WEBVTT

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Hi, friends!

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This module discusses about language 
acquisition and language learning.

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The factors influencing the acquisition 
of a language,

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like the learner factors, environmental 
factors and infrastructural factors

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are dealt in detail.

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Acquisition and learning.

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Language acquisition is the process by
which humans acquired the capacity to

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perceive and comprehend language, as well
as, to produce and use language.

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Acquisition is implicit and subconscious
which take place in an informal situation.

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According to Stephen Christian 1985, 
language acquisition does not require

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extensive use of conscious grammatical 
rules and tedious drills.

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Acquisition requires meaningful 
interaction in the target language,

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natural communication in which speakers
are connected,

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not with the form of their utterances but
with the messages they are conveying

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and understanding.

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Language acquisition encompasses the 
development of

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four interdependent systems.

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Pragmatic: communicative use of language
in a social context.

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Phonological: perception and production of
sounds to form words.

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Semantics: processing of meaning

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and grammatical use of syntactic and
morphological rules to combine words

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into meaningful sentences.

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The phonological and grammatical systems
constitute the language form.

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The pragmatic system describes

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how language should be adapted

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to specific social situations

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in order to convey emotions

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and reinforce meaning.

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The term acquisition is used for L1

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and the term learning is associated
with L2.

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Children acquire language through a 
subconscious process

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during which they are unaware of 
grammatical rules,

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that is no deliberator for to learn the
language.

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They pick up language in informal 
situations.

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Language acquisition is implicit, and
effortless as meaningful communication

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occurs in natural environment,

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while communicating the message in the
text is given more important

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rather than the form.

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It is all connected through feedback or
when they hear the correct usages.

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Later on, they can cut it themselves

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when they become masters of the linguistic
generalizations.

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They will be confident in using the 
language in the real life situations.

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Language learning is explicit and
conscious

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and takes place in a formal situation.

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The rules of the language are taught
directly

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and learning is the product of formal
instruction.

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It is learning about a language.

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Children have the conscious knowledge of
the new language, and can talk about it.

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They can memorize the rules to solve a
grammatical problem,

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but when it comes to the practical level
of using the language,

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it may not work.

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In the case of second language,

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or the third, or the fourth language,

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this is what happens.

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Whatever that is learned

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meaningfully and naturally, is retained
and will become acquired.

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Factors influencing acquisition.

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Language learning is a habit formation,

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and so,

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if one's acquired it becomes automatic.

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According to Paul Roberts:

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"When we learn the first language,

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we face the universe directly

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and learn to clothe it with speech.

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When we learn a second language,

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we tend to filter the universe through 
the language already known."

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By the time the child learns a second 
language,

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he is familiar with the system of the
mother tongue.

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He has to set aside the rules and sets of
his mother tongue

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to invite the habits of a new language.

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Factors influencing acquisition can be 
broadly classified into three.

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They are:

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Learner factors.

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Infrastructural factors.

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Environmental factors.

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The learner factors.

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The learner factors influencing the 
acquisition of a language are mainly

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psychological, physiological and
sociological.

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Factors like aptitude, attitude, 
interest, personality,

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motivation, age, sex, intelligence and 
learning styles come under this.

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Aptitude.

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Aptitude refers to the potential for 
achievement.

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According to Carrol,

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foreign language aptitude consisted of
four independent abilities.

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They are:

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Phonetic coding ability.

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The ability to identify and memorize 
new sounds.

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Grammatical sensitivity.

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The ability to demonstrate awareness

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of the syntactic patterning of sentences 
of a language.

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Root learning ability.

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The ability to learn associations between
sounds and meaning.

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Inductive ability.

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The ability to identify similarities and 
differences

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in grammatical form and meaning.

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It is not necessary that successful 
language learners

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are strong in all the involved components.

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Teachers can identify their students 
requirements,

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and select appropriate strategies to 
accommodate

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their differences in aptitude.

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Personality.

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The personality characteristics which
can affect

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language acquisition are:

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Extroversion, introversion,

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self esteem, anxiety, etcetera.

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Personality may be a major factor in the 
acquisition of oral skills,

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not in reading and writing skills.

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Introverted or anxious learners

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make slower progress

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especially in communication skill.

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They try to get away from opportunities
to speak

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and express themselves.

