[ELTWeekly Volume 6, Issue 26 | November 3, 2014 | ISSN 0975-3036]
This article is submitted by Reena Mittal.
Language acquisition is a procedure or rather a process by which humans acquire the capacity to perceive and comprehend language, as well as to create and use words for the purpose of communication. This type of language may be vocalized as with speech or manual as in sign. Language acquistion is how you gain the ability to understand, create and use language to communicate with others. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition is one of the quintessential human traits, because nonhumans do not communicate by using language. Language acquisition is instrumental when going for second language. Actually first language Acquisition is a natural process which comes with the birth of the child.
A child when born, babbles or twist tongue in the mother tongue naturally and leans his/her mother tongue. But when he/she go for second language this Acquisition he has to develop. What we English Teachers can do is to make this MT acquisition our strength not weakness. Normally it happens that our MT become dominant factor when we speak, read and write our second language. But we have to make MT acquisition our support not our base. First language remain everywhere in surroundings as family, friends and relatives speak it. So, atmosphere is also very vital factor. While learning second language, we must create atmosphere of speaking, reading and writing in it. I have observed my students coming from Hindi speaking background that they hesitate in speaking English and their speaking is overshadowed with the use of MT. Their accent and pronunciation is always fascinated by use of Hindi. MT interference act negatively on second language acquisition. But we can make a good use of all theories we undertake in first language acquisition. As we recognise four stages of language learning; Prespeech, Babbling, Holophrastic stage and finally refining stage when child beam to speak sentences. Every brain has a universal Grammar acceptance. So, when a child or a person learns second language too, that phase of learning and understanding Grammar opens up. In the early stage of speaking it is the duty of Teacher and parents both not to correct a child again and again but promote them to speak fluently. After they reach fluency level, they may be corrected for their mistakes and errors. Also in learning a language what matter and count the most is, conversation and talking. No books, writing tasks and other exercises will help as conversation will. How can we forget that every child at the stage one level learn language when he communicate with his family and parents and they also speak in the same tone and accent.
Dear Reena Madam,
I am Jigar Abhani from Rajkot, Gujarat. I am working as a faculty of Communication Skills in Marwadi Engineering College, Rajkot.
I read your article and I agree with you when you say that teachers of English can make MT acquisition their strength not weakness. I also agree that students hesitate in speaking English and their speaking is overshadowed with the use of MT. I deal with the students who come from Gujarati speaking background and I have been facing the same issue in my classroom. As you have mentioned in such situation MT can be used to facilitate the process of learning. I have also heard people saying that ‘judicious’ use of MT is always helpful.
But the question is HOW?
How can we make a good use of all theories we undertake in first language acquisition?
What is ‘judicious’ use of MT?
What kind of activities can be/should be carried out with the help of MT to support second language acquisition?
When and where should MT be used?
I would be grateful to you if you can shed some light on these questions.