1
00:00:26,969 --> 00:00:27,735
Hi, friends!

2
00:00:28,200 --> 00:00:32,656
This module discusses about language 
acquisition and language learning.

3
00:00:33,378 --> 00:00:36,524
The factors influencing the acquisition 
of a language,

4
00:00:36,856 --> 00:00:42,290
like the learner factors, environmental 
factors and infrastructural factors

5
00:00:42,430 --> 00:00:44,133
are dealt in detail.

6
00:00:44,720 --> 00:00:46,305
Acquisition and learning.

7
00:00:47,005 --> 00:00:52,735
Language acquisition is the process by
which humans acquired the capacity to

8
00:00:52,735 --> 00:00:58,789
perceive and comprehend language, as well
as, to produce and use language.

9
00:00:59,674 --> 00:01:05,676
Acquisition is implicit and subconscious
which take place in an informal situation.

10
00:01:06,511 --> 00:01:12,629
According to Stephen Christian 1985, 
language acquisition does not require

11
00:01:12,629 --> 00:01:17,521
extensive use of conscious grammatical 
rules and tedious drills.

12
00:01:18,715 --> 00:01:23,146
Acquisition requires meaningful 
interaction in the target language,

13
00:01:23,843 --> 00:01:27,915
natural communication in which speakers
are connected,

14
00:01:28,060 --> 00:01:33,550
not with the form of their utterances but
with the messages they are conveying

15
00:01:33,550 --> 00:01:34,954
and understanding.

16
00:01:36,273 --> 00:01:39,815
Language acquisition encompasses the 
development of

17
00:01:39,815 --> 00:01:42,189
four interdependent systems.

18
00:01:42,950 --> 00:01:47,713
Pragmatic: communicative use of language
in a social context.

19
00:01:48,441 --> 00:01:53,528
Phonological: perception and production of
sounds to form words.

20
00:01:54,240 --> 00:01:57,268
Semantics: processing of meaning

21
00:01:57,729 --> 00:02:03,567
and grammatical use of syntactic and
morphological rules to combine words

22
00:02:03,567 --> 00:02:05,703
into meaningful sentences.

23
00:02:06,271 --> 00:02:10,742
The phonological and grammatical systems
constitute the language form.

24
00:02:11,481 --> 00:02:13,504
The pragmatic system describes

25
00:02:13,753 --> 00:02:16,026
how language should be adapted

26
00:02:16,248 --> 00:02:18,568
to specific social situations

27
00:02:18,639 --> 00:02:21,109
in order to convey emotions

28
00:02:21,259 --> 00:02:23,314
and reinforce meaning.

29
00:02:23,970 --> 00:02:26,953
The term acquisition is used for L1

30
00:02:26,995 --> 00:02:30,119
and the term learning is associated
with L2.

31
00:02:31,012 --> 00:02:34,545
Children acquire language through a 
subconscious process

32
00:02:34,617 --> 00:02:37,795
during which they are unaware of 
grammatical rules,

33
00:02:38,399 --> 00:02:41,492
that is no deliberator for to learn the
language.

34
00:02:41,927 --> 00:02:44,864
They pick up language in informal 
situations.

35
00:02:46,222 --> 00:02:51,396
Language acquisition is implicit, and
effortless as meaningful communication

36
00:02:51,396 --> 00:02:53,799
occurs in natural environment,

37
00:02:54,576 --> 00:02:58,329
while communicating the message in the
text is given more important

38
00:02:58,444 --> 00:03:00,070
rather than the form.

39
00:03:01,156 --> 00:03:05,790
It is all connected through feedback or
when they hear the correct usages.

40
00:03:06,585 --> 00:03:08,728
Later on, they can cut it themselves

41
00:03:08,890 --> 00:03:12,146
when they become masters of the linguistic
generalizations.

42
00:03:12,962 --> 00:03:17,838
They will be confident in using the 
language in the real life situations.

43
00:03:18,796 --> 00:03:21,664
Language learning is explicit and
conscious

44
00:03:21,764 --> 00:03:24,384
and takes place in a formal situation.

45
00:03:24,966 --> 00:03:27,847
The rules of the language are taught
directly

46
00:03:27,847 --> 00:03:30,989
and learning is the product of formal
instruction.

47
00:03:31,375 --> 00:03:33,679
It is learning about a language.

48
00:03:34,252 --> 00:03:39,846
Children have the conscious knowledge of
the new language, and can talk about it.

49
00:03:40,602 --> 00:03:44,741
They can memorize the rules to solve a
grammatical problem,

50
00:03:45,140 --> 00:03:48,798
but when it comes to the practical level
of using the language,

51
00:03:48,901 --> 00:03:50,201
it may not work.

52
00:03:51,094 --> 00:03:52,944
In the case of second language,

53
00:03:53,438 --> 00:03:55,896
or the third, or the fourth language,

54
00:03:56,370 --> 00:03:57,741
this is what happens.

