作为第二语言学英语(Learning English as a Second Language)

Learning English as a Second Language

By—Emma

Talking about Second Language Acquisation(SLA), we might as well

distinguish it from Second Language Learning(SLL). The'acquired system' and

the 'learned system' are two major components of language learning process.

The 'acquired system' or 'acquisition' is the product of a subconscious

process very similar to the process children undergo when they acquire their

first language. It requires meaningful interaction in the target language -

natural communication - in which speakers are concentrated not in the form

of their utterances, but in the communicative act.

The 'learned system' or 'learning' is the product of formal instruction and

it comprises a conscious process which results in conscious knowledge 'about'

the language, for example knowledge of grammar rules. According to Krashen,

an expert in the field of linguistics specializing in theories of language

acquisition and development, 'learning' is less important than 'acquisition'.

For most of us Chinese students, however, we’ve spent few years in

'learning' English, not 'acquiring' English. Traditionally, language pedagogy in

China has mostly emphasized form-focused instruction. Learners learn what

they have been taught—words, grammars, sentence patterns and anything

that teachers believe to be useful in communication. Contrary to the

conventional way of teaching, communicative language teaching, based on the

assumption that learners do not need to be taught grammar they can

communicate but will acquire it naturally as part of their learning process,

proves to be more efficient. Under this method, students can actively involve

in it and acquire English as mush as they can, whereas for the learners under

form-focused pattern, to acquire English would be tougher.

Still, apart from discussing acquiring a language, there are four major

dimensions—language aptitude, cognitive style, personality traits and learning

strategies in learning a second language when different individuals are

concerned. In the following passage, therefore, I am going to take myself as an

example.

From the perspective of the cognitive style, where there exists field

dependence and field independence, I might be categorized as the field

dependent one. The characteristics of field dependent language learners are

those who accept the secoond language information exactly as it is presented

by teachers. They do not try to analyze or think about it themselves and they

are very reliant on what others think of them and depend a great deal on

positive feedback. Looking back my learning experience of English when

taking the above features into consideration, I am quite the person who

depends on others. In the primary stage of English study, say in the Middle

school time, I just followed my English teacher, reading the textbooks, reciting

new words and taking exams. Actually, after years of learning like this, I did

got a handsome score in almost every exam. But the problem is that I can not

even make a complete sentence in an oral way which just reflects what Hansen

and Stansfield’s experiment has found. They concluded that field independent

learners were more successful than field dependent ones, both in their

knowledge of the language and in using it to communication.

In terms of personality traits, which mainly consist of introversion and

extroversion, I’m so delighted that I am one of the extroverted language

learner. Extroverts are generally more sociable and gregarious and are nore

willing to use the L2 in the class and to ask and answer questions without

worrying too much about whether they make mistakes or look foolish.

According to the features of extroverts, you may think it’s quite different from

what I described myself as a field dependent learner. But it is true when I was

in High school. I did realized the neccessity of active involvement in English

learning since language is originally for communication. Thus, I frequently

went to the English Cornor every Wednesday and would stay there for quite a

long time to talk with our foreign teacher so that I could put what I’ve learned

in the classroom into practice. Overally, I would do everything I could to

practice English, and not a single chance could be missed. By doing this for

about years, I found speaking English was no longer a tough work for me and

the 'tool' was ultimately found its own way.

Having analyzing cognitive style and personality traits, which are said to

be the general factors that affect the rate and level of L2 achievement, I may

directly turn to the learning strategies, the particular approaches or

techniques that learners use to learn an L2. Cognitive, metacognitive and

social/affective strategies are three major types of learning strategies. As an

English major student, I should try every means to apply those strategies to

learning in order to achieve a higher level. Despite of learning the language of

English, I recently put the above methods in Japanese learning. Until now, I

find it quite effective.

To summerize, Learnig English as a second language, seeing from my

experience, is absolutely not an easy process. The right and effcient method

may only shed a light on you after years’ struggle. Always bear in mind that

the learning road streches endlessly, and we should never be contented to

what we temporarily achieved. Exploring shall be always on the way.