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The extroverts will take risks.

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They will not worry about the mistakes,

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and make the advantage of opportunities
to interact.

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Motivation

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This is a strongly favor intrinsic
motivation.

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Intrinsically motivated learners, try
for excellence,

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autonomy and self-actualization.

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A supportive and non-threatening learning
atmosphere

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naturally creates motivation.

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Through various activities, tasks, and
learning materials in the class,

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the teacher can increase students interest
to learn language.

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A felt need develops both intrinsic and
extrinsic motivation.

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Learning styles

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Learning style is an individual's natural
habitual,

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and preferred way of absorbing,

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processing and retaining new 
information and skills.

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Reid, 1995.

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Each individual is different,

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and process information in their own, 
unique ways.

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Types of learning styles are: perceptual 
learning styles,

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and cognitive learning styles.

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Perceptual learning style includes:

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visual, auditory and kinesthetic.

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Visual learners have a preference for
seeing.

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Auditory learners best learn through
listening.

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And tactile or kinesthetic learners
preferred to learn through experience.

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That is:

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moving, touching and doing.

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Cognitive learning styles, are the mental
mechanisms

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that process the incoming information
through different sources.

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Each individual learner has his own way
of processing information

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or approaching a task.

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This is known as his cognitive style.

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According to Ellis:

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"Cognitive style is a term used to refer

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to a manner in which people perceive

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conceptualize, organize and recall 
information.

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While designing learning activities,

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the teacher has to consider the students 
with varied learning styles.

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Age

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Age is one of the characteristics which 
affect language acquisition.

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Learners who have a solid skill in their
own language,

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are found to acquire a new language
more easily.

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Motivated adults learn language more 
easily,

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but struggles to achieve correct
pronunciation

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because of the problems of the transfer

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of the habits of native language.

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They feel it difficult to recognize the
sounds of the foreign language.

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Young children show greater flexibility

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in identifying the sounds of a language,

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remembering them and reproducing them.

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They are less conscious about the mistakes
made,

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and are ready to correct their mistakes
without hesitation.

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This will foster language acquisition.

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Sex

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Girls are found to excel voice in 
language learning.

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They start talking earlier than boys,

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and uses grammatically correct

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and complex sentences.

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Auditory sensitivity and other behavior

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is not the same for boys and girls.

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The fact that girls mature earlier than
boys

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has direct implications for language
acquisition.

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Attitude

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Language attitude is the feeling one has
about language learning.

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It is greatly influenced by the learning
situation.

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Teacher, language, classroom, books, 
friends, homework,

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and the school as such determine students'
attitude towards language learning.

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Spolsky says,

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"In a typical language situation there are
a number of people

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whose attitude to each other can be 
significant:

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the learner, the teacher,

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the learner's peers and parents, and the 
speakers of the language.

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Each relationship might well be shown to
be a factor

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controlling the learners' motivation to
acquire a language.

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A positive or a negative attitude towards
language learning

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can be developed in children by the
influence of these factors.

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Positive attitude for language learning

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has to be created through a congenial 
and motivating environment in school.

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Interest

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Teachers need to design creative 
activities

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to evoke student interest in language 
learning.

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Clarity and relevance of the language
learning goals,

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extensive teacher and pure support,

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learning language through fun and games,

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all creates interest in learner.

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As Einstein said,

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interest is the best teacher,

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without interest, the best learning
situations will prove to be ineffective.

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Intelligence

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Intelligence plays a very important role
in language acquisition.

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Kinesthetic intelligence is the ability to
use the physical actions

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with linguistic responses to express ideas
more clearly.

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While taking part in group discussions,

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the learners are using interpersonal
intelligence.

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Grammar analysis

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falls into the logical intelligence.

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The stress timed rhythmic nature of 
English language,

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the need to communicate using melody, and
rhythm in a language class

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points to the need for musical 
intelligence.

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Learning language through the knowledge 
about self

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focuses to intrapersonal intelligence.

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Linguistic intelligence involves the 
sensitivity

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to spoken and written language.

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The ability to learn language, and the
capacity to use language

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to accomplish certain goals:

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The opportunities for learning,

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the motivation to learn,

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the individual difference in
intelligence,

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aptitude, personality,

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and also, learning styles

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play an important role in the rate of 
learning,

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and success in learning.