55
00:03:58,517 --> 00:04:00,091
Whatever that is learned

56
00:04:00,533 --> 00:04:05,442
meaningfully and naturally, is retained
and will become acquired.

57
00:04:06,115 --> 00:04:08,320
Factors influencing acquisition.

58
00:04:09,158 --> 00:04:11,635
Language learning is a habit formation,

59
00:04:12,029 --> 00:04:12,745
and so,

60
00:04:13,092 --> 00:04:16,049
if one's acquired it becomes automatic.

61
00:04:16,515 --> 00:04:18,310
According to Paul Roberts:

62
00:04:18,752 --> 00:04:21,235
"When we learn the first language,

63
00:04:21,346 --> 00:04:23,962
we face the universe directly

64
00:04:24,071 --> 00:04:26,624
and learn to clothe it with speech.

65
00:04:27,391 --> 00:04:29,305
When we learn a second language,

66
00:04:29,358 --> 00:04:33,695
we tend to filter the universe through 
the language already known."

67
00:04:34,524 --> 00:04:37,448
By the time the child learns a second 
language,

68
00:04:37,749 --> 00:04:40,555
he is familiar with the system of the
mother tongue.

69
00:04:41,952 --> 00:04:45,713
He has to set aside the rules and sets of
his mother tongue

70
00:04:45,713 --> 00:04:48,622
to invite the habits of a new language.

71
00:04:49,268 --> 00:04:53,533
Factors influencing acquisition can be 
broadly classified into three.

72
00:04:53,963 --> 00:04:54,855
They are:

73
00:04:55,415 --> 00:04:56,493
Learner factors.

74
00:04:56,773 --> 00:04:58,211
Infrastructural factors.

75
00:04:58,620 --> 00:04:59,999
Environmental factors.

76
00:05:00,587 --> 00:05:02,016
The learner factors.

77
00:05:02,248 --> 00:05:06,359
The learner factors influencing the 
acquisition of a language are mainly

78
00:05:06,632 --> 00:05:09,676
psychological, physiological and
sociological.

79
00:05:10,399 --> 00:05:14,692
Factors like aptitude, attitude, 
interest, personality,

80
00:05:14,977 --> 00:05:20,581
motivation, age, sex, intelligence and 
learning styles come under this.

81
00:05:20,899 --> 00:05:21,779
Aptitude.

82
00:05:22,082 --> 00:05:25,174
Aptitude refers to the potential for 
achievement.

83
00:05:25,339 --> 00:05:26,601
According to Carrol,

84
00:05:26,904 --> 00:05:31,818
foreign language aptitude consisted of
four independent abilities.

85
00:05:32,487 --> 00:05:33,235
They are:

86
00:05:33,387 --> 00:05:34,932
Phonetic coding ability.

87
00:05:35,140 --> 00:05:38,864
The ability to identify and memorize 
new sounds.

88
00:05:39,477 --> 00:05:41,108
Grammatical sensitivity.

89
00:05:41,356 --> 00:05:43,866
The ability to demonstrate awareness

90
00:05:44,025 --> 00:05:47,469
of the syntactic patterning of sentences 
of a language.

91
00:05:48,567 --> 00:05:49,969
Root learning ability.

92
00:05:50,316 --> 00:05:54,342
The ability to learn associations between
sounds and meaning.

93
00:05:55,016 --> 00:05:56,196
Inductive ability.

94
00:05:56,361 --> 00:05:59,665
The ability to identify similarities and 
differences

95
00:05:59,794 --> 00:06:02,045
in grammatical form and meaning.

96
00:06:02,736 --> 00:06:06,195
It is not necessary that successful 
language learners

97
00:06:06,265 --> 00:06:09,221
are strong in all the involved components.

98
00:06:10,104 --> 00:06:12,980
Teachers can identify their students 
requirements,

99
00:06:13,254 --> 00:06:16,555
and select appropriate strategies to 
accommodate

100
00:06:16,785 --> 00:06:18,713
their differences in aptitude.

101
00:06:19,083 --> 00:06:19,978
Personality.

102
00:06:21,096 --> 00:06:23,816
The personality characteristics which
can affect

103
00:06:24,285 --> 00:06:26,030
language acquisition are:

104
00:06:26,265 --> 00:06:28,244
Extroversion, introversion,

105
00:06:28,470 --> 00:06:31,423
self esteem, anxiety, etcetera.

106
00:06:31,800 --> 00:06:36,050
Personality may be a major factor in the 
acquisition of oral skills,

107
00:06:36,473 --> 00:06:38,981
not in reading and writing skills.

108
00:06:39,548 --> 00:06:42,178
Introverted or anxious learners

109
00:06:42,299 --> 00:06:43,825
make slower progress

110
00:06:44,051 --> 00:06:46,411
especially in communication skill.

