Second Language Learning

Many concerns have been presented in the past to improve second-language learning but have received little attention. The world’s population has grown dramatically, and each individual wishes to properly communicate with the people with whom he or she interacts (Ellis, 2009). Individuals must consequently learn a second language to ensure mutual understanding. The research paper focuses on determining the ideal setting for second-language learning among people from various cultures. The study’s findings address the research issue, which is to determine whether learning a second language through native speakers is the best way to acquire a second language. Effective communication is important in everyone’s daily life. People often want to express their thoughts, feelings, queries, and desires to the world around them (Ellis, 2009). Tone, gestures, and words are used collectively to demonstrate a broad emotional spectrum. The diverse and unique styles that people can use to send messages through spoken and written language is what gives them the opportunity to harness their innate ability to form long-term bonds with each other. Hence, showing the difference between human beings and the other animals’ kingdom. Despite the prowess, people have in communication, mistranslations, and misunderstandings are still common across the globe. Ideally, it would also be arrogant and unrealistic for an individual to think that he or she can travel across the world and have everybody speak and understand his or her language. Adapting to new methods and cultures is necessary if someone has to travel across the world (Chapelle, 2009). Whether one is traveling for pleasure, business, or education purpose, they must have the willingness and the desire to learn the new language.

Adaptability includes the ability to communicate with new individuals in different dialects (Robinson & Ellis, 2008). Inability to communicate with people in a new environment can be a nightmare and can lead to severe impairment. Of course, getting along and adapting to individuals in a new environment is close to impossible if one cannot communicate their language. Therefore, learning the second language is not only important for gaining new skills but also in building new relationships with new people. The purpose of this research paper is finding the best avenue for learning the second language. Thus, the research question for the paper will be; is learning a second language through native speakers the best way to learn the second language? Preferably, there could be effectiveness in the assertion that acquiring a second language through immersion by enrolling in a school with non-native speakers is the best way to learn a second language.

There is a burgeoning evidence that learning a new language in a locality where it is perceived to be formal but not local is effective (Robinson & Ellis, 2008). In schools where second-language is the official method of communications, it will be rare for both students and teachers to communicate in their local dialects. Teachers prefer to teach entirely in the formal language, which forces the learners to adapt and communicate in only one language. It is true that continuous practice brings perfection and the more the students practice the language daily, the more they learn about it, both in reading and in writing. Several traditional academic courses are offered in mother tongue making the target language more theoretical, artificial, and less like a communication method. Learning a new language requires that one use it consistently and not just occasionally.

Besides, teachers in non-native speakers do not discuss grammar in tabular form (Chapelle, 2009). They also avoid technical terminologies since they are aware that their students are second-learners who would be confused easily by some technical terms. Instead of using theories of linguistics, they teach language in a practical manner for easy adaptation. Giving explanations using examples has proved to be far much better than explaining the same concept using its theoretical background. Of course, grammar has to be taught in a communicative context, and the use of examples makes it easy to learn. Learning a new language means that an individual has to develop interest towards it. However, when teachers use sophisticated vocabularies, for instance, among native speakers, the second-learner of this language will lose interest in learning the language.

Several instructors who are teaching the second language among second-learners even avoid classroom work at times (Juffs, 2011). They abandon classes and make the language a game, particularly with children. When the learning process is taken out of blackboard, it becomes more fun and interesting, thus, higher chances of adapting to new skills of learning. When children play in the field, it is very easy to identify and correct their language mistakes. Taking children to the playground gives them some freedom to interact with one another, something that would be hard to do in the classroom (Juffs, 2011). More interestingly, when a child made a grammar mistake in their playing language and corrected instantly, they will master it since they will apply the same vocabularies regularly. There is a high likelihood that students will not be embarrassed when their vocabulary is corrected in the field than in the classroom. This heightens their self-esteem and gives them morale of continuing to practice the second language.

