Gülhanım BALCIOĞLU
07271020
POPULAR IDEAS ABOUT LANGUAGE LEARNING REVISITED
There are some popular ideas about language learning.
1. Languages are learned mainly through imitation
This idea is nearly invalid and it is difficult to support this idea completely because it is
clearly known that learners produce new sentences without hearing before. This doesn’t mean
that imitation cannot be used in language learning. The children imitate some words or
structures but it generally doesn’t lead the learners to internalize a great list of imitated and
memorized sentences. So, imitation can be used an individual learning strategy. It shouldn’t
be generalized as universal characteristic of language learners. Perhaps for advanced learners,
in pronunciation and intonation imitation can be important. However, using imitation may not
work for beginners because meaningful interaction is important for them.
My opinion on this idea;
I think this is a too clear cut statement. Imitation cannot be a main feature or cannot be
mainly focused as a way of language learning. I can use this idea only in specific situations or
topics in the lessons for example, as it is stated above, for pronunciation or maybe for some
vocabularies it can be beneficial.
2. Parents usually correct young children when they make grammatical errors
The variation in correction is based on the children’s age and parents’ social, linguistic
and educational background. Generally if the children are very young, they rarely receive
correction in grammatical errors because the focus is on the meaning in communication. As
they grow up parents start to correct the non-standard speech of their children. That is; the
meaning not form is corrected by the parents if the type of speech is really bad or rude and
interferes the communication.
In terms of second language learners correction and feedback should be really necessary
time to time. They-both children and adults-can acquire the language without any correction,
sometimes learners develop fossilized words/forms in language.
My opinion on this idea;
The idea and the explanations or observations on this idea are contrast to each other.
Observations of parents and children clearly show that parents don’t usually correct their
children. They rarely give feedback to the children. As teachers, we should pay attention to
this point because I think it is critical for us to decide when we should give feedback or
correct our learners’ errors. It is important and necessary to avoid the fossilized errors in
second language.
3. Highly intelligent people are good language learners
Being highly intelligent people doesn’t always show that these people are good language
learners because language learners are not only assessed through one’s knowledge of
grammar or other components of language which can be tested quantitatively. Apart from
these, oral communication has a big role in language learning. Therefore, this cannot be
measured in a test of IQ. There are varieties of intellectual skills not only the IQ that make the
learners a good language learner.
My opinion on this idea;
A good language learner cannot be defined according to the results of an IQ test. I think,
we may assess a student’s grammar, vocabulary or writing skills in language by using IQ test
and the results can show high-level of intelligence. However, this doesn’t mean that this
students is a good language learner because language learning involves a wide variety of
skills and abilities. So, we should be careful while assessing our students whether they are
good or bad in language. They will bring different kinds of abilities to the classroom and each
student will have different intelligences. We should be aware of this. We shouldn’t exclude
them from the opportunities to learn a language by assessing in terms of only academic ability.
4. The best predictor of success in second language acquisition is motivation
Motivation has an important effect on language learning and it is generally accepted
that if the learners want to learn, they do better than those who don’t. However, sometimes
highly motivated learners have really big problems in language learning. At this point,
individual differences are also affect the success. That is, motivation is not only determiner of
the success; individual differences, different backgrounds and life experiences of students can
affect the motivation.
My opinion on this idea;
I cannot ignore the positive effects of motivation on learning. However, I openly say
that there cannot be direct relationship between the motivation and the success in language
learning. That is, it cannot be the best predictor of success. When I implement this idea in to
the classroom settings, I know that I should take different kinds of factors which affect the
motivation into consideration. My students may come from different cultures and
backgrounds and they may have individual differences. So, classroom environment and
procedures should be well arranged to increase motivation of learners by taking other
variations on motivation into consideration.