111
00:06:46,843 --> 00:06:49,571
They try to get away from opportunities
to speak

112
00:06:49,784 --> 00:06:51,161
and express themselves.

113
00:06:52,056 --> 00:06:54,054
The extroverts will take risks.

114
00:06:54,639 --> 00:06:57,141
They will not worry about the mistakes,

115
00:06:57,141 --> 00:07:00,348
and make the advantage of opportunities
to interact.

116
00:07:00,948 --> 00:07:01,776
Motivation

117
00:07:02,526 --> 00:07:06,109
This is a strongly favor intrinsic
motivation.

118
00:07:06,764 --> 00:07:10,455
Intrinsically motivated learners, try
for excellence,

119
00:07:10,771 --> 00:07:13,197
autonomy and self-actualization.

120
00:07:13,928 --> 00:07:17,333
A supportive and non-threatening learning
atmosphere

121
00:07:17,479 --> 00:07:19,655
naturally creates motivation.

122
00:07:20,671 --> 00:07:25,449
Through various activities, tasks, and
learning materials in the class,

123
00:07:25,783 --> 00:07:29,923
the teacher can increase students interest
to learn language.

124
00:07:30,626 --> 00:07:36,066
A felt need develops both intrinsic and
extrinsic motivation.

125
00:07:36,607 --> 00:07:37,739
Learning styles

126
00:07:38,546 --> 00:07:42,255
Learning style is an individual's natural
habitual,

127
00:07:42,255 --> 00:07:44,698
and preferred way of absorbing,

128
00:07:44,832 --> 00:07:48,817
processing and retaining new 
information and skills.

129
00:07:49,187 --> 00:07:51,125
Reid, 1995.

130
00:07:52,369 --> 00:07:54,189
Each individual is different,

131
00:07:54,189 --> 00:07:57,986
and process information in their own, 
unique ways.

132
00:07:59,082 --> 00:08:02,452
Types of learning styles are: perceptual 
learning styles,

133
00:08:02,573 --> 00:08:04,708
and cognitive learning styles.

134
00:08:05,858 --> 00:08:08,130
Perceptual learning style includes:

135
00:08:08,343 --> 00:08:11,537
visual, auditory and kinesthetic.

136
00:08:12,509 --> 00:08:15,089
Visual learners have a preference for
seeing.

137
00:08:15,757 --> 00:08:18,560
Auditory learners best learn through
listening.

138
00:08:18,971 --> 00:08:24,063
And tactile or kinesthetic learners
preferred to learn through experience.

139
00:08:24,290 --> 00:08:24,997
That is:

140
00:08:25,106 --> 00:08:27,754
moving, touching and doing.

141
00:08:28,765 --> 00:08:32,180
Cognitive learning styles, are the mental
mechanisms

142
00:08:32,180 --> 00:08:36,870
that process the incoming information
through different sources.

143
00:08:37,749 --> 00:08:42,199
Each individual learner has his own way
of processing information

144
00:08:42,430 --> 00:08:44,583
or approaching a task.

145
00:08:45,133 --> 00:08:47,577
This is known as his cognitive style.

146
00:08:48,652 --> 00:08:49,758
According to Ellis:

147
00:08:50,603 --> 00:08:53,955
"Cognitive style is a term used to refer

148
00:08:54,030 --> 00:08:57,624
to a manner in which people perceive

149
00:08:57,879 --> 00:09:01,966
conceptualize, organize and recall 
information.

150
00:09:03,134 --> 00:09:05,224
While designing learning activities,

151
00:09:05,684 --> 00:09:10,509
the teacher has to consider the students 
with varied learning styles.

152
00:09:11,278 --> 00:09:11,985
Age

153
00:09:12,455 --> 00:09:16,081
Age is one of the characteristics which 
affect language acquisition.

154
00:09:16,690 --> 00:09:20,284
Learners who have a solid skill in their
own language,

155
00:09:20,473 --> 00:09:24,282
are found to acquire a new language
more easily.

156
00:09:25,193 --> 00:09:28,802
Motivated adults learn language more 
easily,

157
00:09:29,111 --> 00:09:32,042
but struggles to achieve correct
pronunciation

158
00:09:32,364 --> 00:09:34,621
because of the problems of the transfer

159
00:09:34,802 --> 00:09:36,881
of the habits of native language.

160
00:09:37,662 --> 00:09:42,040
They feel it difficult to recognize the
sounds of the foreign language.

161
00:09:42,943 --> 00:09:45,246
Young children show greater flexibility

162
00:09:45,521 --> 00:09:48,182
in identifying the sounds of a language,

163
00:09:48,338 --> 00:09:50,665
remembering them and reproducing them.

164
00:09:51,189 --> 00:09:54,274
They are less conscious about the mistakes
made,

165
00:09:54,540 --> 00:09:57,862
and are ready to correct their mistakes
without hesitation.

