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 prefer 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 00:10:02,228 --> 00:10:02,939 Sex 168 00:10:03,445 --> 00:10:06,980 Girls are found to excel voice in language learning. 169 00:10:07,580 --> 00:10:09,900 They start talking earlier than boys, 170 00:10:10,033 --> 00:10:12,306 and uses grammatically correct 171 00:10:12,306 --> 00:10:14,135 and complex sentences. 172 00:10:14,816 --> 00:10:18,030 Auditory sensitivity and other behavior 173 00:10:18,296 --> 00:10:20,699 is not the same for boys and girls. 174 00:10:21,172 --> 00:10:24,686 The fact that girls mature earlier than boys 175 00:10:24,686 --> 00:10:27,781 has direct implications for language acquisition. 176 00:10:28,316 --> 00:10:29,315 Attitude 177 00:10:30,020 --> 00:10:34,764 Language attitude is the feeling one has about language learning. 178 00:10:35,314 --> 00:10:38,224 It is greatly influenced by the learning situation. 179 00:10:39,109 --> 00:10:44,486 Teacher, language, classroom, books, friends, homework, 180 00:10:44,710 --> 00:10:49,998 and the school as such determine students' attitude towards language learning. 181 00:10:50,685 --> 00:10:51,862 Spolsky says, 182 00:10:52,342 --> 00:10:56,344 "In a typical language situation there are a number of people 183 00:10:56,394 --> 00:10:59,367 whose attitude to each other can be significant: 184 00:10:59,990 --> 00:11:01,821 the learner, the teacher, 185 00:11:02,102 --> 00:11:06,626 the learner's peers and parents, and the speakers of the language. 186 00:11:07,207 --> 00:11:11,298 Each relationship might well be shown to be a factor 187 00:11:11,583 --> 00:11:15,716 controlling the learners' motivation to acquire a language. 188 00:11:16,544 --> 00:11:20,639 A positive or a negative attitude towards language learning 189 00:11:20,897 --> 00:11:24,833 can be developed in children by the influence of these factors. 190 00:11:25,499 --> 00:11:27,968 Positive attitude for language learning 191 00:11:27,968 --> 00:11:33,463 has to be created through a congenial and motivating environment in school. 192 00:11:34,275 --> 00:11:35,227 Interest 193 00:11:35,679 --> 00:11:38,949 Teachers need to design creative activities 194 00:11:38,949 --> 00:11:42,328 to evoke student interest in language learning. 195 00:11:43,058 --> 00:11:46,653 Clarity and relevance of the language learning goals, 196 00:11:47,507 --> 00:11:49,968 extensive teacher and pure support, 197 00:11:50,610 --> 00:11:52,925 learning language through fun and games, 198 00:11:53,239 --> 00:11:55,541 all creates interest in learner. 199 00:11:55,938 --> 00:11:57,232 As Einstein said, 200 00:11:57,688 --> 00:11:59,443 interest is the best teacher, 201 00:11:59,707 --> 00:12:05,095 without interest, the best learning situations will prove to be ineffective. 202 00:12:05,426 --> 00:12:06,261 Intelligence 203 00:12:07,138 --> 00:12:11,506 Intelligence plays a very important role in language acquisition. 204 00:12:12,302 --> 00:12:16,613 Kinesthetic intelligence is the ability to use the physical actions 205 00:12:16,779 --> 00:12:21,435 with linguistic responses to express ideas more clearly. 206 00:12:22,202 --> 00:12:24,483 While taking part in group discussions, 207 00:12:24,820 --> 00:12:28,006 the learners are using interpersonal intelligence. 208 00:12:28,724 --> 00:12:30,014 Grammar analysis 209 00:12:30,099 --> 00:12:32,593 falls into the logical intelligence. 