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The teacher should consider learners'
individual aptitudes,

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personalities, and learning styles

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into account to create a learning 
environment conducive to all.

99:59:59.999 --> 99:59:59.999
The environmental factors

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The environmental factors include both

99:59:59.999 --> 99:59:59.999
school and family.

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The classroom should provide a favorable,

99:59:59.999 --> 99:59:59.999
democratic environment for language 
learning.

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Maximum exposure in target language

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has to be given in the schools.

99:59:59.999 --> 99:59:59.999
Cooperative rather than competitive
atmosphere,

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free from tension has to be maintained in 
the classroom.

99:59:59.999 --> 99:59:59.999
A felt need to learn the language for real
life communication

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has to be evoked in students.

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The teacher should be aware of the 
individual difference,

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and has to provide learning experience 
suitably.

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The weak and the gifted

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has to be considered according to their
language needs.

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A tolerant attitude has to be adopted

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to student errors while using language.

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There is a marked relationship between
the child's linguistic development

99:59:59.999 --> 99:59:59.999
and socio-economic status.

99:59:59.999 --> 99:59:59.999
The teacher should also consider this
aspect of the students

99:59:59.999 --> 99:59:59.999
while planning for language learning 
programs.

99:59:59.999 --> 99:59:59.999
The infrastructural factors

99:59:59.999 --> 99:59:59.999
The infrastructural facilities,

99:59:59.999 --> 99:59:59.999
it's magnitude, and quality

99:59:59.999 --> 99:59:59.999
depends upon the strength, interest
and vision of the organization

99:59:59.999 --> 99:59:59.999
which manages the institution.

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Facilities to use the equipments like 
audiovisual aids,

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language laboratories, libraries, 
etcetera.

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which provides maximum exposure and 
practice in the target language

99:59:59.999 --> 99:59:59.999
has to be arranged in schools.

99:59:59.999 --> 99:59:59.999
First time experience to use the target 
language,

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as interacting with the native speakers,

99:59:59.999 --> 99:59:59.999
spacious classroom with facilities to 
contact learning activities like roleplay,

99:59:59.999 --> 99:59:59.999
discussions debates, dramatization, 
etcetera,

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where the students use the language

99:59:59.999 --> 99:59:59.999
has to be provided.

99:59:59.999 --> 99:59:59.999
Problems in acquiring English as a 
second language.

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Learning a second language is always a 
challenge

99:59:59.999 --> 99:59:59.999
in a place where people hardly use it in
their daily life.

99:59:59.999 --> 99:59:59.999
Second language learners face several
difficulties to gain

99:59:59.999 --> 99:59:59.999
good command over a foreign language.

99:59:59.999 --> 99:59:59.999
English presents a number of issues to non
native speakers

99:59:59.999 --> 99:59:59.999
because of the illogical nature of its
spelling, pronunciation,

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and unique grammatical rules.

99:59:59.999 --> 99:59:59.999
The pull of mother tongue.

99:59:59.999 --> 99:59:59.999
When a child begins to learn a second 
language,

99:59:59.999 --> 99:59:59.999
he has acquired his mother tongue,

99:59:59.999 --> 99:59:59.999
the system which he can use with ease

99:59:59.999 --> 99:59:59.999
So, whenever he wants to express something
in second language,

99:59:59.999 --> 99:59:59.999
he has to keep the habit of the first 
language in check

99:59:59.999 --> 99:59:59.999
in order to produce the new sounds 
and structures.

99:59:59.999 --> 99:59:59.999
It will be difficult for him

99:59:59.999 --> 99:59:59.999
to produce the distinctive sounds of the
second language

99:59:59.999 --> 99:59:59.999
as his years are accustomed

99:59:59.999 --> 99:59:59.999
with the sounds of the first language.

99:59:59.999 --> 99:59:59.999
Thus, he replaces the sounds of the 
second language

99:59:59.999 --> 99:59:59.999
with the similar sounds in his mother
tongue.

99:59:59.999 --> 99:59:59.999
Suprasegmental features have great impact
in English language

99:59:59.999 --> 99:59:59.999
which may not be so pronounced in
mother tongue.

