19 Classroom Interaction and Second Language Acquisition

Dr. Devasree Chakravarti

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Content 

  • Learning Outcomes
  • Introduction
  • Objectives
  • Second Language Acquisition
  • Role of Classroom Interaction
  • Check Your Progress
  • Language for Communication
  • Teacher as a Facilitator
  • Interactive Activities for the Classroom
  • Check your Progress
  • Conclusion

LEARNING OUTCOMES:

The lesson will help the student to understand:

  • What is Second language acquisition?
  • Difference between L1 and L2?
  • Importance of classroom interaction.
  • Language for communication.
  • Role of the teacher.
  • How activities can be used for interactive classroom learning?

INTRODUCTION:

Language is acquired in the natural order of learning. This holds true for L1 wherein the learner acquires the language from his/her environment. However in case of L2, language learning is done under controlled environment in the classroom. This poses many difficulties in the path of the learners’ natural learning order. Language experts are of the opinion that it would be beneficial for the learning process if classroom environment gives the scope to the learner to acquire the language. Language acquisition does not require grammatical rules but a natural environment for communication to take place without any hesitation or fear. It requires meaningful interactions in the target language (L2).

Classroom interactions provide the best possible opportunity for the students to acquire the language. Interaction between teacher – student or among the students creates a free space of communication that enables the learner to use the language in a meaningful manner. The students can do self assessment and identify the problem in their use of the language for communication. This will help them to work on their weaker areas of language skills and improve themselves.

According to Krashen who strongly advocated classroom interaction for second language acquisition, the best method is to supply ‘comprehensible input’ in low anxiety situations. This method does not compel for early production in L2, but allow students to produce when they are ‘ready’.

The Input hypothesis is Krashen’s explanation of how second language acquisition takes place. According to this hypothesis, the learner improves and progresses along the ‘natural order’

when he/she receives second language input that is one step beyond his/her current stage of linguistic competence. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some input that is appropriate for his/her current stage of linguistic competence.

Another hypothesis, the Affective Filter hypothesis embodies Krashen’s view that a number of ‘affective variables’ play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and anxiety can combine to ‘raise’ the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‘up’ it impedes language acquisition. (“Stephen Krashen’s Theory of Second Language Acquisition” http://www.sk.com.br/sk-krash-english.html)

Classroom interaction creates a favourable environment for the student to open up and use the target language (L2) without hesitation and fear of errors. It is through interaction and negotiations that the student acquires the language naturally in a positive and creative atmosphere.

OBJECTIVES:

Classroom interaction for second language acquisition aims to overcome the shortcomings of a conventional L2 classroom and increase the success rate of second language acquisition (SLA) among the students through positive and meaningful practices. Some of the objectives that characterize it are:

 

• Removes hesitation and builds confidence.

• Provides self motivation and a favourable environment for language use.

• Development of skills for oral communication and presentations.

• Improvement of negotiation skills.

• Develops team work.

• Opportunities for employing initiative in using the language.

• Development of leadership skills and participation in group activities.

The students acquire the language in a free and favourable environment without any anxiety through meaningful interaction. In a natural process of communication and conveyance of thoughts and ideas, language skills are acquired spontaneously and involuntarily. Acquisition of second language has a higher success rate through group work and activities than the traditional mode of teaching the language.

Brown (1994) indicates that interactive classes have the following beneficial features:

 

• There is a large amount of pair and group work.

• Students engage themselves in spontaneous and authentic conversations.

• Students work for actual audiences and purposes, not artificial ones.

• The task-based activities prepare students for the real world outside of the classroom.