166
00:09:58,349 --> 00:10:01,339
This will foster language acquisition.

167
99:59:59,999 --> 99:59:59,999
Sex

168
99:59:59,999 --> 99:59:59,999
Girls are found to excel voice in 
language learning.

169
99:59:59,999 --> 99:59:59,999
They start talking earlier than boys,

170
99:59:59,999 --> 99:59:59,999
and uses grammatically correct

171
99:59:59,999 --> 99:59:59,999
and complex sentences.

172
99:59:59,999 --> 99:59:59,999
Auditory sensitivity and other behavior

173
99:59:59,999 --> 99:59:59,999
is not the same for boys and girls.

174
99:59:59,999 --> 99:59:59,999
The fact that girls mature earlier than
boys

175
99:59:59,999 --> 99:59:59,999
has direct implications for language
acquisition.

176
99:59:59,999 --> 99:59:59,999
Attitude

177
99:59:59,999 --> 99:59:59,999
Language attitude is the feeling one has
about language learning.

178
99:59:59,999 --> 99:59:59,999
It is greatly influenced by the learning
situation.

179
99:59:59,999 --> 99:59:59,999
Teacher, language, classroom, books, 
friends, homework,

180
99:59:59,999 --> 99:59:59,999
and the school as such determine students'
attitude towards language learning.

181
99:59:59,999 --> 99:59:59,999
Spolsky says,

182
99:59:59,999 --> 99:59:59,999
"In a typical language situation there are
a number of people

183
99:59:59,999 --> 99:59:59,999
whose attitude to each other can be 
significant:

184
99:59:59,999 --> 99:59:59,999
the learner, the teacher,

185
99:59:59,999 --> 99:59:59,999
the learner's peers and parents, and the 
speakers of the language.

186
99:59:59,999 --> 99:59:59,999
Each relationship might well be shown to
be a factor

187
99:59:59,999 --> 99:59:59,999
controlling the learners' motivation to
acquire a language.

188
99:59:59,999 --> 99:59:59,999
A positive or a negative attitude towards
language learning

189
99:59:59,999 --> 99:59:59,999
can be developed in children by the
influence of these factors.

190
99:59:59,999 --> 99:59:59,999
Positive attitude for language learning

191
99:59:59,999 --> 99:59:59,999
has to be created through a congenial 
and motivating environment in school.

192
99:59:59,999 --> 99:59:59,999
Interest

193
99:59:59,999 --> 99:59:59,999
Teachers need to design creative 
activities

194
99:59:59,999 --> 99:59:59,999
to evoke student interest in language 
learning.

195
99:59:59,999 --> 99:59:59,999
Clarity and relevance of the language
learning goals,

196
99:59:59,999 --> 99:59:59,999
extensive teacher and pure support,

197
99:59:59,999 --> 99:59:59,999
learning language through fun and games,

198
99:59:59,999 --> 99:59:59,999
all creates interest in learner.

199
99:59:59,999 --> 99:59:59,999
As Einstein said,

200
99:59:59,999 --> 99:59:59,999
interest is the best teacher,

201
99:59:59,999 --> 99:59:59,999
without interest, the best learning
situations will prove to be ineffective.

202
99:59:59,999 --> 99:59:59,999
Intelligence

203
99:59:59,999 --> 99:59:59,999
Intelligence plays a very important role
in language acquisition.

204
99:59:59,999 --> 99:59:59,999
Kinesthetic intelligence is the ability to
use the physical actions

205
99:59:59,999 --> 99:59:59,999
with linguistic responses to express ideas
more clearly.

206
99:59:59,999 --> 99:59:59,999
While taking part in group discussions,

207
99:59:59,999 --> 99:59:59,999
the learners are using interpersonal
intelligence.

208
99:59:59,999 --> 99:59:59,999
Grammar analysis

209
99:59:59,999 --> 99:59:59,999
falls into the logical intelligence.

210
99:59:59,999 --> 99:59:59,999
The stress timed rhythmic nature of 
English language,

211
99:59:59,999 --> 99:59:59,999
the need to communicate using melody, and
rhythm in a language class

212
99:59:59,999 --> 99:59:59,999
points to the need for musical 
intelligence.

213
99:59:59,999 --> 99:59:59,999
Learning language through the knowledge 
about self

214
99:59:59,999 --> 99:59:59,999
focuses to intrapersonal intelligence.

215
99:59:59,999 --> 99:59:59,999
Linguistic intelligence involves the 
sensitivity

216
99:59:59,999 --> 99:59:59,999
to spoken and written language.