99:59:59.999 --> 99:59:59.999
The natural word order of sentence in
the mother tongue

99:59:59.999 --> 99:59:59.999
may be different from that of English.

99:59:59.999 --> 99:59:59.999
Conscious attempts to arrange words

99:59:59.999 --> 99:59:59.999
according to the syntactic patterns of 
mother tongue

99:59:59.999 --> 99:59:59.999
results in literal translation, and 
produces ungrammatical sentences.

99:59:59.999 --> 99:59:59.999
The tendency to replace

99:59:59.999 --> 99:59:59.999
the sounds and structures of the 
second language

99:59:59.999 --> 99:59:59.999
with those of mother tongue is known as

99:59:59.999 --> 99:59:59.999
pull of mother tongue

99:59:59.999 --> 99:59:59.999
or in psychological terms

99:59:59.999 --> 99:59:59.999
transfer.

99:59:59.999 --> 99:59:59.999
Transfer of learning

99:59:59.999 --> 99:59:59.999
is the application of skills, 
knowledge,

99:59:59.999 --> 99:59:59.999
and/or attitudes,

99:59:59.999 --> 99:59:59.999
that we learned in one situation to
another learning situation.

99:59:59.999 --> 99:59:59.999
Perkins, 1992.

99:59:59.999 --> 99:59:59.999
Transfer may be either positive or 
negative.

99:59:59.999 --> 99:59:59.999
If the habits of first language help in
the learning of the second,

99:59:59.999 --> 99:59:59.999
it is called positive transfer or
facilitation.

99:59:59.999 --> 99:59:59.999
Positive impact is seen in acquiring 
vocabulary and sentence pattern

99:59:59.999 --> 99:59:59.999
through comparing and contrasting.

99:59:59.999 --> 99:59:59.999
If the former hinders the acquisition of 
the letter,

99:59:59.999 --> 99:59:59.999
it is called negative transfer or 
interference.

99:59:59.999 --> 99:59:59.999
Negative transfer is seen

99:59:59.999 --> 99:59:59.999
while learning certain grammatical 
structures and pronunciation.

99:59:59.999 --> 99:59:59.999
If the learning of one subject or 
activity neither facilitates

99:59:59.999 --> 99:59:59.999
nor interferes with the learning 
of another subject or activity,

99:59:59.999 --> 99:59:59.999
it is called zero transfer.

99:59:59.999 --> 99:59:59.999
Spelling, vocabulary,

99:59:59.999 --> 99:59:59.999
and the diversity of the word meaning.

99:59:59.999 --> 99:59:59.999
English language is enriched with great
amount of words.

99:59:59.999 --> 99:59:59.999
These words are not limited to one 
single meaning.

99:59:59.999 --> 99:59:59.999
Each word has shades of meaning,

99:59:59.999 --> 99:59:59.999
which are categorized as connotative 
or denotative,

99:59:59.999 --> 99:59:59.999
and it gives different impressions in
different situations.

99:59:59.999 --> 99:59:59.999
For example,

99:59:59.999 --> 99:59:59.999
the word "hard" have various shades 
of meaning.

99:59:59.999 --> 99:59:59.999
"The stone is hard".

99:59:59.999 --> 99:59:59.999
This shows quality.

99:59:59.999 --> 99:59:59.999
"You must work hard".

99:59:59.999 --> 99:59:59.999
More, labour is needed.

99:59:59.999 --> 99:59:59.999
"His hard luck".

99:59:59.999 --> 99:59:59.999
This shows misfortune.

99:59:59.999 --> 99:59:59.999
"He is hard of hearing".

99:59:59.999 --> 99:59:59.999
It means he is deaf.

99:59:59.999 --> 99:59:59.999
For a second language learner,

99:59:59.999 --> 99:59:59.999
this creates much confusion.

99:59:59.999 --> 99:59:59.999
They learn the meaning of several words,

99:59:59.999 --> 99:59:59.999
but don't really learn their application,

99:59:59.999 --> 99:59:59.999
and therefore can't benefit from them
while using language.

99:59:59.999 --> 99:59:59.999
The irregular nature of English spelling

99:59:59.999 --> 99:59:59.999
is another problem for a second 
language learner.