210 00:12:33,087 --> 00:12:36,721 The stress timed rhythmic nature of English language, 211 00:12:37,066 --> 00:12:41,504 the need to communicate using melody, and rhythm in a language class 212 00:12:41,768 --> 00:12:44,597 points to the need for musical intelligence. 213 00:12:45,512 --> 00:12:48,232 Learning language through the knowledge about self 214 00:12:48,614 --> 00:12:51,256 focuses to intrapersonal intelligence. 215 00:12:51,697 --> 00:12:54,744 Linguistic intelligence involves the sensitivity 216 00:12:54,909 --> 00:12:57,524 to spoken and written language. 217 00:12:57,908 --> 00:13:02,081 The ability to learn language, and the capacity to use language 218 00:13:02,256 --> 00:13:04,351 to accomplish certain goals: 219 00:13:05,251 --> 00:13:07,016 The opportunities for learning, 220 00:13:07,268 --> 00:13:08,703 the motivation to learn, 221 00:13:08,970 --> 00:13:11,256 the individual difference in intelligence, 222 00:13:11,544 --> 00:13:13,406 aptitude, personality, 223 00:13:13,607 --> 00:13:15,697 and also, learning styles 224 00:13:15,956 --> 00:13:19,033 play an important role in the rate of learning, 225 00:13:19,125 --> 00:13:20,687 and success in learning. 226 00:13:21,424 --> 00:13:25,665 The teacher should consider learners' individual aptitudes, 227 00:13:26,035 --> 00:13:28,233 personalities, and learning styles 228 00:13:28,478 --> 00:13:33,385 into account to create a learning environment conducive to all. 229 00:13:33,658 --> 00:13:35,567 The environmental factors 230 00:13:36,489 --> 00:13:39,405 The environmental factors include both 231 00:13:39,405 --> 00:13:40,995 school and family. 232 00:13:41,519 --> 00:13:44,430 The classroom should provide a favorable, 233 00:13:44,430 --> 00:13:47,196 democratic environment for language learning. 234 00:13:47,992 --> 00:13:50,758 Maximum exposure in target language 235 00:13:51,391 --> 00:13:53,750 has to be given in the schools. 236 00:13:55,071 --> 00:13:58,407 Cooperative rather than competitive atmosphere, 237 00:13:58,927 --> 00:14:02,527 free from tension has to be maintained in the classroom. 238 00:14:03,267 --> 00:14:07,954 A felt need to learn the language for real life communication 239 00:14:07,954 --> 00:14:10,007 has to be evoked in students. 240 00:14:11,062 --> 00:14:14,325 The teacher should be aware of the individual difference, 241 00:14:14,414 --> 00:14:18,136 and has to provide learning experience suitably. 242 00:14:18,687 --> 00:14:20,465 The weak and the gifted 243 00:14:20,555 --> 00:14:23,743 has to be considered according to their language needs. 244 00:14:24,449 --> 00:14:27,086 A tolerant attitude has to be adopted 245 00:14:27,523 --> 00:14:30,864 to student errors while using language. 246 00:14:31,499 --> 00:14:35,818 There is a marked relationship between the child's linguistic development 247 00:14:35,818 --> 00:14:37,601 and socio-economic status. 248 00:14:38,284 --> 00:14:42,126 The teacher should also consider this aspect of the students 249 00:14:42,269 --> 00:14:44,873 while planning for language learning programs. 250 00:14:45,533 --> 00:14:47,551 The infrastructural factors 251 00:14:48,300 --> 00:14:50,173 The infrastructural facilities, 252 00:14:50,386 --> 00:14:52,220 it's magnitude, and quality 253 00:14:52,469 --> 00:14:57,123 depends upon the strength, interest and vision of the organization 254 00:14:57,363 --> 00:14:59,431 which manages the institution. 255 00:15:00,048 --> 00:15:03,900 Facilities to use the equipments like audiovisual aids, 256 00:15:04,168 --> 00:15:07,446 language laboratories, libraries, etcetera. 