Acquisitionof the Second Language
Acquisitionof the Second Language
Thecapacity of learners to acquire different language skills andunderstand the course content is influenced by different factors.These factors may be determined by teacher characteristics, classroomcharacteristics, or features of the course content. In this paper, Iwill discuss the best teaching method, teaching principles, and otherfactors that I will use to enhance acquisition of language skillsamong the second language learners. I will mainly focus on theparticipative teaching method, a humble teaching approach, theprinciple of aligning the learning objective, learner assessment, andthe quality of instructional activities. All these teaching methodsand principles lead to a learner-centered approach, which I believeis the most suitable way of helping the second language learners.
Ibelief the acquisition of the second language is influenced by fourfactors. First, learners who are motivated to learn are more likelyto acquire language skills better than those who are not motivated.Secondly, I believe that regular practice can help students acquirethe second language skills faster. Third, I believe that the approachselected by instructor influences the pace at which learners acquiresecond language skills. For example, a humble approach that startswith a few and simple terminologies before teaching complexterminologies. Fourth, I believe that emotional involvement enhanceacquisition of second language skills as well as their retention.Emotional involvement occurs when learners are given the opportunityto associate words with images.
Giventhat regular practice and learners’ motivation influences languageacquisition, I believe the interpersonal or affective teaching is thebest style for teaching second language. One of the key teachingprinciples that I will use in instructing second language learners isthe alignment of the learning objectives, learners’ assessment, andinstructional activities. In addition, I will create a teachingcontext that allows an interaction between learners and theinstructor. This is because it will be possible to motivate learnersand provide them with the opportunity to practice by engaging them inthe process of learning. For example, allowing learners to repeatcertain words will allow them to acquire difficult language skillsand practice them through speaking.
Thesecond teaching principles that I will use is the prioritization ofskills and knowledge that both the learners and instructors chose tofocus on. This means that it is not advisable to focus on too much ofthe course content in a single lesson, since learners will eitheracquire little or nothing as compared to when the instructor focusesa small section of the course content at a time. This principle isconsistent with my belief that the humble teaching is the mostappropriate approach for teaching second language learners.Therefore, I will divide the classroom lesson into small sections inorder to enhance learners’ acquisition.
Acombination of the teaching methods (participative and humbleapproach), teaching principles (alignment of learning objectives,learners’ assessment, and instructional activities), and classroomdesign (dividing the course content into smaller sections) I will beable to help learners acquire all four major language skills. Forexample, giving learners an opportunity to read passages in classwill equip them with reading and speaking skills, while those payingattention to those who are reading passages will acquire listeningskills. Similarly, the participative teaching approach will allow meto request learners to write certain words in their books or on theboard, which will allow me to assess their acquisition of writingskills.