WEBVTT 00:00:26.969 --> 00:00:27.735 Hi, friends! 00:00:28.200 --> 00:00:32.656 This module discusses about language acquisition and language learning. 00:00:33.378 --> 00:00:36.524 The factors influencing the acquisition of a language, 00:00:36.856 --> 00:00:42.290 like the learner factors, environmental factors and infrastructural factors 00:00:42.430 --> 00:00:44.133 are dealt in detail. 00:00:44.720 --> 00:00:46.305 Acquisition and learning. 00:00:47.005 --> 00:00:52.735 Language acquisition is the process by which humans acquired the capacity to 00:00:52.735 --> 00:00:58.789 perceive and comprehend language, as well as, to produce and use language. 00:00:59.674 --> 00:01:05.676 Acquisition is implicit and subconscious which take place in an informal situation. 00:01:06.511 --> 00:01:12.629 According to Stephen Christian 1985, language acquisition does not require 00:01:12.629 --> 00:01:17.521 extensive use of conscious grammatical rules and tedious drills. 00:01:18.715 --> 00:01:23.146 Acquisition requires meaningful interaction in the target language, 00:01:23.843 --> 00:01:27.915 natural communication in which speakers are connected, 00:01:28.060 --> 00:01:33.550 not with the form of their utterances but with the messages they are conveying 00:01:33.550 --> 00:01:34.954 and understanding. 00:01:36.273 --> 00:01:39.815 Language acquisition encompasses the development of 00:01:39.815 --> 00:01:42.189 four interdependent systems. 00:01:42.950 --> 00:01:47.713 Pragmatic: communicative use of language in a social context. 00:01:48.441 --> 00:01:53.528 Phonological: perception and production of sounds to form words. 00:01:54.240 --> 00:01:57.268 Semantics: processing of meaning 00:01:57.729 --> 00:02:03.567 and grammatical use of syntactic and morphological rules to combine words 00:02:03.567 --> 00:02:05.703 into meaningful sentences. 00:02:06.271 --> 00:02:10.742 The phonological and grammatical systems constitute the language form. 00:02:11.481 --> 00:02:13.504 The pragmatic system describes 00:02:13.753 --> 00:02:16.026 how language should be adapted 00:02:16.248 --> 00:02:18.568 to specific social situations 00:02:18.639 --> 00:02:21.109 in order to convey emotions 00:02:21.259 --> 00:02:23.314 and reinforce meaning. 00:02:23.970 --> 00:02:26.953 The term acquisition is used for L1 00:02:26.995 --> 00:02:30.119 and the term learning is associated with L2. 00:02:31.012 --> 00:02:34.545 Children acquire language through a subconscious process 00:02:34.617 --> 00:02:37.795 during which they are unaware of grammatical rules, 00:02:38.399 --> 00:02:41.492 that is no deliberator for to learn the language. 00:02:41.927 --> 00:02:44.864 They pick up language in informal situations. 00:02:46.222 --> 00:02:51.396 Language acquisition is implicit, and effortless as meaningful communication 00:02:51.396 --> 00:02:53.799 occurs in natural environment, 00:02:54.576 --> 00:02:58.329 while communicating the message in the text is given more important 00:02:58.444 --> 00:03:00.070 rather than the form. 00:03:01.156 --> 00:03:05.790 It is all connected through feedback or when they hear the correct usages. 00:03:06.585 --> 00:03:08.728 Later on, they can cut it themselves 00:03:08.890 --> 00:03:12.146 when they become masters of the linguistic generalizations. 00:03:12.962 --> 00:03:17.838 They will be confident in using the language in the real life situations. 00:03:18.796 --> 00:03:21.664 Language learning is explicit and conscious 00:03:21.764 --> 00:03:24.384 and takes place in a formal situation. 00:03:24.966 --> 00:03:27.847 The rules of the language are taught directly 00:03:27.847 --> 00:03:30.989 and learning is the product of formal instruction. 