5. The earlier a second language is introduced in school programmes, the greater
the likelihood of success in learning
The objectives of the language programme in the social context of the school define
the decision of when to introduce second or foreign language. If the aim is to have native-like
performance, than this idea can be acceptable. However if the aim is to have native-like
proficiency, it is disadvantage because children will have little opportunity to continue to
develop their first language. Furthermore, some children even have no opportunity to have
their early schooling in their first language. For these children, the conditions can be more
difficult when this idea is accepted without criticism. For foreign language instruction or for
second language instruction, if the target is native-like proficiency, older children are more
advantageous than those who began earlier.
My opinion on this idea;
I think this idea should be considered separately interns of foreign and second
language.
I don’t think that this idea is acceptable completely for foreign language instruction. It
may be valid for second language instruction. Especially in Turkey I think it may work in
term of making learners native-like speakers; if the aim is so. As it is stated above, this idea
can have disadvantages for learners whose first language skills still need to be developed.
Furthermore, If the idea is supported completely, our education system and school
programmes should include some realistic aims which make this idea be achievable.
6. Most of the mistakes that second language learners make are due to
interference from their first language:
Knowledge of one or more languages can facilitate some aspects of second or foreign
language learning. However, this can causes some errors resulting from first language in
second language learning. That is, similarities or differences between the first language and
second language and trying to transfer these features of first language to the second language
sometimes lead learners to make errors. However, inferences from the first language are not
the only reasons of errors in second language.
My opinion on this idea;
I think it is not correct to generalize the first language as the source of errors using the
word ‘most’. Of course some learners’ errors arise from their first language knowledge.
However, it cannot be seen as the only influence. Learners can make errors based on creative
construction, overgeneralization, over simplification, inter language etc apart from first
language influence. We should be careful on deciding the reasons of our students’ errors
because we should correct these errors differently according to the source of errors. In terms
of first language influence, we can make the learners be which can lead them to make errors
between the first and the second language.
7. The best way to learn new vocabulary is through reading
Reading is a really good way to learn new vocabulary. This way helps learners expand
their vocabulary knowledge. Second language learners are likely to red the material that is
interesting and important to them. While reading, learners can develop some strategies for
learning and remembering words. So, they can benefit more from reading in terms of
vocabulary.
My opinion on this idea;
I think this idea should be changed as ‘One of the best way…’ not ‘The best way…’. I
also see the reading as a really effective way for vocabulary learning. Throughout my school
years, my teachers have suggested reading as an entertaining way for vocabulary learning. As
a teacher in the future, I want to use reading as source in vocabulary teaching and learning for
my students.
8. It is essential for learners to be able to pronounce all the individual sounds in
the second language
Second language learners’ ability to reproduce the phrasing and stress patterns instead
of their ability to articulate each sound can make them to be understood. Another important
research is that most languages around world are spoken in many different ways. So, defining
the criteria of the best teacher in terms of this aspect can change according to the variation in
speech.
My opinion on this idea;
I believe that learners need to great deal of exposure to the sounds of language to
produce all the individual sounds. Learners cannot develop their pronunciation skills without
hearing the correct sounds. It is especially more difficult in Turkey. Almost all the students
don’t have chance to hear the individual sounds in the second language outside of the
classroom. In addition, they may have problems in producing some sounds because of their
mother tongue influence. Some individual sounds in English cannot be seen in Turkish
language. Therefore, these cause difficulties in pronunciation. Teachers should be aware of
this situation before planning their lessons. They should be good models on this subject and
try to help their students to articulate individual sounds correctly.
9- Once learners know roughly 1,000 words and the basic structures of a second
language, they can easily participate in conversations with native speakers.
It is necessary to know relatively limited number of words and sentence types to communicate
in the second language. However, it doesn’t clearly mean that if the learners know words or
structures in a defined number, they can communicate in a good way. Pragmatic aspect of
language plays a really important and effective role in a communication.