99:59:59.999 --> 99:59:59.999
English has 44 discreet sounds of 
phonemes,

99:59:59.999 --> 99:59:59.999
with an alphabet made of 26 letters.

99:59:59.999 --> 99:59:59.999
The letter to phoneme correspondence is
not consistent.

99:59:59.999 --> 99:59:59.999
One letter has, with a few exceptions,

99:59:59.999 --> 99:59:59.999
more sounds than one in different words or
even in the same word;

99:59:59.999 --> 99:59:59.999
example,

99:59:59.999 --> 99:59:59.999
the letter 'c' in the words:

99:59:59.999 --> 99:59:59.999
cat, cycle, cancel,

99:59:59.999 --> 99:59:59.999
success, vacancy;

99:59:59.999 --> 99:59:59.999
and the letter 'g' in:

99:59:59.999 --> 99:59:59.999
age, bag, geography,

99:59:59.999 --> 99:59:59.999
gorgeous, etcetera.

99:59:59.999 --> 99:59:59.999
Lack of motivation

99:59:59.999 --> 99:59:59.999
Learners find it boring and difficult 
to learn

99:59:59.999 --> 99:59:59.999
a second language which is very much
different from the native language.

99:59:59.999 --> 99:59:59.999
Learning English is something they 
have to do,

99:59:59.999 --> 99:59:59.999
not something they want to do.

99:59:59.999 --> 99:59:59.999
Some of the demotivating factors are;

99:59:59.999 --> 99:59:59.999
the teacher personality,

99:59:59.999 --> 99:59:59.999
commitment,

99:59:59.999 --> 99:59:59.999
competence,

99:59:59.999 --> 99:59:59.999
and teaching method,

99:59:59.999 --> 99:59:59.999
the learner's reduced self confidence,

99:59:59.999 --> 99:59:59.999
negative attitude towards second 
language learning

99:59:59.999 --> 99:59:59.999
nature of evaluation system,

99:59:59.999 --> 99:59:59.999
uninteresting course books and school
environment.

99:59:59.999 --> 99:59:59.999
One key to increase motivation among the 
heterogeneous learners

99:59:59.999 --> 99:59:59.999
is to design and use activities,

99:59:59.999 --> 99:59:59.999
which match the learners varied language
learning needs,

99:59:59.999 --> 99:59:59.999
and goals by a competent and creative
teacher.

99:59:59.999 --> 99:59:59.999
Insufficient time,

99:59:59.999 --> 99:59:59.999
resources and materials.

99:59:59.999 --> 99:59:59.999
Number of files allotted for learning 
English,

99:59:59.999 --> 99:59:59.999
and the opportunity to get exposed to,

99:59:59.999 --> 99:59:59.999
and use the language is too less.

99:59:59.999 --> 99:59:59.999
The resources and the materials

99:59:59.999 --> 99:59:59.999
to aid L2 learning, are sparce

99:59:59.999 --> 99:59:59.999
Learners do not get any opportunity to
communicate with native speakers,

99:59:59.999 --> 99:59:59.999
or even with their peers at school 
in the target language.

99:59:59.999 --> 99:59:59.999
Thus they miss communicative competence.

99:59:59.999 --> 99:59:59.999
They hardly read or listen to 
English news, literature,

99:59:59.999 --> 99:59:59.999
article or anything that enhances the
learners' skill.

99:59:59.999 --> 99:59:59.999
Thus they miss the listening and
reading skill

99:59:59.999 --> 99:59:59.999
which is very important in acquiring a
second language.

99:59:59.999 --> 99:59:59.999
The availability of right type of 
materials,

99:59:59.999 --> 99:59:59.999
good library facilities, and 
audiovisual aids

99:59:59.999 --> 99:59:59.999
will make learning of English interesting
and effective.

99:59:59.999 --> 99:59:59.999
Overcrowded classrooms.

99:59:59.999 --> 99:59:59.999
Is the number of students in a class
is too high,

99:59:59.999 --> 99:59:59.999
it is difficult to meet the individual 
needs

99:59:59.999 --> 99:59:59.999
of a diverse group of lively learners.

99:59:59.999 --> 99:59:59.999
Group activities like roleplay, 
discussion, debates, etcetera,

99:59:59.999 --> 99:59:59.999
cannot be successfully carried out in 
an overcrowded classroom.