217
99:59:59,999 --> 99:59:59,999
The ability to learn language, and the
capacity to use language

218
99:59:59,999 --> 99:59:59,999
to accomplish certain goals:

219
99:59:59,999 --> 99:59:59,999
The opportunities for learning,

220
99:59:59,999 --> 99:59:59,999
the motivation to learn,

221
99:59:59,999 --> 99:59:59,999
the individual difference in
intelligence,

222
99:59:59,999 --> 99:59:59,999
aptitude, personality,

223
99:59:59,999 --> 99:59:59,999
and also, learning styles

224
99:59:59,999 --> 99:59:59,999
play an important role in the rate of 
learning,

225
99:59:59,999 --> 99:59:59,999
and success in learning.

226
99:59:59,999 --> 99:59:59,999
The teacher should consider learners'
individual aptitudes,

227
99:59:59,999 --> 99:59:59,999
personalities, and learning styles

228
99:59:59,999 --> 99:59:59,999
into account to create a learning 
environment conducive to all.

229
99:59:59,999 --> 99:59:59,999
The environmental factors

230
99:59:59,999 --> 99:59:59,999
The environmental factors include both

231
99:59:59,999 --> 99:59:59,999
school and family.

232
99:59:59,999 --> 99:59:59,999
The classroom should provide a favorable,

233
99:59:59,999 --> 99:59:59,999
democratic environment for language 
learning.

234
99:59:59,999 --> 99:59:59,999
Maximum exposure in target language

235
99:59:59,999 --> 99:59:59,999
has to be given in the schools.

236
99:59:59,999 --> 99:59:59,999
Cooperative rather than competitive
atmosphere,

237
99:59:59,999 --> 99:59:59,999
free from tension has to be maintained in 
the classroom.

238
99:59:59,999 --> 99:59:59,999
A felt need to learn the language for real
life communication

239
99:59:59,999 --> 99:59:59,999
has to be evoked in students.

240
99:59:59,999 --> 99:59:59,999
The teacher should be aware of the 
individual difference,

241
99:59:59,999 --> 99:59:59,999
and has to provide learning experience 
suitably.

242
99:59:59,999 --> 99:59:59,999
The weak and the gifted

243
99:59:59,999 --> 99:59:59,999
has to be considered according to their
language needs.

244
99:59:59,999 --> 99:59:59,999
A tolerant attitude has to be adopted

245
99:59:59,999 --> 99:59:59,999
to student errors while using language.

246
99:59:59,999 --> 99:59:59,999
There is a marked relationship between
the child's linguistic development

247
99:59:59,999 --> 99:59:59,999
and socio-economic status.

248
99:59:59,999 --> 99:59:59,999
The teacher should also consider this
aspect of the students

249
99:59:59,999 --> 99:59:59,999
while planning for language learning 
programs.

250
99:59:59,999 --> 99:59:59,999
The infrastructural factors

251
99:59:59,999 --> 99:59:59,999
The infrastructural facilities,

252
99:59:59,999 --> 99:59:59,999
it's magnitude, and quality

253
99:59:59,999 --> 99:59:59,999
depends upon the strength, interest
and vision of the organization

254
99:59:59,999 --> 99:59:59,999
which manages the institution.

255
99:59:59,999 --> 99:59:59,999
Facilities to use the equipments like 
audiovisual aids,

256
99:59:59,999 --> 99:59:59,999
language laboratories, libraries, 
etcetera.

257
99:59:59,999 --> 99:59:59,999
which provides maximum exposure and 
practice in the target language

258
99:59:59,999 --> 99:59:59,999
has to be arranged in schools.

259
99:59:59,999 --> 99:59:59,999
First time experience to use the target 
language,

260
99:59:59,999 --> 99:59:59,999
as interacting with the native speakers,

261
99:59:59,999 --> 99:59:59,999
spacious classroom with facilities to 
contact learning activities like roleplay,

262
99:59:59,999 --> 99:59:59,999
discussions debates, dramatization, 
etcetera,

263
99:59:59,999 --> 99:59:59,999
where the students use the language

264
99:59:59,999 --> 99:59:59,999
has to be provided.

265
99:59:59,999 --> 99:59:59,999
Problems in acquiring English as a 
second language.

266
99:59:59,999 --> 99:59:59,999
Learning a second language is always a 
challenge

267
99:59:59,999 --> 99:59:59,999
in a place where people hardly use it in
their daily life.

268
99:59:59,999 --> 99:59:59,999
Second language learners face several
difficulties to gain

269
99:59:59,999 --> 99:59:59,999
good command over a foreign language.

270
99:59:59,999 --> 99:59:59,999
English presents a number of issues to non
native speakers

271
99:59:59,999 --> 99:59:59,999
because of the illogical nature of its
spelling, pronunciation,

272
99:59:59,999 --> 99:59:59,999
and unique grammatical rules.

273
99:59:59,999 --> 99:59:59,999
The pull of mother tongue.