00:03:31.375 --> 00:03:33.679 It is learning about a language. 00:03:34.252 --> 00:03:39.846 Children have the conscious knowledge of the new language, and can talk about it. 00:03:40.602 --> 00:03:44.741 They can memorize the rules to solve a grammatical problem, 00:03:45.140 --> 00:03:48.798 but when it comes to the practical level of using the language, 00:03:48.901 --> 00:03:50.201 it may not work. 00:03:51.094 --> 00:03:52.944 In the case of second language, 00:03:53.438 --> 00:03:55.896 or the third, or the fourth language, 00:03:56.370 --> 00:03:57.741 this is what happens. 00:03:58.517 --> 00:04:00.091 Whatever that is learned 00:04:00.533 --> 00:04:05.442 meaningfully and naturally, is retained and will become acquired. 00:04:06.115 --> 00:04:08.320 Factors influencing acquisition. 00:04:09.158 --> 00:04:11.635 Language learning is a habit formation, 00:04:12.029 --> 00:04:12.745 and so, 00:04:13.092 --> 00:04:16.049 if one's acquired it becomes automatic. 00:04:16.515 --> 00:04:18.310 According to Paul Roberts: 00:04:18.752 --> 00:04:21.235 "When we learn the first language, 00:04:21.346 --> 00:04:23.962 we face the universe directly 00:04:24.071 --> 00:04:26.624 and learn to clothe it with speech. 00:04:27.391 --> 00:04:29.305 When we learn a second language, 00:04:29.358 --> 00:04:33.695 we tend to filter the universe through the language already known." 00:04:34.524 --> 00:04:37.448 By the time the child learns a second language, 00:04:37.749 --> 00:04:40.555 he is familiar with the system of the mother tongue. 00:04:41.952 --> 00:04:45.713 He has to set aside the rules and sets of his mother tongue 00:04:45.713 --> 00:04:48.622 to invite the habits of a new language. 00:04:49.268 --> 00:04:53.533 Factors influencing acquisition can be broadly classified into three. 00:04:53.963 --> 00:04:54.855 They are: 00:04:55.415 --> 00:04:56.493 Learner factors. 00:04:56.773 --> 00:04:58.211 Infrastructural factors. 00:04:58.620 --> 00:04:59.999 Environmental factors. 00:05:00.587 --> 00:05:02.016 The learner factors. 00:05:02.248 --> 00:05:06.359 The learner factors influencing the acquisition of a language are mainly 00:05:06.632 --> 00:05:09.676 psychological, physiological and sociological. 00:05:10.399 --> 00:05:14.692 Factors like aptitude, attitude, interest, personality, 00:05:14.977 --> 00:05:20.581 motivation, age, sex, intelligence and learning styles come under this. 00:05:20.899 --> 00:05:21.779 Aptitude. 00:05:22.082 --> 00:05:25.174 Aptitude refers to the potential for achievement. 00:05:25.339 --> 00:05:26.601 According to Carrol, 00:05:26.904 --> 00:05:31.818 foreign language aptitude consisted of four independent abilities. 00:05:32.487 --> 00:05:33.235 They are: 00:05:33.387 --> 00:05:34.932 Phonetic coding ability. 00:05:35.140 --> 00:05:38.864 The ability to identify and memorize new sounds. 00:05:39.477 --> 00:05:41.108 Grammatical sensitivity. 00:05:41.356 --> 00:05:43.866 The ability to demonstrate awareness 00:05:44.025 --> 00:05:47.469 of the syntactic patterning of sentences of a language. 00:05:48.567 --> 00:05:49.969 Root learning ability. 00:05:50.316 --> 00:05:54.342 The ability to learn associations between sounds and meaning. 00:05:55.016 --> 00:05:56.196 Inductive ability. 00:05:56.361 --> 00:05:59.665 The ability to identify similarities and differences 00:05:59.794 --> 00:06:02.045 in grammatical form and meaning. 00:06:02.736 --> 00:06:06.195 It is not necessary that successful language learners 00:06:06.265 --> 00:06:09.221 are strong in all the involved components. 00:06:10.104 --> 00:06:12.980 Teachers can identify their students requirements, 00:06:13.254 --> 00:06:16.555 and select appropriate strategies to accommodate 00:06:16.785 --> 00:06:18.713 their differences in aptitude. 