Language Learning Process
Once we have explained the contributions of linguistics to foreign language teaching, we will continue with the language learning process. Many different methods have been devised in the search of the best way of teaching a foreign language. We will first focus on theories on first and second language learning in order to further establish the similarities and differences between both learnings.
Theories on First Language Acquisition
There are several theories on first language acquisition:
- Imitation and reinforcement or behaviorist view by Skinner which remarks that children learn the first language by a process of imitating what they hear.
- Innateness or cognitive view by Chomsky which points out that children use their innate linguistic knowledge to produce sentences.
- Cognition by Piaget who says that children will produce structures if they have developed a cognitive foundation.
In conclusion, it is very difficult to choose between these approaches, but there is no doubt that all hypotheses are right in some way: children imitate a lot, they are born with a language-learning mechanism, their cognitive stage is important, the input they are exposed to is also a significant factor. All theories play their part in the learning process.
Theories on Second Language Acquisition
Now, let’s look at the theories on second language acquisition which are:
- The behaviorist view: It says that learning a language is a process of imitation and reinforcement.
- The cognitive view: Learning a second language is a creative mental process.
- Monitor Model view: Krashen highlight that learning a second language should be a process similar to the first language learning.
The Monitor theory describes five hypotheses: the acquisition-learning hypothesis, which states that adults have two distinct and independent way of developing competence in a second language, the acquisition and the learning process. The second one is the natural order hypothesis, which maintains that acquisition of grammatical structures follows a predictable order when that acquisition is natural. Next, the monitor hypothesis takes place, which states that acquisition is the sole initiator of all second-language utterances and is responsible for fluency, while learning can function only as a monitor for the input. The number four it is the input hypothesis, which maintains that we acquire more language only when we are exposed to comprehensible input. The affective states that comprehensible input can have its affect on acquisition only when affective conditions are optimal.
Similarities and Differences Between First and Second Language Learning
The last part of this theme deals with the similarities and differences between the first language and the second language learning.
Similarities
The similarities are the cognitive process, errors are a positive evidence of learning, comprehensible input is necessary, the natural order and repetitions also take place.
Differences
But, there are also several differences: For example, in the first language learning, interference errors may come up when learning the second language, there is a natural environment in the first language learning whereas in the second language learning there is an artificial environment. When learning the second language, learners have less time and opportunities to use the language. And last but not least, when learning a second language, learners are conscious of the learning process.
Teaching Implications
Taking into account the theories and hypotheses on the second language learning, we can list the following teaching implications: foreign language teachers must create as many ways as possible of encouraging their pupils and boosting their desire to learn. The second language learning cannot be done simply through imitation and mechanical repetition; however, learning does have phases of imitation and repetition that teachers must include in their teaching stages. In the early stages, oral receptive skills like listening are basic, where the level of difficulty must be slightly beyond the learner’s competence. Moreover, input must be sufficient and contextualized. On the other hand, reflection on a linguistic aspect might be helpful in the learning process, since learners are equipped with cognitive abilities. In addition, it is very important that teachers respect a learner’s natural silent period. Pupils shouldn’t speak until they have demonstrated a desire to do so and feel ready for it. Krashen’s affective filter hypothesis demonstrates that learning cannot load to genuine acquisition if the learner’s attitude isn’t positive. It has into account variables like anxiety or motivation in the learning process. These emotions can produce a mental block which avoids the input. The classroom atmosphere must be interesting, pleasant and friendly. Errors must be seen as something natural and logical, since they are a positive evidence of the learning process. Normally, the first language or the mother tongue language interferes in certain way in the acquisition of the second language. This interference can be positive or negative. An example of positive interference for Spanish speakers is the addition of “s” to form the plural form for example “pens”. On the contrary, a negative interference would be the sequence: noun plus adjective used in Spanish, where in English we use adjective plus noun. For example “the red car”. However, students of a second language construct a linguistic system in his way to the mastery of the target language called Interlanguage. That is to say an intermediate status between the first and the second language.
Conclusion
As a conclusion, I would like to say that several methods have been derived from the linguists’ ideas. So teachers must be aware of these theories and apply them in their lessons following the Communicative Approach. In order to do so, teachers must allow errors in the early stages of pronunciation, so that students develop the communicative competence, which is the main aim of our current educational law.
Bibliography
The bibliography used to develop this unit includes: COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press. / EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal. / GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós. / HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)/ NUNAN, D. (2010): Language Teaching Methodology. University Press. /
Webpages
Referring the webpages: www.primaryresources.co.uk. www.english4kids.com www.learnenglishkids.britishcouncil.org www.childrenstory.com/tales/ www.bbc.co.uk/