SECOND LANGUAGE ACQUISITION

According to Chomsky’s linguistic theory humans are born with an innate ability to learn language, and with little guidance, can naturally learn a language. Language acquisition is thus the process of acquiring/learning a native language, L1 or a second language. The acquisition of native languages is studied mainly by developmental psychologists and psycholinguists, while the acquisition of second language is studied chiefly by applied linguists. Most traditional methods for learning a second language involve some systematic approach to the analysis and comprehension of grammar as well as to the memorization of vocabulary. The cognitive approach, increasingly favoured by experts in language acquisition, emphasizes extemporaneous

conversation, immersion, and other techniques intended to simulate the environment in which most people acquire their native language as children. (http://www.infoplease.com/encyclopedia/society/language-acquisition.html)

Second language acquisition or SLA is the process of learning other languages in addition to the native language. Second language acquisition theory seeks to reckon how and by what processes individuals acquire a second language. The predominant theory of second language acquisition was developed by the University of Southern California’s Steven Krashen. Krashen is a specialist in language development and acquisition, and his influential theory is widely accepted in the language learning community.

Second language acquisition is different from learning a foreign language. Second language acquisition of a non-native language occurs in an environment in which the non-native speaker has easy access to speakers of the language. On the other hand, foreign language learning refers to the learning of a non-native language in the environment of one’s native language. For example, a native English speaker learning French in the United States would be learning a foreign language (Gass & Selinker, 2001). But an Indian learning English in India would be learning a second language. To put it in other words, there is a lack of language input and opportunity of use in case of a foreign language, while input as well as opportunities of using the language is present in the second language.

First language develops naturally without any formal instruction as children are exposed to the language in their environment. The richness of the language environments in which children learn: the amount and type of language they are exposed to, influences how comprehensively and quickly they acquire the language. On the contrary, learning a second language depends on the learning experience in a controlled environment of the classroom. In such environments, formal teaching takes place to learn the language whereas the same is acquired informally in their native/first language.

ROLE OF CLASSROOM INTERACTION

Classrooms play a vital role in the impartation of knowledge. They are significant sites of intellectual and individual development. The interactions that take place within the classroom between teacher and students or amongst the students are crucial to the development of the students’ identity and intellectual growth. When the environment of the classroom is learner oriented and interactive, it aids in learning. The L2 classroom especially benefits from such environment as it significantly aids in the acquisition of the second language by providing comprehensive language input, opportunities of use, interest and motivation. Hutchinson and Waters (1987) have rightly claimed it to be the essential foundation for the initiation of the cognitive process. The higher the motivation of the teacher and learner, the better will be the achievement in language learning.

“Interaction is an elicitation of willing student participation and initiative which requires a high degree of interpersonal communication skills.” (Rivers, 1987: 10). The exchange of information, thoughts and ideas through interpersonal communication in the classroom plays an important role in the language learning process. Lee (2004) says that promoting interactive activities seems to be an alternative means to help the second language learners to acquire the target language in a meaningful way. Second language learners can extend their language capabilities by using effective means to alter and negotiate meaning even where their utterance is incomplete or incorrect. Interaction enables them to negotiate meaning in a manner that will convey what they want to say.

“In the era of communicative language teaching, interaction is, in fact, the heart of communication; it is what communication is all about.” (Brown, 1994). According to second language acquisition (SLA) theories based on interaction, two-way interaction is critical in learning a second language (Pica, 1996). Interaction must consist of “comprehensible input”

(Krashen, 1985, 1994), which allows the message to be understood, as well as “output” (Swain, 1995), which provides opportunities for expression and negotiation of meaning.

Theorists place different values on the role of interaction in second language acquisition (SLA). Krashen’s (1985, 1994) theory became a predominant influence in both second language teaching practice and later theories. Krashen suggests that SLA is determined by the amount of comprehensible input, that is, one-way input in the second language that is both understandable and is at a level just beyond the current linguistic competence of learners. This theory maintains that second language is acquired unconsciously in a manner similar to the acquisition of a first language. Teachers can make language input comprehensible through a variety of strategies, such as linguistic simplification, and the use of symbols, visuals, pictures, and other ESL strategies available.

