Learning English as a Second Language
By—Emma
Talking about Second Language Acquisation(SLA), we might as well distinguish it from Second Language Learning(SLL). The'acquired system' and the 'learned system' are two major components of language learning process.
The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen, an expert in the field of linguistics specializing in theories of language acquisition and development, 'learning' is less important than 'acquisition'.
For most of us Chinese students, however, we’ve spent few years in 'acceptlanguagelearning' English, not 'acquiring' English. Traditionally, language pedagogy in China has mostly emphasized form-focused instruction. Learners learn what they have been taught—words, grammars, sentence patterns and anything that teachers believe to be useful in communication. Contrary to the conventional way of teaching, communicative language teaching, based on the assumption that learners do not need to be taught grammar they can communicate but will acquire it naturally as part of their learning process, proves to be more efficient. Under this method, students can actively involve in it and acquire English as mush as they can, whereas for the learners under form-focused pattern, to acquire English would be tougher.
Still, apart from discussing acquiring a language, there are four major dimensions—language aptitude, cognitive style, personality traits and learning strategies in learning a second language when different individuals are concerned. In the following passage, therefore, I am going to take myself as an example.
From the perspective of the cognitive style, where there exists field dependence and field independence, I might be categorized as the field dependent one. The characteristics of field dependent language learners are those who accept the secoond language information exactly as it is presented by teachers. They do not try to analyze or think about it themselves and they are very reliant on what others think of them and depend a great deal on positive feedback. Looking back my learning experience of English when taking the above features into consideration, I am quite the person who depends on others. In the primary stage of English study, say in the Middle school time, I just followed my English teacher, reading the textbooks, reciting new words and taking exams. Actually, after years of learning like this, I did got a handsome score in almost every exam. But the problem is that I can not even make a complete sentence in an oral way which just reflects what Hansen and Stansfield’s experiment has found. They concluded that field independent learners were more successful than field dependent ones, both in their knowledge of the language and in using it to communication.
In terms of personality traits, which mainly consist of introversion and extroversion, I’m so
delighted that I am one of the extroverted language learner. Extroverts are generally more sociable and gregarious and are nore willing to use the L2 in the class and to ask and answer questions without worrying too much about whether they make mistakes or look foolish. According to the features of extroverts, you may think it’s quite different from what I described myself as a field dependent learner. But it is true when I was in High school. I did realized the neccessity of active involvement in English learning since language is originally for communication. Thus, I frequently went to the English Cornor every Wednesday and would stay there for quite a long time to talk with our foreign teacher so that I could put what I’ve learned in the classroom into practice. Overally, I would do everything I could to practice English, and not a single chance could be missed. By doing this for about years, I found speaking English was no longer a tough work for me and the 'tool' was ultimately found its own way.
Having analyzing cognitive style and personality traits, which are said to be the general factors that affect the rate and level of L2 achievement, I may directly turn to the learning strategies, the particular approaches or techniques that learners use to learn an L2. Cogn
itive, metacognitive and social/affective strategies are three major types of learning strategies. As an English major student, I should try every means to apply those strategies to learning in order to achieve a higher level. Despite of learning the language of English, I recently put the above methods in Japanese learning. Until now, I find it quite effective.
To summerize, Learnig English as a second language, seeing from my experience, is absolutely not an easy process. The right and effcient method may only shed a light on you after years’ struggle. Always bear in mind that the learning road streches endlessly, and we should never be contented to what we temporarily achieved. Exploring shall be always on the way.
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