257 00:15:07,682 --> 00:15:12,543 which provides maximum exposure and practice in the target language 258 00:15:12,688 --> 00:15:15,392 has to be arranged in schools. 259 00:15:17,142 --> 00:15:20,148 First time experience to use the target language, 260 00:15:20,311 --> 00:15:22,622 as interacting with the native speakers, 261 00:15:23,010 --> 00:15:27,762 spacious classroom with facilities to contact learning activities like roleplay, 262 00:15:27,935 --> 00:15:30,746 discussions debates, dramatization, etcetera, 263 00:15:31,311 --> 00:15:33,455 where the students use the language 264 00:15:33,615 --> 00:15:35,778 has to be provided. 265 00:15:36,312 --> 00:15:40,030 Problems in acquiring English as a second language. 266 00:15:41,110 --> 00:15:44,170 Learning a second language is always a challenge 267 00:15:44,216 --> 00:15:48,950 in a place where people hardly use it in their daily life. 268 00:15:49,866 --> 00:15:53,352 Second language learners face several difficulties to gain 269 00:15:53,636 --> 00:15:56,146 good command over a foreign language. 270 00:15:56,851 --> 00:16:01,232 English presents a number of issues to non native speakers 271 00:16:01,553 --> 00:16:05,406 because of the illogical nature of its spelling, pronunciation, 272 00:16:05,406 --> 00:16:07,510 and unique grammatical rules. 273 00:16:07,918 --> 00:16:09,495 The pull of mother tongue. 274 00:16:10,184 --> 00:16:13,460 When a child begins to learn a second language, 275 00:16:13,869 --> 00:16:15,911 he has acquired his mother tongue, 276 00:16:16,253 --> 00:16:19,415 the system which he can use with ease 277 00:16:19,977 --> 00:16:23,958 So, whenever he wants to express something in second language, 278 00:16:24,550 --> 00:16:28,295 he has to keep the habit of the first language in check 279 00:16:28,511 --> 00:16:32,007 in order to produce the new sounds and structures. 280 00:16:32,651 --> 00:16:34,434 It will be difficult for him 281 00:16:34,670 --> 00:16:38,048 to produce the distinctive sounds of the second language 282 00:16:38,237 --> 00:16:40,279 as his years are accustomed 283 00:16:40,506 --> 00:16:42,678 with the sounds of the first language. 284 00:16:43,391 --> 00:16:47,013 Thus, he replaces the sounds of the second language 285 00:16:47,111 --> 00:16:49,564 with the similar sounds in his mother tongue. 286 00:16:50,136 --> 00:16:55,093 Suprasegmental features have great impact in English language 287 00:16:55,093 --> 00:16:58,253 which may not be so pronounced in mother tongue. 288 00:16:58,994 --> 00:17:02,274 The natural word order of sentence in the mother tongue 289 00:17:02,274 --> 00:17:05,143 may be different from that of English. 290 00:17:05,961 --> 00:17:08,611 Conscious attempts to arrange words 291 00:17:08,743 --> 00:17:11,843 according to the syntactic patterns of mother tongue 292 00:17:12,093 --> 00:17:17,590 results in literal translation, and produces ungrammatical sentences. 293 00:17:18,305 --> 00:17:19,920 The tendency to replace 294 00:17:20,010 --> 00:17:23,165 the sounds and structures of the second language 295 00:17:23,359 --> 00:17:25,961 with those of mother tongue is known as 296 00:17:26,475 --> 00:17:27,948 pull of mother tongue 297 00:17:28,066 --> 00:17:29,951 or in psychological terms 298 00:17:30,211 --> 00:17:31,209 transfer. 