My opinion on the idea:
I also agree on the point that learners should need to know a limited number of words and
structures to start and maintain the communication. Knowing 1,000 words and the basic
structures isn’t enough for a perfect communication. Also; this idea can be debatable because
I think it is not clear whether such a limitation is valid for the words or basic structures of a
daily life communication or an academic one. Learners may not know how to show respect, to
apologize or to make requests. In some cultures this can lead to communication breakdown.
Then, in such a condition it is not sensible to claim such an idea because there isn’t a
communication mutually.
10- Teachers should present grammatical rules one at a time, and learners should
practice examples of each one before going to another.
Language development doesn’t include just adding one rule after another. Rather it involves a
process in which new language forms and patterns are integrated with existing interlanguage,
readjusting and restructuring until all the pieces are fit. This idea provides an isolated
presentation and practice of one structure at a time. It is not a good way because it doesn’t
help the learners use the opportunity to discover the features of language.
My opinion on the idea:
This idea isn’t suitable for communicative language teaching. Maybe it can be integrated with
the ‘Teach what is teachable’ proposal. Then, this idea may be a bit more sensible. The
language and the features or components of language cannot be taught in an isolated way.
Language learning is a process developing with integration of new items with the existing
ones consistently. Unfortunately, most of the course books include content, units or practices
basing on this idea. So, I think the teachers have important responsibilities to facilitate the
learning. They can use some techniques or classroom procedures to make the learners use
what they have learned throughout each lesson. Otherwise, they may forget their knowledge
in a while. Their knowledge and performances may be limited and useful only for that lesson.
11- Teacher should teach simple language structures before complex ones.
According to the research, certain structures are acquired before others. Therefore, it doesn’t
need to force the learners to perceive the linguistic terms immediately. Second language
learners benefit from the modified interaction because the language used in modified
interaction may contain a variety of linguistic structures- some simple and some complex.
My opinion on the idea:
This idea can be associated with the ’Teach what is teachable’ proposal. In language
acquisition there is a natural order and teacher should consider this fact while teaching. They
should start from the most well-known structures or knowledge in the language. That is, the
language should be taught step by step. At the same time, I think all these sequences should
be given in a comprehensible input and this leaning process should include new and existing
knowledge together not isolated items.
12- Learners errors should be corrected as soon as they are made in order to
prevent the formation of bad habits.
Errors are seen as a natural part of language learning. Errors give clues about the patterns of
learners’ developing interlanguage systems. Teachers have the responsibilities to take
measures for errors using explicit, form-focused instruction, positive feedback etc. for
teachers it is very critical that when and how they should correct the errors. Using excessive
feedback or correcting the students consistently may have a negative effect on motivation.
The amount and the type of correction need to be well- arranged and it changes according to
the level of learners, the individual differences, the condition of the classrooms and the type
or topic of the lesson.
My opinion on the idea:
I see the errors necessary in language learning because errors are good sources for us to define
our students’ level or knowledge. At this point, I want to focus on when and how we should
correct or show reaction to the learners’ errors. I think this depends on knowing which kinds
of errors need to immediate reaction and which ones show the learners’ development in
language. So, I don’t agree with the statement ‘…..as soon as…’ in the title. This may be
useful for pronunciation errors to avoid fossilization. In addition, motivation is another
important issue while making error correction. When I am a teacher, I will take all the factors
or variations that affect the type and amount of the correction into consideration.
13- Teachers should use materials that expose students only to language
structures they have already been taught.
The general meaning of many forms including oral and written text can be understood even if
students haven’t learnt these forms completely. So, there may be some problems because of
restricting classroom second language materials. In terms of motivation, there can be losing of
motivation because students won’t be challenged. They also need to prepare real and
authentic materials to make them use the language outside the classroom. Students may not be
independent learners when they are restricted. It shouldn’t be neglected that learners who are
good at acquiring a second language outside classrooms are exposed to different kinds of
forms and structures they haven’t mastered.
