The blocks which
may prevent language learning.
Learning
languages is a relatively complicated process accompanied with a number of
various obstacles. These blockages can be entailed by both external and internal
factors. Internal factors include age, personal ability and aptitude and lack
of motivation. External factors include reasons such as social, cultural and
classroom environment as well as the relationships with a teacher and other
students. In this task both external and internal and blocks will be
considered.
Among
the internal impediments, age is popularly believed as the most significant
one. According to Jeremy Harmer (2007:15), young children have an incredible
facility at acquiring their first language and other languages. They are commonly
less inhibited and strongly embedded L1 structures but more amenable to
improvisation and action that develop productive language skills. In
comparison, adults are less self-confident and more likely to hesitate about
linguistic matters. “Younger learners seem to score better at oral skills,
typically pronunciation and intonation; older learners appear to learn faster,
especially with respect to the morphology and the syntax of the target
language” (Ellis:1995).
However,
Patsy Lightbown and Nina Spada, pointing to the various studies, note that
older children and adolescents make more progress than younger learners.
Children show greater success in approximating native speaker pronunciation but
sometimes as a subconscious retention of their cultural and linguistic
identity. In contrast, adults usually deny pronunciation facility benefiting
from their cognitive skills.
Together
with this generalized factor of age personality, individual aptitude and
psychological condition can largely constrain language learning. For example,
extroverts learn languages much more easily than introverts who are inclined to
avoid contact with target language speakers. This factor can undoubtedly
influence learning and fluency. To my mind, another important psychological blockage
especially for adults is a fear of failure and mistakes that can prevent
speaking and communication. However, according to Anne Merritt (2012), “those
mistakes help language learners by showing them the limits of language”.
Apart
from this individuals have different aptitudes for different kinds of study.
However, considering aptitude and intelligence for learning language in
general, it seems to be reasonable that “learners with a wide variety of
intellectual abilities can be successful language learners. This is especially
true if the emphasis is on oral communication skills rather than metalinguistic
knowledge” (Lightbown and Spada: 2006). In addition, temporary “affective
filters” such as depression, frustration, lassitude may suppress the process of
language learning which requires total concentration and recollection.
One
of the most substancial factors determining the successful learning is
motivation. According to Harmer (2007), motivation that students bring to class
is the biggest single factor affecting their success. Thus the lack or loss of
it, which is called demotivation, can completely destruct the whole process of
learning.
As
long as students study in different social and cultural environment, some
external handicaps such as learner’s society, religion, economic status,
location, work and family relationships can impact on the process of learning.
For instance, in some cultures or different social communities particular
topics for conversation are not relevant or can provoke hesitation or even
disconcert. Certainly, “mother-tongue may be a major factor blocking or
assisting learning” (Halloway: 2008). Evidently, students from Oriental or
Semitic language group possibly have more obstacles in learning English than
ones with Latinate or Indo-Germanic background. What is more, interpersonal
relationships between students in group and with a teacher as well as classroom
environment may also promote or inhibit language learning. It seems to be
highly important for students to feel confident about their teacher,
comfortable with other students in a suitable and creative classroom.
Otherwise, they might not get pleasure and lose the willingness to attend
classes.
Summarising
all the blocks which can prevent language learning, it seems to be obvious that
both external and internal play a very important role and cannot be considered
separately. As far as the process of learning is influenced by numerous
interconnected circumstances, for ESL teacher it is extremely important to
identify all possible blockages, to analyze the ways to overcome most of them
in order to ensure that the students can succeed, which is one of the basic
principles of a good ESL teacher.
Reference
1.
Ellis,
R. (1995). Second Language Acquisition. Oxford University Press
2.
Halloway,
MK. (2008). Factors affecting language learning. Language, Education and
development in Africa
3.
Harmer,
J. (2007). How to teach English. Harlow: Pearson Education Limited
4.
Lightbown,
P., Spada, N. (2006). How languages are learned. Oxford University Press
5.
Merritt,
A. (2012). Learning a foreign language: five most common mistakes. The Telegraph.
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