With the advent of English Language in India(1858, when British Power was consolidated in India) the question of its role and status was already there, along with it how to learn and make learners learn the language were also as questions raised further and how a teacher should impart the information so they may be able to learn swiftly, organically, adaptfully, acquisitly on their own pace. Where there were many ways to learn a language, the barriers were also surfacing there, and in below mentioned hypothesis, researchers have mentioned the hurdles in language, how it can be acquired and if still not what are the ways that one can try.
Learners characteristics can be seen in two types of researches
- By Stephen Kraschen
Product Oriented Research(Dulay and Burt 1973-1974, the principle architect of the morpheme ordered studies)
"The principle aim was to determine, whether there is the natural sequence in the order in which L2 learners acquire the grammar of the target language".
Dulay and Burt(1973-1974) the principle architects of 'Morpheme Order Studies' found that like their L1 counterparts, children acquiring an L2 appeared to follow a predetermined order which couldn't be accounted for in terms of the frequency with which learners heard the language items.
As L2 is associated with learning though through natural acquisition but the L1 phase is pre-mature phase for any learner acquiring first language, while L2 is mature phase, where a learner has to adapt as per the situation as per the frequency of the speaker's speech and demand of the time.
Children from different L1 backgrounds, subsequently belonging to Spain and China, acquired a number of morpheme in virtually the same order but it isn't so. The hypothesis is "L2 acquisition equals to L1 acquisition" but it doesn't work in predicted manner, while it may have different types of goofs as we discussed above.
As a result, it was concluded that a learner learning L2 language, might have influence of L1 language acquisition as the learning nature, tendency and the manner of acquiring grammar, would be casting a glimpse in L2 language learning and so It may happen that the very process of acquiring L2 language, would be errorful therefore a product full of fissures. While Dulay and Brut rejected this hypothesis and put forward their own(discussed in above para.) but ultimately it also similarises the unsaid prediction of the prior one.
Thus in this research we saw, how it is product oriented, that studies the natural sequence of order, utilized to acquire the language, how the morphemes acquired by the children, totally from different background, similarises and how predetermination L1 language affects the learning of L2 langauge and how the hypothesis is "L2 acquisition equals L1 acquisition" and how it can be elaborated with one or two points.
Process Oriented Research
A growing body of research considers learning processes, exploring the kinds of classroom tasks that appear to facilitate SLA.
Click here(Folow Instructions to access the content: click on the blog to view>under five essays on the role of English Language in India>Onilne Classroom Reflective Tasks) to access the activities, conducted in virtual classroom.
Brief Experience
As we were part of aforementioned activities(tap on blue coloured, click here button) we imagined what I wasn't used to imagine, it was in use priorly but not since long, so we may say it was in our unconscious mind(chemical synapses) which came out as it was called through (electric synapses) and the variant activities were carried over and successfully finished in rightful manner.
Process Oriented Research
As this research also focuses on procedures and activities which learners perform in relation to the input data. This is specifically focusing on learner-learner interaction(two-way tasks) where group discussion had unique information to contribute, stimulated significantly, more modified interactions than one way tasks(in which one member of the group possessed all the relevant information). One is group oriented another is an individual oriented.
Similarly Doughty and Pica(1986) found that required information exchange tasks generated significantly more modified interaction than tasks where exchange of information was optional.
The term 'modified interaction' refers to the instances of interactions where the speakers alters the form, in which his/her language is encoded. Modification prompted is due to the lack of comprehension from listener's side.
Therefore the hypothesis is put forward that "language comprehension is a necessary and sufficient condition of SLA".
E. G.
Acquisition occurs when learners understand the message in target language.
While Long(1985) advanced the following arguments in favor of tasks. Which promote conversational, adjustments or interactional modification on the part of the learner.
For Example
A= Linguistic/Conversational adjustment.
B= Comprehensible Input.
C= acquisition.
Where 'a' and 'b' are at work as promotional and the last as a deduced/satisfactory evidence of conversation.
Thus Process Oriented Research emphasised on task based activities, procedures and their impact on acquisition, group and individual communication, modified interaction and lastly through conversation, comprehension based acquisition, to which Stephen Krashen has given more weightage for meaningful communication.
Teachers Charactersistics in context of SLA
If we see generally then teacher is a personality, who carries a responsibility on his/her shoulder for making the nation and the society better, so he/she can live with betterment as others will also have a good space to live in(Kant says: One should make the world more of a home, regarding with epistemology that comprises Mathematics, Science, Experience(perceivence), faith based knowledge).
Teachers prime duty is student centered. Where one has to motivate the student, make him/her learn, teach him/her behavioural patterns, has to make him/her good citizen of the country, shape his/her personality, train him/her in rightful manner, so he/she rather than damaging society, sprout it with blooming flowers.
Which a teacher carries through assigning various tasks, which generate collaborative learning environment, which enables a student to learn from another student, interactive based learning, where a student can learn how to interact in what manner, with what tendency(that is also based as discussed in process oriented research on group discussion) and in alike manner many tasks as such are carried upon.
Thus these and additional to these many characteristics are there for teachers, as per the requirement and as per the need of a learner it can be modified and other characteristics can be invented.
Works Cited/References
Kraschen, Stephen., "Learners Characteristics: Product Oriented Research & Process Oriented Research".
Teachers Characteristics: "Experience Based".
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