My opinion on this idea:
I agree on the points stated about this idea. I believe that learners really need a variety in
materials to deal with the real language. The use of language cannot be carried out only in the
classroom settings. If the materials are arranged according to only language structures, this
causes the language to be an artificial language. Then, it cannot be said there is a development
or progress in students’ use of second language. In real life, people in different levels or
proficiency are in interaction with each other. In such a condition, they benefit from different
materials, sources, etc. ZPD can be a good example for this idea to indicate the fact that
students shouldn’t be exposed to restricted materials. Restriction can be acceptable only some
special situations if the teacher feels there is a need for correction of persistent problem.
14- When learners are allowed to interact freely (for example, in group or pair
activities), they can copy each other’s mistakes.
Pair and group works are beneficial because they help the learners speak and participate in
conversation. Research has shown that learners produce less error when they interact with the
learners at the similar levels of proficiency than when they speak to learners at more advanced
levels or native ones. However, learners at the same level of proficiency don’t correct their
errors and give information to each other. At this point, it is necessary to arrange the tasks
carefully to help the learners discover how to express and interpret their use of language.
My opinion on this idea:
I find the group and pair work activities very useful because they encourage the learners and
promote the language. Additionally, in a communicative language teaching, these activities
are especially needed in terms of negotiating the meaning and form of language. I don’t
completely agree on the idea- students copy each other’s mistakes if they interact freelybecause if the teacher prepares the activities carefully and effectively, these kinds of problems
can be solved. Furthermore, they can contribute the each other’s knowledge or performance
using feedback.
15- Students learn what they are taught.
It is clear that students do not learn everything they are taught. On the other hand, there is
another fact that they eventually know far more than they are taught directly. Some aspects of
second language emerge and involve according to ‘natural sequences of development’. So,
they can learn certain language features when they are developmentally ready. However,
vocabulary can be taught at any time if the learners are interested in. they can use their own
internal learning mechanism to discover many of the complex rules and relationships.
Therefore, it can be said that learners learn much more than they are taught.
My opinion on this idea:
I agree on the explanations about this idea. I think the critical point is that it is important to
decide which language features involve learners’ developmental readiness. If they are
appropriate for the learners’ ages, interest, needs, experiences and learning styles, learning or
teaching can be more successful. Teachers should be aware of the fact that students can learn
lots of thinks than we expected from them.
16- Teachers should respond the students’ errors by correctly rephrasing what
they have said rather than by explicitly pointing out the error.
This kind of correction is called ‘recast’. It has been used in different language teaching
methods. This feedback doesn’t interrupt the flow of interaction. It can be used indirectly not
to embarrass the learners. Especially for adult learners, it can be regarded as a corrective
feedback. For the younger learners, more explicit forms of feedback have been found to be
more effective because the learners may focus on the meaning; so, they may not realize the
correction of form. In these situations, the tone of voice, gesture, or facial expression can be
effective.
My opinion on this idea:
Using recast as a feedback is an useful way in terms of realizing, discovering the mistakes and
being more motivated. In recast, teachers correct the students’ errors politely and indirectly.
Therefore; the learners will both think their errors and don’t fell embarrassed. However, recast
may not be effective for the younger learners. For advanced or adult learners, it can be more
useful.
17- Students can learn both language and academic content (for example, science
and history) simultaneously in classes where the subject matter is taught in their
second language.
Content-based instruction has advantages such as increasing motivation. It motivates the
students when the materials are used for language teaching and it creates a genuine and
immediate need to learn the language. This instruction requires spending more time in contact
with the language without losing out on instruction in other subject matter. The ability to
understand the contact and to function in classroom interaction doesn’t mean that these
students can develop in the areas of accuracy on the language features.
My opinion on this idea:
Content-based instruction can be advantages for the language learners; however, this kind of
language teaching causes some difficulties in Turkey. It is not carried out in our country
successfully. On the other hand in immersion programs it can be effective if the balance
between teaching the subject matter and teaching the language is well-organized. Teachers
play an important role at this point.