299 00:17:31,864 --> 00:17:33,101 Transfer of learning 300 00:17:33,282 --> 00:17:36,150 is the application of skills, knowledge, 301 00:17:36,150 --> 00:17:38,009 and/or attitudes, 302 00:17:38,436 --> 00:17:43,047 that we learned in one situation to another learning situation. 303 00:17:43,344 --> 00:17:45,525 Perkins, 1992. 304 00:17:46,164 --> 00:17:49,472 Transfer may be either positive or negative. 305 00:17:50,353 --> 00:17:54,199 If the habits of first language help in the learning of the second, 306 00:17:54,482 --> 00:17:57,761 it is called positive transfer or facilitation. 307 00:17:58,379 --> 00:18:03,186 Positive impact is seen in acquiring vocabulary and sentence pattern 308 00:18:03,721 --> 00:18:05,883 through comparing and contrasting. 309 00:18:06,451 --> 00:18:09,352 If the former hinders the acquisition of the letter, 310 00:18:09,670 --> 00:18:13,262 it is called negative transfer or interference. 311 00:18:13,981 --> 00:18:16,094 Negative transfer is seen 312 00:18:16,154 --> 00:18:19,803 while learning certain grammatical structures and pronunciation. 313 00:18:20,610 --> 00:18:25,115 If the learning of one subject or activity neither facilitates 314 00:18:25,115 --> 00:18:28,746 nor interferes with the learning of another subject or activity, 315 00:18:28,928 --> 00:18:31,540 it is called zero transfer. 316 00:18:32,437 --> 00:18:34,074 Spelling, vocabulary, 317 00:18:34,194 --> 00:18:37,219 and the diversity of the word meaning. 318 00:18:37,863 --> 00:18:41,481 English language is enriched with great amount of words. 319 00:18:42,012 --> 00:18:45,804 These words are not limited to one single meaning. 320 00:18:46,554 --> 00:18:49,036 Each word has shades of meaning, 321 00:18:49,212 --> 00:18:53,185 which are categorized as connotative or denotative, 322 00:18:53,332 --> 00:18:57,237 and it gives different impressions in different situations. 323 00:18:57,925 --> 00:18:58,924 For example, 324 00:18:59,080 --> 00:19:02,764 the word "hard" have various shades of meaning. 325 00:19:03,709 --> 00:19:05,072 "The stone is hard". 326 00:19:05,849 --> 00:19:07,293 This shows quality. 327 00:19:07,768 --> 00:19:08,979 "You must work hard". 328 00:19:09,607 --> 00:19:12,058 More, labour is needed. 329 00:19:13,172 --> 00:19:14,552 "His hard luck". 330 00:19:15,026 --> 00:19:16,678 This shows misfortune. 331 00:19:17,336 --> 00:19:18,952 "He is hard of hearing". 332 00:19:19,550 --> 00:19:20,966 It means he is deaf. 333 00:19:21,734 --> 00:19:23,434 For a second language learner, 334 00:19:23,434 --> 00:19:25,312 this creates much confusion. 335 00:19:25,920 --> 00:19:28,237 They learn the meaning of several words, 336 00:19:28,540 --> 00:19:31,060 but don't really learn their application, 337 00:19:31,305 --> 00:19:35,239 and therefore can't benefit from them while using language. 338 00:19:35,812 --> 00:19:38,153 The irregular nature of English spelling 339 00:19:38,153 --> 00:19:41,276 is another problem for a second language learner. 340 00:19:42,229 --> 00:19:45,489 English has 44 discreet sounds of phonemes, 341 00:19:45,777 --> 00:19:48,755 with an alphabet made of 26 letters. 342 00:19:49,292 --> 00:19:52,727 The letter to phoneme correspondence is not consistent. 343 00:19:53,312 --> 00:19:55,738 One letter has, with a few exceptions, 344 00:19:56,215 --> 00:20:01,181 more sounds than one in different words or even in the same word; 345 00:20:01,435 --> 00:20:02,166 example, 346 00:20:02,340 --> 00:20:04,178 the letter 'c' in the words: 347 00:20:04,346 --> 00:20:06,687 cat, cycle, cancel, 348 00:20:06,956 --> 00:20:08,654 success, vacancy; 349 00:20:08,829 --> 00:20:10,459 and the letter 'g' in: 350 00:20:10,459 --> 00:20:12,934 age, bag, geography, 351 00:20:13,251 --> 00:20:14,938 gorgeous, etcetera. 