Short Paper 4_Veasna chann

7/29/2019 Short Paper 4_Veasna chann

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INTRODUCTION

Today English language is widely taught that its purposes for which it is learned

sometimes taken for granted. We learn English because we need it for communication, job,

travel, business and so on. In Cambodia, children start to learn English as early as they are

able to listen and speak, aging from 5 to 6. These are those whose families can support them

and they begin studying English since they are in kindergarten class. However, for those who

are from poor financial family cannot afford to learn as early as they want. So they possibly

start learning English when they go to secondary school. Consequently, it takes so long that

their English is not as good as those who start learning earlier.

Because second language learning is very popular through the last century, there are

many researchers who have developed theories, methods, and approaches to demonstrate that

language acquisition is easier and faster if teaching focuses on their principles (Cristo, n.d.).

Using techniques is needed to be based on learners styles combined with different

characteristics of diverse methods, and approaches. Different teaching theories are suitable for

particular situations, that is, we cant apply one method to all teaching settings. Specifically,

according to behaviorism, which was based on the view that all learning including language

learning, learning occurs through a process of imitation, practice, reinforcement, and habit

formation (Spada & Lightbown, 2002). Even though there are several methods for language

learning, I strongly agree with above opinion which it is suggested some effective strategies

for L2 learners.

Learning through a process of imitation

Having remembered when I was a baby, I learned all most everything from imitating

my parents. Imitation also manifests in expressions and gestures, as when we see and hear

other people do things we want to copy (Dancy, 2005). For example, a mother teaches a child

to speak a word by modelling and showing how the mouth moves and then he or she follows

by producing that word. From day to day, a child has picked up several new words by


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listening to his parents. Regarding this, as L2 teachers, we have known that imitation is really

effective strategies to learn as we always encourage our students to watch native speakers or

people talking in movies and try to repeat after them. The more they imitate in term of

speaking, the more opportunity they become native-speaker like. If we, moreover, want our

students incidental learning to be as quickly as possible, we should demonstrate as frequently

as possible, from the qualities we want them to imitate like being polite, cooperative, helpful,

generous, compassionate and so on (Spock, 1997).

Learning though a process of practice

Reflecting in my experience when I was a child, it was several times before I could eat

properly, my mother taught me how to hold the spoon, get some rice, and then put it into my

mouth. Similarly, learning language is required a lot of practice in which it leads to fluency

and proficiency. Practice is crucial ingredient of effective instruction; it speeds up learning,

aids long-term retention, and facilitates recall. The more opportunity learners have for

practice, the more likely learning will occur.For instance, if learners want to learn English

quickly, for example, macro-skillslistening, speaking, reading, and writing, though, the best

way is to identify the different strategies which they need to use and practice them as many

times as possible (Baig, 2010). To learn faster and more efficient, learners must be fully

motivated and they need to move forward their willingness to devote some time and energy to

practice on a regular basis. Through my own experience, in terms of improving and

maintaining my English language proficiency on TOFEL or IETLS, repeated practice on

skills or techniques is one of the most essential methods I have applied most of the time.

Learning through a process of reinforcement

According to Woergoetter and Porr ( 2007), reinforcement learning is learning by

interacting with an environment. It is how learners learn from the consequences of their

actions, rather than from being explicitly taught and they select their actions on basis of their

past experiences, which are very essential in the future. Very often at the first time, learners
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would not be able to produce good language when they start learning. Consequently, they

might make mistakes in using language. Spratt, Pulverness, and Williams (2005) suggested

that L2 learners make errors because they are influenced from their L1 and they are

unconsciously working and organizing language. However, this process is not yet complete.

Whatever learners make errors is just a part of their developmental error in which, sooner and

later, as their language abilities increase, these kinds of errors also disappear. Obviously, L2

learners often make mistakes with verb forms, by saying things such as I goed instead of I

went. Developmental errors and errors influenced by L1 can disappear by themselves,

without correcting, as learners learn more language (Spratt, Pulverness, & Williams, 2005).

The errors learners make in L2 learning might be the result of lacking of exposure to the L2 or

might be the lack of motivation learners need to improve their level of accuracy.

Learning through a process of habit formation

Generally, we dont really realize that we have learned language through our habit of

doing things since its purpose is not to learn, but to perform certain activities regularly.

Consequently, do we not only achieve our action successfully, but we also have learned

certain language unconsciously. Based on my teaching experience, another vital habit in

which teachers should do is that they must create language speaking environment for their

students. It is the most effective technique for teaching language since students have enough

opportunity to expose to the language they are learning. They will learn language quickly and

efficiently. Accordingly, teachers should encourage their students to use language in every

single minute and fully use it because it will benefit them plentifully in the future.

CONCLUSION

Behaviorism theories in language learning are really helpful and sound. To learn

faster, students need to use not only their listening, or speaking skills, but they also need to

behave correctly. They need to imitate others, practice language regularly, reinforce their

knowledge through investigation or observation others, and form a habit of using language as


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much possible as they can. More importantly, as teachers, we need to help students to be

responsible for their learning as we show them where they can learn either in book, in self-

access centres, or onlinethat they can continue studying outside the classroom (Harmer,

2007). We encourage them to watch movies and listen to music in English when they have

change to adapt to English environment, imitate native speakers, and get to the habit of liking

language use when they are learning. Only practice makes perfect. So as they are motivated,

they will use the English in all circumstances, even somehow it is frustrated or difficult for

them, such as daily communication, at home, and school, and even dream in English. If

language learners copiously followed these methods, I assume that their language would be

fully rich and perfect in a shorter time comparing to using other strategies.


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REFERENCES

Baig, B. (2010). Learning Through Practice. Retrieved December 28, 2011 from

http://www.wherewriterslearn.com/1.4learning_through_practice.shtml

Cristo, M.G.G. (n.d.). Learning and teaching English without a textbook. Retrieved December

28, 2001 from http://www.eslteachersboard.com/cgi-

bin/articles/index.pl?page=8;read=1144

Dancy, R. B. (2005). Learning Through Imitation. Retrieved December 28, 2011 from

http://www.informedfamilylife.org/2005/01/learning_through_imitation.html

Harmer, J. (2007). How to teach English. Longman: Pearson Education Limited.

Spada, N. & Lightbown, P.M. (2002). Second Language Acquisition (pp. 115-132). In

Schmitt, N. (2002).An Introduction to Applied Linguistics. New York: Oxford

University Press Inc.

Spratt, M., Pulverness, A., & Williams, M. (2005). The teaching knowledge test. Cambridge:

Cambridge University Press.

Woergoetter, F. & Porr, B. (2007). Reinforcement learning. Retrieved December 29, 2011

From http://www.scholarpedia.org/article/Reinforcement_learning

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