The Affects of Aptitude on Language Learning - Assignment Example

TEACHING AND REPORT Insert student’s name October 30th, 2013 TEACHING AND REPORT Lesson 2. “Language-learning aptitude” varies among individuals and affects their classroom learning success (but at least some aspects of aptitude can be learned). Jackson and Lapan argue that some people are better language learners than others. Aptitude does not refer to theoretical construct. Drawing from oxford and Ehrman 1992, Jackson and Lapan argued language- learning aptitude is not considered as a single unitary unit, rather a constellation of them. John Carroll’s Modern Aptitude Test (MLAT) is still regarded as the best. Further question is whether aptitude test is potentially subject to change or is innate. However, Harley and Hart (1997, p. 78) argue that some of the skills as well as awareness that underlie the aptitude tests can be learned. Adults can perform better in aptitude tests. This is because adults learn more not only about languages but also how to learn about them. Jackson and Lapan in their lesson further points out that a flexible language program can easily adapt to the traits of the learners. This can maximize strengths and minimize weaknesses of particular learners. Nonetheless, it is evident that it is possible for learners to demonstrate higher aptitudes in one style of a given language program and not the other. Ellis (1998, p. 39), for learners to attain language learning success, other factors are apart from cognitive aptitude are important. This include, power of concentration, motivation and self-discipline. Carroll 1973 defines foreign language aptitude as the rate at which persons at adult, secondary, and university learn to criterion. He further highlights three components of aptitude test: grammatical sensitivity, phonetic coding ability, and inductive ability. According to Alatis and Tan (2001, p. 68) grammatical sensitivity is the ability of the individual to demonstrate their syntactical patterning awareness in a given language. However, Carroll argues grammaticality sensitivity performance does not require the subjects to know grammaticality terminology. Nonetheless, it involves conscious meta-awareness of grammar. However, Chomsky (1965), defines linguistic competence as knowledge that involves grammatical rules of a particular language, and Jackson and Lapan draws their argument from this definition. Additionally, some adults, adolescents, and children can demonstrate an awareness of the syntactical structure of the language. The adults demonstrate individual differences in their abilities. It is these differences that are associated with success in learning foreign languages. This is because the ability is important when the learners are called upon to learn the grammatical rules as well as apply them in comprehending, and constructing new sentences in the target language. Consequently, some adults possess a special aptitude for learning language particularly after the critical age (Spolsky, 1989, p. 112). Even though, adults can learn second language, they will not achieve the same in the equal measure, unlike the children. Furthermore, adults learning abilities, entails a special talent. Differences in the adult ability to master grammar of the foreign language is linked to individual’s general intelligence. There grammar is one of aspects of the language aptitude that can be learned. However, the differences are more evident at the phonetic level. According to Jackson and Lapan, some adults have the natural talent of imitating other people’s voice. Additionally, exceptional memory are necessary in second language learning. If an adult is given sufficient time and opportunity, and possessing enough desire, he/she can learn to communicate in any given language. The degree of fluency will however differ from one person to another. Aptitude seems to overlap with intelligence, and first language acquisition. Furthermore, learners’ ability to learn is related to child’s ability with regard to literacy. This is where the difficulties experienced during childhood may be encountered during second language learning. However, different memory abilities between learners play a big role. According to Harley and Hart (1997, p. 380), memory and analytical memories are two key major cognitive factors that are important in language learning aptitude. In my experience in administering aptitude test to learners aged 13 to 15 years, I learned that some aspects of language aptitude tests can be learned. Some tests were proficient in grammar and phonetics than others. In examining the correlation between performance for rules and aptitude measures of two levels of difficulty, it was evident that there was a strong link between the words within sentences both MLAT post-test, and subtest L2 learning and success. This was evident in the sentence structures. Additionally, I noted that aptitude plays significant role in different stages of language learning. However, aptitude in language learning were effective for predicting potential of beginning learners in a classroom setting, but not for advanced learners. For example, for grade 11 immersion students, aptitude played a key role in L2 performance. According to Ehrman (1998b, p. 35) a second-language classroom need to minimize the individual differences in language aptitude. Additionally, both low