While Krashen (1994) believes that only one-way comprehensible input is required for

SLA, others acknowledge the role of two-way communication. Pica (1994), Long (1985), and

others assert that conversational interaction facilitates SLA under certain conditions.

When learners are given the opportunity to engage in meaningful activities they are compelled to ‘negotiate for meaning,’ that is, to express and clarify their intentions,

thoughts, opinions, etc., in a way which permits them to arrive at a mutual understanding. This is especially true when the learners are working together to accomplish a particular goal . . . (Lightbrown and Spada, 1999: 122)

Although the ‘interactionist’ theorists consider both ‘input to’ and ‘input from’ the learner as important, output is given less importance. Nonetheless, Swain (1995)  in  her  “comprehensible output hypothesis” asserts that output is also significant and serves four primary functions in SLA:

 

• Enhances fluency.

• Creates awareness of language knowledge gaps.

• Provides opportunities to experiment with language forms and structures.

• Obtains feedback from others about language use.

Swain and Lapkin are of the view that comprehensible output assists learners in conveying meaning while providing linguistic challenges:

. . . in producing the L2 (the second, or target language), a learner will on occasion become aware of (i.e., notice) a linguistic problem (brought to his/ her attention either by external feedback or internal feedback). Noticing a problem ‘pushes’ the learner to modify his/ her output. In doing so, the learner may sometimes be forced into a more syntactic processing mode than might occur in comprehension. (Chapelle, 1997: 2b)

Interaction renders the classroom more productive and creative, providing numerous

opportunities for second language acquisition and production. M.L. Tickoo (2009) speaks of the productive classroom as a place wherein:

 

• The teacher interacts with the whole class.

• The teacher interacts with a group, a pair or an individual student.

• Students interact with each other: in groups, in pairs, as individuals or as a class.

• Students work with materials or aids and attempt the task once again individually, in groups and so on.

And so in an interactive L2 classroom, actual communication takes place through interaction and activities. This interaction provides the opportunity for students to organize their own ideas and contribute to the discussion, thereby developing their language and communicative skills in the process. It also generates interest in the language learning process and the student becomes self motivated and active in the classroom activities. Level of comprehension is enhanced and the student learns team work and negotiation skills. A sense of worth that the activities generate increases the level of confidence of the student and motivates him/her to raise the bar of achievement and strive to do better.

LANGUAGE FOR COMMUNICATION

Learning a language is quite unlike learning any other subject. An application based subject, language is for communication. In the L2 classroom this aspect of language acquisition is seldom given any significance. The classroom is a preparatory ground for the student that prepares him/her for the real world outside. Language has to be employed in practical situations, and the language classroom should prepare the student for it. The knowledge of grammatical skills is not enough; the student should have ability to employ the language for effective communication in different situations practically.

Classroom interactions can mimic such real world situations where the student will have the opportunity to use the language to accomplish tasks. It will also give the student a chance to identify and rectify his/her errors in a positive manner and thus acquire the language skills they can use in real world situations later. Such simulated scenarios will help the student to learn and use the language in a meaningful contextual manner.

Interactive classrooms help in implementing the communicative aspect of language in a practical manner. Students learn more through interaction than they would with conventional methods. Level of familiarity with the language is enhanced and the student gets a firsthand experience of its practical usage.

TEACHER AS A FACILITATOR

Brown (1994) points out that teacher must organize, provide security, motivate, instruct, be a model, be a guide, inform, give feedback, encourage and evaluate the language learners. The teacher has to play the role of the facilitator who will facilitate the learning of the language.

Real interaction in the classroom requires a teacher to make the learning process learner oriented. He is a facilitator, guiding the students’ efforts of acquiring the language skills instead of dictating and dominating it. As a facilitator, the teacher should monitor the learning process closely and give freedom to the students to negotiate meaning and complete the tasks. For a free flow of communication the teacher is to avoid error correction. In fact the teacher is to assist the student in his/her learning endeavours.