00:06:19.083 --> 00:06:19.978 Personality. 00:06:21.096 --> 00:06:23.816 The personality characteristics which can affect 00:06:24.285 --> 00:06:26.030 language acquisition are: 00:06:26.265 --> 00:06:28.244 Extroversion, introversion, 00:06:28.470 --> 00:06:31.423 self esteem, anxiety, etcetera. 00:06:31.759 --> 00:06:36.050 Personality may be a major factor in the acquisition of oral skills, 99:59:59.999 --> 99:59:59.999 not in reading and writing skills. 99:59:59.999 --> 99:59:59.999 Introverted or anxious learners 99:59:59.999 --> 99:59:59.999 make slower progress 99:59:59.999 --> 99:59:59.999 especially in communication skill. 99:59:59.999 --> 99:59:59.999 They try to get away from opportunities to speak 99:59:59.999 --> 99:59:59.999 and express themselves. 99:59:59.999 --> 99:59:59.999 The extroverts will take risks. 99:59:59.999 --> 99:59:59.999 They will not worry about the mistakes, 99:59:59.999 --> 99:59:59.999 and make the advantage of opportunities to interact. 99:59:59.999 --> 99:59:59.999 Motivation 99:59:59.999 --> 99:59:59.999 This is a strongly favor intrinsic motivation. 99:59:59.999 --> 99:59:59.999 Intrinsically motivated learners, try for excellence, 99:59:59.999 --> 99:59:59.999 autonomy and self-actualization. 99:59:59.999 --> 99:59:59.999 A supportive and non-threatening learning atmosphere 99:59:59.999 --> 99:59:59.999 naturally creates motivation. 99:59:59.999 --> 99:59:59.999 Through various activities, tasks, and learning materials in the class, 99:59:59.999 --> 99:59:59.999 the teacher can increase students interest to learn language. 99:59:59.999 --> 99:59:59.999 A felt need develops both intrinsic and extrinsic motivation. 99:59:59.999 --> 99:59:59.999 Learning styles 99:59:59.999 --> 99:59:59.999 Learning style is an individual's natural habitual, 99:59:59.999 --> 99:59:59.999 and preferred way of absorbing, 99:59:59.999 --> 99:59:59.999 processing and retaining new information and skills. 99:59:59.999 --> 99:59:59.999 Reid, 1995. 99:59:59.999 --> 99:59:59.999 Each individual is different, 99:59:59.999 --> 99:59:59.999 and process information in their own, unique ways. 99:59:59.999 --> 99:59:59.999 Types of learning styles are: perceptual learning styles, 99:59:59.999 --> 99:59:59.999 and cognitive learning styles. 99:59:59.999 --> 99:59:59.999 Perceptual learning style includes: 99:59:59.999 --> 99:59:59.999 visual, auditory and kinesthetic. 99:59:59.999 --> 99:59:59.999 Visual learners have a preference for seeing. 99:59:59.999 --> 99:59:59.999 Auditory learners best learn through listening. 99:59:59.999 --> 99:59:59.999 And tactile or kinesthetic learners preferred to learn through experience. 99:59:59.999 --> 99:59:59.999 That is: 99:59:59.999 --> 99:59:59.999 moving, touching and doing. 99:59:59.999 --> 99:59:59.999 Cognitive learning styles, are the mental mechanisms 99:59:59.999 --> 99:59:59.999 that process the incoming information through different sources. 99:59:59.999 --> 99:59:59.999 Each individual learner has his own way of processing information 99:59:59.999 --> 99:59:59.999 or approaching a task. 99:59:59.999 --> 99:59:59.999 This is known as his cognitive style. 99:59:59.999 --> 99:59:59.999 According to Ellis: 99:59:59.999 --> 99:59:59.999 "Cognitive style is a term used to refer 99:59:59.999 --> 99:59:59.999 to a manner in which people perceive 99:59:59.999 --> 99:59:59.999 conceptualize, organize and recall information. 99:59:59.999 --> 99:59:59.999 While designing learning activities, 99:59:59.999 --> 99:59:59.999 the teacher has to consider the students with varied learning styles. 