and high students need to successfully acquire good communication skills. This is only possible if the classroom offers a learning atmosphere that encourages self-confidence, a low anxiety and emphasises an integrative orientation on the native-language speakers. However, Ehrman (1998b, p. 35), points out that aptitude differences plays a key role in language learning but this is only possible if the emphasis is on grammatical accuracy, and not communicative skills. I agree with Jackson and Lapan that Language-learning aptitude” varies among individuals and affects their classroom learning success. Some individuals are able to learn language faster than others. This is because aptitude language-learning is associated with individuals’ intelligence which is inborn. However, certain aspects of aptitude can be learned, for example grammatical patterns and language rules. Lesson 5. Learners existing knowledge about language affects their learning According to Jackson and Lapan, if learners have previous knowledge on what to use in learning a new language, they will learn it better and faster. On the other hand, the less they know that they can use language, challenging it will be to learn it. The FSI and DLI have developed language categories which government language educators are familiar with. The categories reveal the differences on challenging for American English native speakers to learning different languages. According to FSI three distinct categories, Spanish which is category 1 languages, is one of the easiest language to learn particularly for English speakers. Spanish is considered the hardest. In the middle, there is Thai, Russian and Hungarian. However, Jackson and Lapan points out two things that need to be understood. The first one is based on the time it take English learners to learn the mentioned languages. In the recent past, FSI commenced on teaching various languages that were not previously taught in government schools. It was estimated that this will fall under category II languages. However, Mongolian and Georgian have proven to be challenging. Jackson and Lapan further argue that the categories are a reflection of linguistic distance. It is also easier and faster for native speakers to learn a given language based on the commonalities it shares with the English language. Additionally, the similarities between the target language, and other language determine the time learners take. On the other hand, the more dissimilar a language is in orthography, implicit world view, structure and sounds among others, the longer the learner will take. However, for knowledge of a given language to be advantageous in learning the target one, it has to be at a significant level. Therefore, second learning or language transfer involves learners’ native language as well as other languages. Therefore, knowledge of other languages play significant roles in learning new languages. Furthermore, second language can be affected if learners possess declarative knowledge of grammatical and salient linguistic concepts. The knowledge assist learners to learn the language faster. Some of the concepts that can help learners include predicate, sentence, preposition or subject. Other language specific concepts such as topicalization, aspect, palatalization, tone, and declension are also important. This is because, knowledge of the mentioned concepts increases accessibility to resources as reference such as dictionaries and textbooks. Dornyei, (2009, p. 78), argues out that linguistic processes are the ways in which second language, and target language learners apply their existing knowledge about how a language functions in order to converse with one another. It is evident that those who are proficient in the target language whether adults or children, usually have preconceived notions on the types of accommodations that should be applied when speaking with language learners. Brown (2006, p. 117), argue that some of the accommodation may assist the learners in comprehension. However, the same could provide learners with inaccurate information about the target language. For example, young children use baby talk to address their peers who are second language learners. From the perspective of second language learners, linguistic process are essential. This is because they try to apply their knowledge on how language works to make sense of the new language. Therefore, children’s previous knowledge will affect their success in learning. This is because most English learners particularly young ones lack strong background on their first language, and hence existing knowledge may not be enough to offer a strong framework whereby they can build their understanding of English language. During my experience as a language teacher I discovered that students are usually confronted with new information. This is common when they progress to upper elementary grades as well as transition from learning to read to reading to learn. In reading to learn effectively, it was evident that it is important for students to integrate new learning materials into their existing knowledge, adapt new existing conceptions, construct new understanding as required. Proficiency at the mentioned tasks were essential. Some students however lacked the background knowledge or were unable to activate their existing knowledge. This made them to struggle to participate, access