352 00:20:15,245 --> 00:20:16,792 Lack of motivation 353 00:20:17,245 --> 00:20:20,391 Learners find it boring and difficult to learn 354 00:20:20,602 --> 00:20:24,833 a second language which is very much different from the native language. 355 00:20:25,611 --> 00:20:28,750 Learning English is something they have to do, 356 00:20:28,978 --> 00:20:30,961 not something they want to do. 357 00:20:31,763 --> 00:20:34,111 Some of the demotivating factors are; 358 00:20:34,337 --> 00:20:35,833 the teacher personality, 359 00:20:36,100 --> 00:20:36,913 commitment, 360 00:20:36,974 --> 00:20:37,831 competence, 361 00:20:37,921 --> 00:20:39,183 and teaching method, 362 00:20:39,504 --> 00:20:41,772 the learner's reduced self confidence, 363 00:20:41,978 --> 00:20:44,796 negative attitude towards second language learning 364 00:20:44,978 --> 00:20:46,757 nature of evaluation system, 365 00:20:47,003 --> 00:20:50,225 uninteresting course books and school environment. 366 00:20:51,158 --> 00:20:55,358 One key to increase motivation among the heterogeneous learners 367 00:20:55,695 --> 00:20:57,598 is to design and use activities, 368 00:20:57,985 --> 00:21:01,644 which match the learners varied language learning needs, 369 00:21:01,859 --> 00:21:05,378 and goals by a competent and creative teacher. 370 00:21:06,371 --> 00:21:07,670 Insufficient time, 371 00:21:07,825 --> 00:21:09,825 resources and materials. 372 00:21:10,388 --> 00:21:13,392 Number of files allotted for learning English, 373 00:21:13,652 --> 00:21:16,342 and the opportunity to get exposed to, 374 00:21:16,653 --> 00:21:18,953 and use the language is too less. 375 00:21:19,690 --> 00:21:21,339 The resources and the materials 376 00:21:21,339 --> 00:21:24,695 to aid L2 learning, are sparce 377 00:21:25,782 --> 00:21:30,512 Learners do not get any opportunity to communicate with native speakers, 378 00:21:30,767 --> 00:21:34,596 or even with their peers at school in the target language. 379 00:21:35,235 --> 00:21:37,924 Thus they miss communicative competence. 380 00:21:38,887 --> 00:21:43,149 They hardly read or listen to English news, literature, 381 00:21:43,149 --> 00:21:47,595 article or anything that enhances the learners' skill. 382 00:21:48,276 --> 00:21:51,631 Thus they miss the listening and reading skill 383 00:21:51,631 --> 00:21:55,161 which is very important in acquiring a second language. 384 00:21:55,559 --> 00:21:58,482 The availability of right type of materials, 385 00:21:58,743 --> 00:22:02,049 good library facilities, and audiovisual aids 386 00:22:02,343 --> 00:22:06,354 will make learning of English interesting and effective. 387 00:22:07,265 --> 00:22:08,877 Overcrowded classrooms. 388 00:22:09,471 --> 00:22:12,679 Is the number of students in a class is too high, 389 00:22:13,185 --> 00:22:15,517 it is difficult to meet the individual needs 390 00:22:15,517 --> 00:22:18,010 of a diverse group of lively learners. 391 00:22:18,915 --> 00:22:22,948 Group activities like roleplay, discussion, debates, etcetera, 392 00:22:23,232 --> 00:22:27,472 cannot be successfully carried out in an overcrowded classroom. 393 00:22:28,299 --> 00:22:30,737 Effective participation of each student 394 00:22:30,854 --> 00:22:32,440 cannot be ensured. 