99:59:59.999 --> 99:59:59.999 Age 99:59:59.999 --> 99:59:59.999 Age is one of the characteristics which affect language acquisition. 99:59:59.999 --> 99:59:59.999 Learners who have a solid skill in their own language, 99:59:59.999 --> 99:59:59.999 are found to acquire a new language more easily. 99:59:59.999 --> 99:59:59.999 Motivated adults learn language more easily, 99:59:59.999 --> 99:59:59.999 but struggles to achieve correct pronunciation 99:59:59.999 --> 99:59:59.999 because of the problems of the transfer 99:59:59.999 --> 99:59:59.999 of the habits of native language. 99:59:59.999 --> 99:59:59.999 They feel it difficult to recognize the sounds of the foreign language. 99:59:59.999 --> 99:59:59.999 Young children show greater flexibility 99:59:59.999 --> 99:59:59.999 in identifying the sounds of a language, 99:59:59.999 --> 99:59:59.999 remembering them and reproducing them. 99:59:59.999 --> 99:59:59.999 They are less conscious about the mistakes made, 99:59:59.999 --> 99:59:59.999 and are ready to correct their mistakes without hesitation. 99:59:59.999 --> 99:59:59.999 This will foster language acquisition. 99:59:59.999 --> 99:59:59.999 Sex 99:59:59.999 --> 99:59:59.999 Girls are found to excel voice in language learning. 99:59:59.999 --> 99:59:59.999 They start talking earlier than boys, 99:59:59.999 --> 99:59:59.999 and uses grammatically correct 99:59:59.999 --> 99:59:59.999 and complex sentences. 99:59:59.999 --> 99:59:59.999 Auditory sensitivity and other behavior 99:59:59.999 --> 99:59:59.999 is not the same for boys and girls. 99:59:59.999 --> 99:59:59.999 The fact that girls mature earlier than boys 99:59:59.999 --> 99:59:59.999 has direct implications for language acquisition. 99:59:59.999 --> 99:59:59.999 Attitude 99:59:59.999 --> 99:59:59.999 Language attitude is the feeling one has about language learning. 99:59:59.999 --> 99:59:59.999 It is greatly influenced by the learning situation. 99:59:59.999 --> 99:59:59.999 Teacher, language, classroom, books, friends, homework, 99:59:59.999 --> 99:59:59.999 and the school as such determine students' attitude towards language learning. 99:59:59.999 --> 99:59:59.999 Spolsky says, 99:59:59.999 --> 99:59:59.999 "In a typical language situation there are a number of people 99:59:59.999 --> 99:59:59.999 whose attitude to each other can be significant: 99:59:59.999 --> 99:59:59.999 the learner, the teacher, 99:59:59.999 --> 99:59:59.999 the learner's peers and parents, and the speakers of the language. 99:59:59.999 --> 99:59:59.999 Each relationship might well be shown to be a factor 99:59:59.999 --> 99:59:59.999 controlling the learners' motivation to acquire a language. 99:59:59.999 --> 99:59:59.999 A positive or a negative attitude towards language learning 99:59:59.999 --> 99:59:59.999 can be developed in children by the influence of these factors. 99:59:59.999 --> 99:59:59.999 Positive attitude for language learning 99:59:59.999 --> 99:59:59.999 has to be created through a congenial and motivating environment in school. 99:59:59.999 --> 99:59:59.999 Interest 99:59:59.999 --> 99:59:59.999 Teachers need to design creative activities 99:59:59.999 --> 99:59:59.999 to evoke student interest in language learning. 99:59:59.999 --> 99:59:59.999 Clarity and relevance of the language learning goals, 99:59:59.999 --> 99:59:59.999 extensive teacher and pure support, 99:59:59.999 --> 99:59:59.999 learning language through fun and games, 99:59:59.999 --> 99:59:59.999 all creates interest in learner. 99:59:59.999 --> 99:59:59.999 As Einstein said, 99:59:59.999 --> 99:59:59.999 interest is the best teacher, 99:59:59.999 --> 99:59:59.999 without interest, the best learning situations will prove to be ineffective. 