Abstract
Language is a very important tool of communication, and it becomes even more effective if well mastered. Therefore, for ease of communication with people from different cultures, acquisition of a second language is paramount.
This paper will discuss the process of learning a second language including the good language learner strategies, classification of the learning strategies, strategic instructions attempts and the style and strategies-based instructions combined. Generally, strategies and procedures to apply in the learning of a second language should blend well with the learners needs in order to provide the expected outcome.
In addition, the learning process of a second language will be based on three classifications of learning strategies including the function-based classification, skills-based classification, and the learning and use-based classification.
All these classifications provide varied but equally useful outcomes in the acquisition of a second language. The paper will conclude by highlighting the strengths of learning procedures and strategies in acquisition of English language.
Introduction
Second language acquisition is the process that involves learning of a second language, which is different from an individual’s first language or mother tongue. Second language acquisition usually involves learning the art of writing or speaking another language.
Since learning a new language may be quite difficult, it is usually important to have a goal or purpose for studying a second language; this may include to enhance practical communication or for civilization into the culture where that language is spoken (Lamb & Reinders, 2008). This paper will discuss second language acquisition in relation to English language.
Language Learner Strategies
According to Dörnyei (2005), language-learning strategies refer to various specific means, procedures, actions, and techniques including behaviors and steps use by individuals and students to promote their own learning. On the other hand, language acquisition strategies may be viewed as the awareness and conscious styles and procedures used by individuals and students to learn a new language.
Generally, strategies are the methods that an individual consciously selects and uses in the process of learning the language; this is in addition to the use of materials that aid in the learning process of the language in question (Dörnyei, 2005). Moreover, Johnson (2004) is on the opinion that the interaction with environment rather than an inherent aspect of a leaner mainly influences second language learning.
The student and individual’s selected learning methods, procedures, and strategies should always go hand in hand when combined in order to promote the learning process. Normally, many people find it difficult to master a second language if they are not subjected to the environment that demand such learning or if a second language was not complemented with learning first language early in life (Robinson, 2002, p.95).
It is always important that learners use the best strategies according to their preferences. This will highly motivate the learner; indeed, the learning of English as a second language will be effective, as the learner will be able to learn by himself or herself without depending on others.
This will make the learner to do more research about the language without depending on anybody, since the learner will be able to gain self-confidence, hence making learning of the language more effective and enjoyable.
In addition, it is important and advantageous for the learner to use relevant strategies, which may include proper demonstration of the said strategy and application of better methods on how to evaluate and transfer the method and the strategy to other useful related task in the learning process.
Besides, for better learning of a second language, and in this case English, it is important to apply proper assessment techniques in order to assess the learner’s capability to learn; this will allow selection of the best method.
Therefore, learning process can apply assessment tools like interviews and observations in order to assess the learner’s needs easily. Again, learning can use other assessment procedures, which include the use of dialogue journals and the process of thinking aloud method in assessment of the learners.
Lastly, the use of self-report surveys can also be used in some learners to enable them to assess the best strategy and style of learning English language.
Classification of the Learning Strategies
There are various assessment tools and procedures that can be used to enable learners know the best step and strategy to use in the acquisition of second language. To begin with, there is the use of assessment technique and strategy known as learning and use-based classification method. In this method, learners tend to select the learning strategy and style consciously (Dörnyei, 2005).
Here, the student is able to identify and select materials that are important and are more necessary, for example the identification of important and common words in an extract of a book. In addition, it may also involve making distinction about the major materials and details that need proper mastery in the learning process of the language.
Furthermore, the student is able to be involved in the grouping of important facts in the text according to their categories and meaning. Lastly, the student is able to start doing his or her homework alone, including the use of various strategies of enhancing quick memory, for example, the use of mnemonics and even proper repetition to improve memory of the content learnt in class.
The language use strategy involves the selection of the best method to use in the process of learning the language. This requires application of retrieval methods in order to encourage the students to recall what they learnt in classroom properly.
Again, this strategy can use rehearsal means and methods to help the student to master the content of the language in his/her mind in advance. In addition, the use of communication skills and strategies can be applied in this procedure and classification in order to make the student be able to start conversation with others using the learnt language (Gotz, 2013).
The other classification category is skilled-based classification method. Here, skills are required to enhance mastery of a foreign language effectively. These skills normally include listening and reading skills, as well as writing skills; this may involve skills such as the use of skimming and scanning of texts in a book or listening to the sounds of a conversation (Macaro, 2010, p.96).
Here, the use of writing and speaking skills may be employed, for example, the reviewing of various parts of a text as well as the art of keeping conversation flowing. In addition, it can apply the use of vocabulary and language translation methods in order for the student to evaluate whether he or she has proper mastery of the language (Macaro, 2010).
The last classification method is the function-based classification method. This method involves cognitive, affective, and social elements of the mind in determining whether the student is using the best method or not.
According to Saville-Troike (2005), the functionality approach to learning second language begins with assumption that the function of second language is communication and any linguistics will be developed with focus to communication.
It is also important to focus on real situations of language use as well as competence in order to improve the student’s memory lapse, hence allowing him/her to master the language faster and with confidence (Saville-Troike, 2005).
The use of social aspect will be necessary in the process of socialization and interaction with other learners who are native speakers of the English language; this will help the student to get more clarification about the learnt language.
Lastly, there is the metacognitive aspect of the mind that will enable the student to have proper planning of next routines about the language and to monitor and evaluate the performance concerning the language (Robinson & Ellis, 2008).
Conclusion
The above discussion has defined second language acquisition as the process that involves learning of a second language, which is different from an individual’s first language or mother tongue. However, this might be challenging, hence the need to use learning strategies in the acquisition of the language.
In addition, language is very important in communication and in building relationship, hence it is important that language be learnt using the best strategies and styles that should work in harmony in order to produce better and good performance in the learning process.
Lastly, best strategies and assessment methods to use in the acquisition and learning of English should be adopted. Some of the strategies discussed in the paper are function-based classification methods, skills-based classification methods, and the learning and use based classification category.
The discussion also details that, when these styles and strategies are applied and used appropriately, learning English as a second language become less challenging.
References
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New Jersey, USA: Lawrence Erlbaum Associates Publishers.
Gotz, S. (2013). Fluency in Native and Nonnative English Speech. Amsterdam, Netherlands: John Benjamins Publishing Company.
Johnson, M. (2004). Philosophy of Second Language Acquisition. New Haven, CT, USA: Yale University Press.
Lamb, T., & Reinders, H. (Eds.). (2008). Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam, NLD: John Benjamin Publishing Company.
Macaro, E. (Ed.). (2010). Continuum Companion to Second Language Acquisition. London, England: Continuum International Publishing.
Robinson, P. (2002). Individual Differences and Instructed Language Learning. Philadelphia, Netherlands: John Benjamins.
Robinson, P., and Ellis, N. (Eds.) (2008). Handbook of cognitive linguistics and second language acquisition. New York, USA: Routledge.
Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge, England: Cambridge University Press.