A language teacher and especially a second language teacher has to be flexible and open minded; a free thinker, creator and innovator in order to be a good facilitator. He/she has to improvise, adjust and adapt activities and methodologies as per his/her particular classroom context and the requirements, interest and level of students.

Language is for communication and unless the students are encouraged to use the language they are not going to acquire the language skills successfully. As a facilitator the teacher should act as the catalyst, initiating the process of learning. A silent language classroom is not a perfect language classroom for it does not provide the scope and opportunity to the students to communicate and interact. An ESL teacher/facilitator should encourage and motivate the students to communicate and interact in the target language (L2) irrespective of the errors and undaunted by the noise involved.

 INTERACTIVE ACTIVITIES FOR THE CLASSROOM

There are many activities, which are used in the classroom. Littlewood sums them up as:

The learner’s ultimate objective is to take part in communication with the other. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and help them to achieve it with increasing success. Natural learning: In fact, many aspects of language learning can take place only through natural process which operates when a person is involved in using the language for communication . . . inside or outside the classroom . . . communicative activity provides opportunities for positive personal relationship to develop among learners and between learners and teacher. (Littlewood, 1981: 18)

Various interactive activities can be used in the classroom. Games, group discussions, mock interview, projects, visual arts, oral presentation, storytelling activities, role play, etc can be used to encourage interactions and language acquisition. Use of appropriate activities is however the primary requisite to make the classroom an interactive one. To assess the aptness of an activity the level, interest and desired outcome has to be kept in mind.

Games like ice breaker, hangman, memory games, board games, cards, etc can be employed for each of the language skills – LSRW or for an integrated one where all four skills are addressed. Even for grammar and vocabulary, games and activities can be used to make it interesting and interactive. Listening comprehension, creative writing, negotiation, team work and oral presentation can be developed through games and interactive activities.

Visual arts can be used through picture cards, short movies, painting, etc. to make the curriculum more interesting and fun. Projects involving use of internet, print media, greeting cards, advertisements can make a dull topic exciting and enjoyable for the students.

Role play, skit and other activities that involve the students in active representation of a text or a fictional character can greatly help to remove hesitation and fear. Impersonating a fictional character will enable the student to overcome inhibitions and interact freely, which in turn will increase his self worth and confidence.

Interactive activities, tasks, projects and games apart from removing the monotony of a conventional classroom and making it interesting and fun also helps in lowering the affective  filter thereby removing the anxiety, self doubt and low self esteem. This in turn motivates and encourages the learner to participate and interact more enthusiastically, thus enabling him/her to use and produce in the target language (L2). Learning takes place unconsciously in a free and natural environment with greater chances of achieving the desired outcome.

CONCLUSION

Classroom interaction contributes significantly to second language acquisition. The ESL teacher has to face innumerable obstacles in the teaching-learning process in his/her classroom. The first and foremost impediment to learning is the student’s fear and hesitation. This hesitation generated due to the unfamiliarity with the language and the fear of committing errors raises the affective filter and obstructs learning. Transforming the classroom into a learner oriented one where the student has the free space to use and experiment with the language through mutual interactions or interactions with the teacher for accomplishing a task or through discussions and question-answer sessions helps immensely in overcoming these obstacles.

Apart from the growing familiarity and creative freedom, classroom interactions also encourages team work, interpersonal communicative skills, negotiation, empathy and a sense of accomplishment that develops the learner’s self confidence and motivates him/her to work further on his/her language skills.

Krashen’s theory of ‘comprehensible input’ and Swain’s emphasis on ‘output’ focuses on the crucial role played by classroom interaction in second language acquisition. It is however to be kept in mind that activities that generate interaction should also be planned and implemented as per the level of the students, and in accordance with the learning objective and desired outcome. Classroom interactions should be productive and contribute to the learning process positively. Creativity and innovation are the keys to employing classroom interactions effectively for second language acquisition.

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Reference

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