99:59:59.999 --> 99:59:59.999 Intelligence 99:59:59.999 --> 99:59:59.999 Intelligence plays a very important role in language acquisition. 99:59:59.999 --> 99:59:59.999 Kinesthetic intelligence is the ability to use the physical actions 99:59:59.999 --> 99:59:59.999 with linguistic responses to express ideas more clearly. 99:59:59.999 --> 99:59:59.999 While taking part in group discussions, 99:59:59.999 --> 99:59:59.999 the learners are using interpersonal intelligence. 99:59:59.999 --> 99:59:59.999 Grammar analysis 99:59:59.999 --> 99:59:59.999 falls into the logical intelligence. 99:59:59.999 --> 99:59:59.999 The stress timed rhythmic nature of English language, 99:59:59.999 --> 99:59:59.999 the need to communicate using melody, and rhythm in a language class 99:59:59.999 --> 99:59:59.999 points to the need for musical intelligence. 99:59:59.999 --> 99:59:59.999 Learning language through the knowledge about self 99:59:59.999 --> 99:59:59.999 focuses to intrapersonal intelligence. 99:59:59.999 --> 99:59:59.999 Linguistic intelligence involves the sensitivity 99:59:59.999 --> 99:59:59.999 to spoken and written language. 99:59:59.999 --> 99:59:59.999 The ability to learn language, and the capacity to use language 99:59:59.999 --> 99:59:59.999 to accomplish certain goals: 99:59:59.999 --> 99:59:59.999 The opportunities for learning, 99:59:59.999 --> 99:59:59.999 the motivation to learn, 99:59:59.999 --> 99:59:59.999 the individual difference in intelligence, 99:59:59.999 --> 99:59:59.999 aptitude, personality, 99:59:59.999 --> 99:59:59.999 and also, learning styles 99:59:59.999 --> 99:59:59.999 play an important role in the rate of learning, 99:59:59.999 --> 99:59:59.999 and success in learning. 99:59:59.999 --> 99:59:59.999 The teacher should consider learners' individual aptitudes, 99:59:59.999 --> 99:59:59.999 personalities, and learning styles 99:59:59.999 --> 99:59:59.999 into account to create a learning environment conducive to all. 99:59:59.999 --> 99:59:59.999 The environmental factors 99:59:59.999 --> 99:59:59.999 The environmental factors include both 99:59:59.999 --> 99:59:59.999 school and family. 99:59:59.999 --> 99:59:59.999 The classroom should provide a favorable, 99:59:59.999 --> 99:59:59.999 democratic environment for language learning. 99:59:59.999 --> 99:59:59.999 Maximum exposure in target language 99:59:59.999 --> 99:59:59.999 has to be given in the schools. 99:59:59.999 --> 99:59:59.999 Cooperative rather than competitive atmosphere, 99:59:59.999 --> 99:59:59.999 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 99:59:59.999 --> 99:59:59.999 has to be evoked in students. 99:59:59.999 --> 99:59:59.999 The teacher should be aware of the individual difference, 99:59:59.999 --> 99:59:59.999 and has to provide learning experience suitably. 99:59:59.999 --> 99:59:59.999 The weak and the gifted 99:59:59.999 --> 99:59:59.999 has to be considered according to their language needs. 99:59:59.999 --> 99:59:59.999 A tolerant attitude has to be adopted 99:59:59.999 --> 99:59:59.999 to student errors while using language. 99:59:59.999 --> 99:59:59.999 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. 99:59:59.999 --> 99:59:59.999 Facilities to use the equipments like audiovisual aids, 99:59:59.999 --> 99:59:59.999 language laboratories, libraries, etcetera. 99:59:59.999 --> 99:59:59.999 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, 99:59:59.999 --> 99:59:59.999 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, 99:59:59.999 --> 99:59:59.999 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. 99:59:59.999 --> 99:59:59.999 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, 99:59:59.999 --> 99:59:59.999 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.