395 00:22:32,948 --> 00:22:36,317 Teaching learning process and evaluation strategies 396 00:22:36,497 --> 00:22:37,904 will be under threat, 397 00:22:37,904 --> 00:22:40,346 which result in low achievement. 398 00:22:40,959 --> 00:22:41,872 To conclude, 399 00:22:41,944 --> 00:22:44,743 language acquisition is a subconscious process. 400 00:22:45,193 --> 00:22:46,567 Language acquirers 401 00:22:46,569 --> 00:22:50,628 are not consciously aware of the grammatical rules of the language, 402 00:22:50,909 --> 00:22:54,131 but rather develop a feel for correctness. 403 00:22:54,747 --> 00:22:59,396 In non-technical language, acquisition is picking up a language. 404 00:23:00,105 --> 00:23:01,178 On the other hand, 405 00:23:01,341 --> 00:23:05,568 language learning refers to the conscious knowledge of a language, 406 00:23:05,744 --> 00:23:08,150 knowing the rules, being aware of them, 407 00:23:08,150 --> 00:23:10,664 and being able to talk about them. 408 00:23:11,367 --> 00:23:15,317 Language learning can be compared to knowing about the language. 409 00:23:16,112 --> 00:23:18,103 To court Richard Bentley, 410 00:23:18,346 --> 00:23:19,924 "Every living language 411 00:23:20,106 --> 00:23:22,971 like the perspiring bodies of living creatures, 412 00:23:23,268 --> 00:23:26,730 is in perpetual motion and alteration; 413 00:23:27,467 --> 00:23:30,482 some words go off, and become obsolete; 414 00:23:30,974 --> 00:23:32,462 others are taken in, 415 00:23:32,591 --> 00:23:35,407 and by degrees grow into common use; 416 00:23:35,947 --> 00:23:39,670 or the same word is inverted to a new sense or notion, 417 00:23:39,979 --> 00:23:41,678 which in tract of time 418 00:23:41,966 --> 00:23:44,912 makes an observable change in the air 419 00:23:45,007 --> 00:23:46,694 and features of a language, 420 00:23:46,928 --> 00:23:50,708 as age makes in the lines and mien of a face." 421 00:23:51,594 --> 00:23:53,816 Before moving to the next session, 422 00:23:53,967 --> 00:23:56,608 please try to answer the following questions: 423 00:23:57,260 --> 00:24:00,758 Point out the factors influencing acquisition. 424 00:24:01,833 --> 00:24:06,340 What are the major problems in acquiring a second language? 425 00:24:07,095 --> 00:24:08,977 What is transfer of learning? 426 00:24:09,704 --> 00:24:13,541 Mention different types of transfer of learning. 427 00:24:13,900 --> 00:24:15,840 At present to what extend 428 00:24:15,993 --> 00:24:18,935 does the infrastructural facilities in schools 429 00:24:19,170 --> 00:24:21,672 aid in learning the second language, 430 00:24:22,113 --> 00:24:23,178 Substantiate. 431 00:24:23,738 --> 00:24:25,095 For further references. 432 00:24:26,070 --> 00:24:28,037 The English Teacher's Hand Book 433 00:24:28,341 --> 00:24:29,536 by T.C. Baruah. 434 00:24:30,298 --> 00:24:31,672 Sterling Publishers, 435 00:24:31,672 --> 00:24:32,776 private limited, 436 00:24:32,791 --> 00:24:33,529 New Delhi. 437 00:24:34,166 --> 00:24:35,859 Contemporary English Teaching, 438 00:24:36,708 --> 00:24:38,226 by author M. Jesa. 439 00:24:38,983 --> 00:24:41,037 K.M.K Publications, Kollam. 440 00:24:41,493 --> 00:24:43,166 Modern Teaching of English, 441 00:24:43,520 --> 00:24:44,793 by Nayyar Shamsi, 442 00:24:45,323 --> 00:24:46,095 Published by 443 00:24:46,095 --> 00:24:48,217 Anmol Publications private limited, 444 00:24:48,217 --> 00:24:49,227 New Delhi. 445 00:24:49,819 --> 00:24:52,098 Hope you find the session informative. 446 00:24:52,410 --> 00:24:53,114 Thank you. 447 00:24:53,222 --> 00:24:54,039 Bye.