and progress in the general curriculum. This is because reading to learn is essential in academic success. On reading comprehension lessons, it was evident that knowledge of key vocabulary or subject area translated to higher scores. However, direct instruction on the background knowledge is also essential. This is because it improves students’ comprehension of relevant language reading materials such as dictionaries. For example, in the classroom setting, learners who obtained direct instruction on the background knowledge prior to being exposed to reading text, demonstrated greater reading comprehension compared to their counterparts who received instruction on a topic area which is irrelevant. Additionally, when students were presented with essential background ideas for narrative or expository text, there was high performance on comprehension questions. Embedding direct instructions into approaches such as previewing is important in learning. For example, it is important to present learners with introductory learning materials prior to reading texts. Some of the introductory materials include necessary background information on explanation of difficult concepts, vocabularies, and translation of foreign phrases. For instance, I provided the students with previews of narrative texts that included a definition of vocabularies, synopsis and a descriptive list of characters in the story. This providing the students with framework of understanding background information and the stories. The students liked the previews and made improvements in both story recall and comprehension. Hence is it evident that Learners existing knowledge about language affects their learning just as Jackson and Lapan indicates. Additionally, if the background knowledge of the students is build, teachers may be able to indirectly influence other aspects of learning such as writing. In response to Jackson and Lapan lesson 5, it is evident that learners’ prior knowledge about language promotes better learning and higher performance. Prior knowledge sets an environment for learning new concepts, as evidenced in my teaching experience. Lesson 3. There is no one right way to teach (or learn) languages, nor is there a single right syllabus. According to Jackson and Lapan, FSI students as well as other government language training programs successfully learn languages from syllabi characterized by audio lingual practice of social situations, grammatical patterns, task based learning, linguistic functions, grammatical patterns. Hence, the best way to learn a language is to combine the mentioned, and other approaches. Drawing from Spolsky (1989: 383) argument, Jackson and Lapan asserts that there are many ways to learn and teach. Additionally, some ways work with other students, and not with others. Additionally, Jackson and lapan argue that learners need change during learning process. Moreover, some activities that proven successful with some learners may fail in others, or in later stages of learning. For example, a lesson plan that is a success with class B on a particular day may not work for class C, despite all the learners being in the same stage of learning. Based on the aforementioned, it is evident that change in pace is important is necessary particularly in long term language training. Hence, excursions and immersion programs are important for learners (Swain, Kirkpatrick, and Cummins, 2011, p. 124). This is because, they provide learners with opportunity to try out their language skills. The mentioned is practically in long term training where learners experience frustrations with extended learning. Therefore, change in strategies and routines can make them refocus. Jackson and lapan further argue that some types of explicit grammar instruction assists some people to learn efficiently. Skehan (1989, p. 78), drawing from the behaviorist approaches argue that it is possible for learners to form good habits as well as correct patterns of language use. This can be achieved by following a pattern of reinforcement, response, and stimulus. Therefore, drilling can be useful in classroom as it encourages habit formation. Widdowson (1990, p. 89), points out that language production, practice, and presentation approaches can be used in language learning. This can be achieved by putting in place a context in addition to clear model sentences, i.e. presentation. It can then be followed by individual repetition, choral drilling, and teacher led substitution such as practice prior to learners being given a chance to produce language. Swain, Kirkpatrick, and Cummins (2011, p. 112), identifies different kinds of practice for language learning. Receptive verses productive practice, controlled verses free practice, mechanical verses communicative practice. Brown, S. (2006, p. 254) on the other hand highlights parallel between language learning, and other development skills, such as learning piano. Therefore, practice can take different forms such as controlled drills, and repetition, to problem solving, discussions and group activities. According to Swain, Kirkpatrick, and Cummins (2011, p. 123), controlled practice contributes to accuracy while freer forms are associated with fluency. Therefore, in most cases, will direct a practice they consider appropriate and correct and intervene based on the learners’ needs and aims. Brown (2006, p. 257) further emphasizes