274
99:59:59,999 --> 99:59:59,999
When a child begins to learn a second 
language,

275
99:59:59,999 --> 99:59:59,999
he has acquired his mother tongue,

276
99:59:59,999 --> 99:59:59,999
the system which he can use with ease

277
99:59:59,999 --> 99:59:59,999
So, whenever he wants to express something
in second language,

278
99:59:59,999 --> 99:59:59,999
he has to keep the habit of the first 
language in check

279
99:59:59,999 --> 99:59:59,999
in order to produce the new sounds 
and structures.

280
99:59:59,999 --> 99:59:59,999
It will be difficult for him

281
99:59:59,999 --> 99:59:59,999
to produce the distinctive sounds of the
second language

282
99:59:59,999 --> 99:59:59,999
as his years are accustomed

283
99:59:59,999 --> 99:59:59,999
with the sounds of the first language.

284
99:59:59,999 --> 99:59:59,999
Thus, he replaces the sounds of the 
second language

285
99:59:59,999 --> 99:59:59,999
with the similar sounds in his mother
tongue.

286
99:59:59,999 --> 99:59:59,999
Suprasegmental features have great impact
in English language

287
99:59:59,999 --> 99:59:59,999
which may not be so pronounced in
mother tongue.

288
99:59:59,999 --> 99:59:59,999
The natural word order of sentence in
the mother tongue

289
99:59:59,999 --> 99:59:59,999
may be different from that of English.

290
99:59:59,999 --> 99:59:59,999
Conscious attempts to arrange words

291
99:59:59,999 --> 99:59:59,999
according to the syntactic patterns of 
mother tongue

292
99:59:59,999 --> 99:59:59,999
results in literal translation, and 
produces ungrammatical sentences.

293
99:59:59,999 --> 99:59:59,999
The tendency to replace

294
99:59:59,999 --> 99:59:59,999
the sounds and structures of the 
second language

295
99:59:59,999 --> 99:59:59,999
with those of mother tongue is known as

296
99:59:59,999 --> 99:59:59,999
pull of mother tongue

297
99:59:59,999 --> 99:59:59,999
or in psychological terms

298
99:59:59,999 --> 99:59:59,999
transfer.

299
99:59:59,999 --> 99:59:59,999
Transfer of learning

300
99:59:59,999 --> 99:59:59,999
is the application of skills, 
knowledge,

301
99:59:59,999 --> 99:59:59,999
and/or attitudes,

302
99:59:59,999 --> 99:59:59,999
that we learned in one situation to
another learning situation.

303
99:59:59,999 --> 99:59:59,999
Perkins, 1992.

304
99:59:59,999 --> 99:59:59,999
Transfer may be either positive or 
negative.

305
99:59:59,999 --> 99:59:59,999
If the habits of first language help in
the learning of the second,

306
99:59:59,999 --> 99:59:59,999
it is called positive transfer or
facilitation.

307
99:59:59,999 --> 99:59:59,999
Positive impact is seen in acquiring 
vocabulary and sentence pattern

308
99:59:59,999 --> 99:59:59,999
through comparing and contrasting.

309
99:59:59,999 --> 99:59:59,999
If the former hinders the acquisition of 
the letter,

310
99:59:59,999 --> 99:59:59,999
it is called negative transfer or 
interference.

311
99:59:59,999 --> 99:59:59,999
Negative transfer is seen

312
99:59:59,999 --> 99:59:59,999
while learning certain grammatical 
structures and pronunciation.

313
99:59:59,999 --> 99:59:59,999
If the learning of one subject or 
activity neither facilitates

314
99:59:59,999 --> 99:59:59,999
nor interferes with the learning 
of another subject or activity,

315
99:59:59,999 --> 99:59:59,999
it is called zero transfer.

316
99:59:59,999 --> 99:59:59,999
Spelling, vocabulary,

317
99:59:59,999 --> 99:59:59,999
and the diversity of the word meaning.

318
99:59:59,999 --> 99:59:59,999
English language is enriched with great
amount of words.

319
99:59:59,999 --> 99:59:59,999
These words are not limited to one 
single meaning.

320
99:59:59,999 --> 99:59:59,999
Each word has shades of meaning,

321
99:59:59,999 --> 99:59:59,999
which are categorized as connotative 
or denotative,

322
99:59:59,999 --> 99:59:59,999
and it gives different impressions in
different situations.

323
99:59:59,999 --> 99:59:59,999
For example,

324
99:59:59,999 --> 99:59:59,999
the word "hard" have various shades 
of meaning.

325
99:59:59,999 --> 99:59:59,999
"The stone is hard".

326
99:59:59,999 --> 99:59:59,999
This shows quality.

327
99:59:59,999 --> 99:59:59,999
"You must work hard".

328
99:59:59,999 --> 99:59:59,999
More, labour is needed.

329
99:59:59,999 --> 99:59:59,999
"His hard luck".

330
99:59:59,999 --> 99:59:59,999
This shows misfortune.

331
99:59:59,999 --> 99:59:59,999
"He is hard of hearing".