99:59:59.999 --> 99:59:59.999
Effective participation of each 
student

99:59:59.999 --> 99:59:59.999
cannot be ensured.

99:59:59.999 --> 99:59:59.999
Teaching learning process and evaluation 
strategies

99:59:59.999 --> 99:59:59.999
will be under threat,

99:59:59.999 --> 99:59:59.999
which result in low achievement.

99:59:59.999 --> 99:59:59.999
To conclude,

99:59:59.999 --> 99:59:59.999
language acquisition is a subconscious 
process.

99:59:59.999 --> 99:59:59.999
Language acquirers

99:59:59.999 --> 99:59:59.999
are not consciously aware of the 
grammatical rules of the language,

99:59:59.999 --> 99:59:59.999
but rather develop a feel for correctness.

99:59:59.999 --> 99:59:59.999
In non-technical language, acquisition is
picking up a language.

99:59:59.999 --> 99:59:59.999
On the other hand,

99:59:59.999 --> 99:59:59.999
language learning refers to the conscious
knowledge of a language,

99:59:59.999 --> 99:59:59.999
knowing the rules, being aware of them,

99:59:59.999 --> 99:59:59.999
and being able to talk about them.

99:59:59.999 --> 99:59:59.999
Language learning can be compared to 
knowing about the language.

99:59:59.999 --> 99:59:59.999
To court Richard Bentley,

99:59:59.999 --> 99:59:59.999
"Every living language

99:59:59.999 --> 99:59:59.999
like the perspiring bodies of living
creatures,

99:59:59.999 --> 99:59:59.999
is in perpetual motion and alteration;

99:59:59.999 --> 99:59:59.999
some words go off, and become obsolete;

99:59:59.999 --> 99:59:59.999
others are taken in,

99:59:59.999 --> 99:59:59.999
and by degrees grow into common use;

99:59:59.999 --> 99:59:59.999
or the same word is inverted to a new 
sense or notion,

99:59:59.999 --> 99:59:59.999
which in tract of time

99:59:59.999 --> 99:59:59.999
makes an observable change in the air

99:59:59.999 --> 99:59:59.999
and features of a language,

99:59:59.999 --> 99:59:59.999
as age makes in the lines and mien of 
a face."

99:59:59.999 --> 99:59:59.999
Before moving to the next session,

99:59:59.999 --> 99:59:59.999
please try to answer the following 
questions:

99:59:59.999 --> 99:59:59.999
Point out the factors influencing
acquisition.

99:59:59.999 --> 99:59:59.999
What are the major problems in 
acquiring a second language?

99:59:59.999 --> 99:59:59.999
What is transfer of learning?

99:59:59.999 --> 99:59:59.999
Mention different types of transfer 
of learning.

99:59:59.999 --> 99:59:59.999
At present to what extend

99:59:59.999 --> 99:59:59.999
does the infrastructural facilities in
schools

99:59:59.999 --> 99:59:59.999
aid in learning the second language,

99:59:59.999 --> 99:59:59.999
Substantiate.

99:59:59.999 --> 99:59:59.999
For further references.

99:59:59.999 --> 99:59:59.999
The English Teacher's Hand Book

99:59:59.999 --> 99:59:59.999
by T.C. Baruah.

99:59:59.999 --> 99:59:59.999
Sterling Publishers,

99:59:59.999 --> 99:59:59.999
private limited,

99:59:59.999 --> 99:59:59.999
New Delhi.

99:59:59.999 --> 99:59:59.999
Contemporary English Teaching,

99:59:59.999 --> 99:59:59.999
by author M. Jesa.

99:59:59.999 --> 99:59:59.999
K.M.K Publications, Kollam.

99:59:59.999 --> 99:59:59.999
Modern Teaching of English,

99:59:59.999 --> 99:59:59.999
by Nayyar Shamsi,

99:59:59.999 --> 99:59:59.999
Published by

99:59:59.999 --> 99:59:59.999
Anmol Publications private limited,

99:59:59.999 --> 99:59:59.999
New Delhi.

99:59:59.999 --> 99:59:59.999
Hope you find the session informative.

99:59:59.999 --> 99:59:59.999
Thank you.

99:59:59.999 --> 99:59:59.999
Bye.