the importance of bilingual education in language teaching. The immersion programs involve teaching students the second language as a subject apart from other subjects. Another approach to learning and teaching language is grammar translation method. In order for teachers to apply the method, he/she need to have knowledge of the target, and second language. Additionally, learners need to share the same language. The focus is however on learning the grammar rules. This is likely to contribute to ability to communicate. It is important for learners to know how words to others in the target language. According to Jackson and Lapan, audio-lingual approach is necessary in language learning, and it shows the benefits of repetition in language learning. The syllabus contains key items such as syntax, phonology, and morphology and they are arranged based on their order of presentation. According to Harley and Doug 1997, (p. 379), the approach could have been derived from contrastive analysis of the differences that exist between target, and native language. From the examination of different approaches of teaching/learning language, it is evident that no single approach is recommendable for successful learning/teaching of language. Some approaches are recommendable for adults and not for children, while some aid language development and not general language learning. Drawing from my experience as a second language teacher, teaching to French speakers, I realized that there is no one right way to teach (or learn) languages, nor is there a single right syllabus. When students were continuous presented with one teaching/learning approach, they got bored. Audio-lingual approach worked with some students but failed with others. I used demonstration in my classes. Demonstration includes the use of performing actions, facial expressions, real objects, and use of gestures. I used it to represent words such as hat, toy, or bracelet and for sentence patterns. For example, am holding a cup while performing the action. However, it was evident that the approach worked efficiently with kindergarten students in teaching songs and rhymes. In class level, use of demonstration as learning and teaching strategy was less effective. I also used choral drills. There is where I took the lead and all the learners chanted along. It involve repeating of alphabet song, vocabulary lists, nursery rhymes, repeating of poems and sentence patterns. Learners repeat rhythm and melody. This approach is important for language development. However, it cannot teach written language, therefore it cannot be solely used in learning/teaching language. Mixing choral drills and demonstration seemed to be effective in learning sounds and alphabets. Look and say is another strategy that I incorporated in teaching and learning language. In this strategy, the learners look and repeat the words after me. The illustrations proven to be essential in learning lexical. It is evident that the strategies have similarities which relates to the principles of learning language in different ways. However, the strategies need mental processes of recitation and rehearsal, but every strategy contribute to language learning differently. Understanding of concept or knowledge has to occur first. Therefore, demonstration is necessary. Demonstration also builds connection between what the learner already knows and new knowledge. Verbal illustration proven to be important in teaching the use of a sentence, word or phrase in a given context. Verbal illustrations link learners existing knowledge and the new knowledge. From my own experience, as a teacher, I can stress that there is no single way of teaching/learning a language. Different approaches need to be incorporated in learning/teaching for greater success. I support Jackson and Lapan argument that there is no one right way to teach (or learn) languages, nor is there a single right syllabus. Different approaches work with some learners while fail in others. Therefore, in order to ensure successful learning, it is important to incorporate different learning/teaching approaches. References Alatis. J. E and Tan, A.H (ed). 2001. Georgetown university round table on languages and linguistics 1999, Georgetown University Press, Washington, DC. Brown, S. (2006). Principles of language learning and teaching/ H.Douglas Brown. White plains, NY: Longman. Ellis, R. 1998. Teaching and research: Options in grammar teaching. TESOL Quarterly 32(1): 39–60. Ehrman, M. E. 1998b. The Modern Language Aptitude Test for predicting learning success and advising students. Applied Language Learning 9(1–2): 31–70. Dornyei, (2009). The psychology of second language acquisition/zoltan dornyei. Oxford; New York: Oxford University Press. Harley, B. and Hart. D. 1997. Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition 19(3): 379–400. Spolsky, B.. 1989. Conditions for second language learning. Oxford: Oxford University Press. Swain, M. Kirkpatrick, A. & Cummins, .T. (2011). How to Have a Guilt-free Life Using Cantonese in the English Class: A Handbook for the English Language Teacher in Hong Kong. Hong Kong: Research Centre into Language Acquisition and Education in Multilingual Societies, Hong Kong Institute of Education. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Widdowson, H. 1990. Aspects of language teaching. Oxford: Oxford University Press. Read More