332
99:59:59,999 --> 99:59:59,999
It means he is deaf.

333
99:59:59,999 --> 99:59:59,999
For a second language learner,

334
99:59:59,999 --> 99:59:59,999
this creates much confusion.

335
99:59:59,999 --> 99:59:59,999
They learn the meaning of several words,

336
99:59:59,999 --> 99:59:59,999
but don't really learn their application,

337
99:59:59,999 --> 99:59:59,999
and therefore can't benefit from them
while using language.

338
99:59:59,999 --> 99:59:59,999
The irregular nature of English spelling

339
99:59:59,999 --> 99:59:59,999
is another problem for a second 
language learner.

340
99:59:59,999 --> 99:59:59,999
English has 44 discreet sounds of 
phonemes,

341
99:59:59,999 --> 99:59:59,999
with an alphabet made of 26 letters.

342
99:59:59,999 --> 99:59:59,999
The letter to phoneme correspondence is
not consistent.

343
99:59:59,999 --> 99:59:59,999
One letter has, with a few exceptions,

344
99:59:59,999 --> 99:59:59,999
more sounds than one in different words or
even in the same word;

345
99:59:59,999 --> 99:59:59,999
example,

346
99:59:59,999 --> 99:59:59,999
the letter 'c' in the words:

347
99:59:59,999 --> 99:59:59,999
cat, cycle, cancel,

348
99:59:59,999 --> 99:59:59,999
success, vacancy;

349
99:59:59,999 --> 99:59:59,999
and the letter 'g' in:

350
99:59:59,999 --> 99:59:59,999
age, bag, geography,

351
99:59:59,999 --> 99:59:59,999
gorgeous, etcetera.

352
99:59:59,999 --> 99:59:59,999
Lack of motivation

353
99:59:59,999 --> 99:59:59,999
Learners find it boring and difficult 
to learn

354
99:59:59,999 --> 99:59:59,999
a second language which is very much
different from the native language.

355
99:59:59,999 --> 99:59:59,999
Learning English is something they 
have to do,

356
99:59:59,999 --> 99:59:59,999
not something they want to do.

357
99:59:59,999 --> 99:59:59,999
Some of the demotivating factors are;

358
99:59:59,999 --> 99:59:59,999
the teacher personality,

359
99:59:59,999 --> 99:59:59,999
commitment,

360
99:59:59,999 --> 99:59:59,999
competence,

361
99:59:59,999 --> 99:59:59,999
and teaching method,

362
99:59:59,999 --> 99:59:59,999
the learner's reduced self confidence,

363
99:59:59,999 --> 99:59:59,999
negative attitude towards second 
language learning

364
99:59:59,999 --> 99:59:59,999
nature of evaluation system,

365
99:59:59,999 --> 99:59:59,999
uninteresting course books and school
environment.

366
99:59:59,999 --> 99:59:59,999
One key to increase motivation among the 
heterogeneous learners

367
99:59:59,999 --> 99:59:59,999
is to design and use activities,

368
99:59:59,999 --> 99:59:59,999
which match the learners varied language
learning needs,

369
99:59:59,999 --> 99:59:59,999
and goals by a competent and creative
teacher.

370
99:59:59,999 --> 99:59:59,999
Insufficient time,

371
99:59:59,999 --> 99:59:59,999
resources and materials.

372
99:59:59,999 --> 99:59:59,999
Number of files allotted for learning 
English,

373
99:59:59,999 --> 99:59:59,999
and the opportunity to get exposed to,

374
99:59:59,999 --> 99:59:59,999
and use the language is too less.

375
99:59:59,999 --> 99:59:59,999
The resources and the materials

376
99:59:59,999 --> 99:59:59,999
to aid L2 learning, are sparce

377
99:59:59,999 --> 99:59:59,999
Learners do not get any opportunity to
communicate with native speakers,

378
99:59:59,999 --> 99:59:59,999
or even with their peers at school 
in the target language.

379
99:59:59,999 --> 99:59:59,999
Thus they miss communicative competence.

380
99:59:59,999 --> 99:59:59,999
They hardly read or listen to 
English news, literature,

381
99:59:59,999 --> 99:59:59,999
article or anything that enhances the
learners' skill.

382
99:59:59,999 --> 99:59:59,999
Thus they miss the listening and
reading skill

383
99:59:59,999 --> 99:59:59,999
which is very important in acquiring a
second language.

384
99:59:59,999 --> 99:59:59,999
The availability of right type of 
materials,

385
99:59:59,999 --> 99:59:59,999
good library facilities, and 
audiovisual aids

386
99:59:59,999 --> 99:59:59,999
will make learning of English interesting
and effective.

387
99:59:59,999 --> 99:59:59,999
Overcrowded classrooms.