When the non-native speaker of the language facilitates learning a new language, it becomes more efficient than being taught by the native speaker of the language (Patricia A. Duff, 2012). Ostensibly, the second speaker understands all the challenges that pertain to learning a new language. At least the facilitator had tasted the experience of culture shock that the learner is going through and he or she understands all the setbacks that learning this language entails. The previous research had indicated that non-native speakers show a lot of compassion to their counterparts. They work so hard not to make others pass through the same challenges they had when learning, through making language easy and enjoyable to the new beginners. The personal contact that teachers of second-learners of a language would have as compared to the native teachers is different. The native teachers often rule out the probability of misunderstandings in language, which is not the case with the non-native teachers (Patricia A. Duff, 2012). Being cognizant of the standard errors that second language learners would make, instructors in second language schools maintains personal contact with the students. They constantly correct the mistakes they make and give them a pat on the back when they make progress as a sense of encouragement.

Studies conducted in the past also reveal that the environment where the learner acquires new skills matters a lot as far as learning the second language is concerned (Juffs, 2011). Apparently, the social factors outside the school environment contribute a lot towards adapting to the new language. Research has established that students respond differently towards learning acquisition (WILLIAMS & GULLBERG, 2012). Both affective and cognitive factors affect the learners with the current trends of discrimination and social tolerance. The majority of second language learners have reportedly shown poor adaptation to new language in areas where they feel discriminated based on ethnicity. On the other hand, when second-learners are in the mix of their counterparts who embrace cultural difference, they tend to adapt the new culture very fast (WILLIAMS & GULLBERG, 2012). Therefore, it is substantial to argue that learning the second language is dependent on who is learning the language that is, the individuals’ race or nationality. The purpose and circumstance of learning a new language also matter a lot.

Even though the non-native speakers have proved to be the best teachers of second languages, it is also necessary to recognize the competence of the teachers of their native languages. It does not necessarily suggest that they cannot handle learners with foreign languages. The studies based on this research only indicate that it would be more practical and easier for learners in the new language to get used to the new culture when instructors who passed through the same challenges when learning the second language teach them (WILLIAMS & GULLBERG, 2012). Speaking one formal language in school for students who come from various ethnic backgrounds also makes it easier for learners to adapt than when they enroll to learn in schools where they feel discriminated based on their language barrier.

Concisely, learning a second language is not only satisfying but is also an achievement that everybody would like to make in life. Once somebody has worked hard to learn new culture and skills, they will realize that it has more benefits than what they expected. Familiarizing oneself with foreign cultures boosts self-esteem, and many foreigners find confidence in this (Rixon, 2011). That is why acquiring a second language through immersion by enrolling in a school with non-native speakers is the best way to learn second-language. Adapting to a new culture through second language acquisition makes students and those visiting foreign countries to have a flexible mind that will engage and gain insights into diverse cultures continuously. Learning a second language broadens an individual’s horizons hence second language learners have to select their learning avenues wisely to make the learning process a success.

References

Chapelle, C. (2009). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93, 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x

Ellis, R. (2009). Understanding second language acquisition. The Oxford Applied Linguistics, 47(Lang 114), 324. Retrieved from http://www.getcited.org/pub/102583342

Juffs, A. (2011). Second language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science. https://doi.org/10.1002/wcs.106

Patricia A. Duff. (2012). Identity, agency, and second language acquisition. In The Routledge handbook of second language acquisition (pp. 410–426). https://doi.org/10.1007/s13398-014-0173-7.2

Rixon, S. (2011). The Continuum Companion to Second Language Acquisition. System, 39(2), 264–265. https://doi.org/10.1016/j.system.2011.04.007

Robinson, P., & Ellis, N. C. (2008). Handbook of Cognitive Linguistics and Second Language Acquisition. Language Acquisition (Vol. 93). https://doi.org/10.1111/j.1540-4781.2009.00946.x

WILLIAMS, J., & GULLBERG, M. (2012). Cognitive Second Language Acquisition: Overview. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal0150