388
99:59:59,999 --> 99:59:59,999
Is the number of students in a class
is too high,

389
99:59:59,999 --> 99:59:59,999
it is difficult to meet the individual 
needs

390
99:59:59,999 --> 99:59:59,999
of a diverse group of lively learners.

391
99:59:59,999 --> 99:59:59,999
Group activities like roleplay, 
discussion, debates, etcetera,

392
99:59:59,999 --> 99:59:59,999
cannot be successfully carried out in 
an overcrowded classroom.

393
99:59:59,999 --> 99:59:59,999
Effective participation of each 
student

394
99:59:59,999 --> 99:59:59,999
cannot be ensured.

395
99:59:59,999 --> 99:59:59,999
Teaching learning process and evaluation 
strategies

396
99:59:59,999 --> 99:59:59,999
will be under threat,

397
99:59:59,999 --> 99:59:59,999
which result in low achievement.

398
99:59:59,999 --> 99:59:59,999
To conclude,

399
99:59:59,999 --> 99:59:59,999
language acquisition is a subconscious 
process.

400
99:59:59,999 --> 99:59:59,999
Language acquirers

401
99:59:59,999 --> 99:59:59,999
are not consciously aware of the 
grammatical rules of the language,

402
99:59:59,999 --> 99:59:59,999
but rather develop a feel for correctness.

403
99:59:59,999 --> 99:59:59,999
In non-technical language, acquisition is
picking up a language.

404
99:59:59,999 --> 99:59:59,999
On the other hand,

405
99:59:59,999 --> 99:59:59,999
language learning refers to the conscious
knowledge of a language,

406
99:59:59,999 --> 99:59:59,999
knowing the rules, being aware of them,

407
99:59:59,999 --> 99:59:59,999
and being able to talk about them.

408
99:59:59,999 --> 99:59:59,999
Language learning can be compared to 
knowing about the language.

409
99:59:59,999 --> 99:59:59,999
To court Richard Bentley,

410
99:59:59,999 --> 99:59:59,999
"Every living language

411
99:59:59,999 --> 99:59:59,999
like the perspiring bodies of living
creatures,

412
99:59:59,999 --> 99:59:59,999
is in perpetual motion and alteration;

413
99:59:59,999 --> 99:59:59,999
some words go off, and become obsolete;

414
99:59:59,999 --> 99:59:59,999
others are taken in,

415
99:59:59,999 --> 99:59:59,999
and by degrees grow into common use;

416
99:59:59,999 --> 99:59:59,999
or the same word is inverted to a new 
sense or notion,

417
99:59:59,999 --> 99:59:59,999
which in tract of time

418
99:59:59,999 --> 99:59:59,999
makes an observable change in the air

419
99:59:59,999 --> 99:59:59,999
and features of a language,

420
99:59:59,999 --> 99:59:59,999
as age makes in the lines and mien of 
a face."

421
99:59:59,999 --> 99:59:59,999
Before moving to the next session,

422
99:59:59,999 --> 99:59:59,999
please try to answer the following 
questions:

423
99:59:59,999 --> 99:59:59,999
Point out the factors influencing
acquisition.

424
99:59:59,999 --> 99:59:59,999
What are the major problems in 
acquiring a second language?

425
99:59:59,999 --> 99:59:59,999
What is transfer of learning?

426
99:59:59,999 --> 99:59:59,999
Mention different types of transfer 
of learning.

427
99:59:59,999 --> 99:59:59,999
At present to what extend

428
99:59:59,999 --> 99:59:59,999
does the infrastructural facilities in
schools

429
99:59:59,999 --> 99:59:59,999
aid in learning the second language,

430
99:59:59,999 --> 99:59:59,999
Substantiate.

431
99:59:59,999 --> 99:59:59,999
For further references.

432
99:59:59,999 --> 99:59:59,999
The English Teacher's Hand Book

433
99:59:59,999 --> 99:59:59,999
by T.C. Baruah.

434
99:59:59,999 --> 99:59:59,999
Sterling Publishers,

435
99:59:59,999 --> 99:59:59,999
private limited,

436
99:59:59,999 --> 99:59:59,999
New Delhi.

437
99:59:59,999 --> 99:59:59,999
Contemporary English Teaching,

438
99:59:59,999 --> 99:59:59,999
by author M. Jesa.

439
99:59:59,999 --> 99:59:59,999
K.M.K Publications, Kollam.

440
99:59:59,999 --> 99:59:59,999
Modern Teaching of English,

441
99:59:59,999 --> 99:59:59,999
by Nayyar Shamsi,

442
99:59:59,999 --> 99:59:59,999
Published by

443
99:59:59,999 --> 99:59:59,999
Anmol Publications private limited,

444
99:59:59,999 --> 99:59:59,999
New Delhi.

445
99:59:59,999 --> 99:59:59,999
Hope you find the session informative.

446
99:59:59,999 --> 99:59:59,999
Thank you.

447
99:59:59,999 --> 99:59:59,999
Bye.