Introduction
People learning two or more languages develop those languages the same way children learn one language. In such a case, “mother language” or “first language” is most often applicable. Still, the acquired language may sometimes not be the mother tongue or the family’s language (Dahm and De Angelis 4). Intending to learn a second foreign language for adults, modern researchers present various methods of language learning. In my future experience as a Spanish teacher, I will consider learning and acquisition views with a possible connection.
The essence of the learning and learning hypothesis is that an adult who wants to speak, for example, Spanish has two ways to achieve the goal. The first method is based on learning Spanish when a student needs to open a textbook, understand the rules and words, memorize exceptions, and repeat all this regularly. The second method is based on learning a foreign language, which occurs intuitively, as happens with the native language during childhood. According to Krashen, the author of the acquisition and learning hypothesis, language skill development occurs most effectively thanks to assimilation (Kasap 82). In the first case, a student directly learns Spanish while teaching a general theory about the language, which, in most cases, can be helpful only to linguists.
Phonology
Mastering the basic pronunciation of the language being studied, in this case, Spanish, is the primary goal of teaching phonetics. That, in turn, will allow one to develop the correct and fluent speech of the Spanish language, which is essential for creating and maintaining communication, for example, with native speakers. Phonology acts as a physical shell of language skills, the language itself.
In this regard, phonetics should be discussed to improve speaking, listening, communication, and even reading and writing skills (Freeman and Freeman 89). If a student does not learn pronunciation well, this will affect the expression in spoken language and listening skills. On the contrary, if a person has a relatively correct accent, it can help create a good impression and maintain a harmonious atmosphere of communication.
In a knowledge-acquisition way, I will engage students in meaningful activities in which they must use language to convey important ideas. When students have difficulty pronouncing words, I prefer to give focused lessons on specific sounds that confuse them. In general, however, the focus is on meaningful communication rather than developing a pronunciation similar to native speakers (Freeman and Freeman 126). Based on the concept of learning, a teacher emphasizes activities that help students make connections between sounds and letters (Freeman and Freeman 121). For example, a teacher helps students understand the relationships between sounds and letters while reading aloud and together.
Morphology
The study’s goals determine the methodology’s features for studying morphology. The cognitive purpose of studying morphology is assimilating basic concepts (Freeman and Freeman 180). The practical objectives of studying morphology are to form skills and abilities, mainly distinguishing parts of speech and producing morphological analysis. It helps teach a second language and learn to read. Data from morpheme acquisition studies form the basis of Krashen’s natural order hypothesis (Freeman and Freeman 180).
Combining or alternating teaching methods when teaching morphology is generally more practical. For example, plans based on the learning view pay more attention to morphology than those found on the acquisition view (Freeman and Freeman 228). In the second case, it is taught directly in the method of grammatical translation and the context of communication in other empirical methods.
Syntax
One of the most critical tasks for foreign language lessons is the formation of the ability of students to use phrases and sentences to express their thoughts consciously. Therefore, in the learning process, work on syntactic units occupies a special place since it is on the syntactic basis that phonetics, morphology, vocabulary, and spelling are taught (Freeman and Freeman 230). Methods based on learning representation teach syntax inductively.
The program of classes using the audio-lingual method is based on a comparative analysis of the language that students are learning and their native language (Freeman and Freeman 267). From an acquisition view, teachers assume that most grammar is learned through reading (Freeman and Freeman 269). However, I would like to use both predictable books and teach strategy lessons to help my students use syntactic clues in Spanish.
Conclusion
Krashen hypothesized that there are two primary methods of language acquisition: learning and acquisition. In the first case, formal education is aimed at conscious knowledge about the language and its structure, such as grammatical rules and forms. Acquisition, the second method, occurs extra consciously, and the student does not even realize they are assimilating a foreign language. Still, at the same time, they understand that they are using this language for communication.
In the process, the student receives the ‘sense of the language’ when, without knowing the rules, they feel that something sounds right and something is wrong, but at the same time, they cannot explain this by referring to the grammatical rules of the language being studied. Some researchers believe children are innately skilled in acquisition, while adults are characterized by learning. However, adults can still acquire language; this ability is maintained throughout life, and in the learning process, the teacher can mix and separate approaches.
Works Cited
Dahm, Rebecca, and Gessica De Angelis. “The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning: Is There a Multilingual Benefit for Both?” International Journal of Multilingualism, vol. 15, no. 2, 2018, pp. 194–213., Web.
Freeman, David E., and Yvonne S. Freeman. Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, Grammar. Heinemann, 2014.
Kasap, Süleyman. “An Interview on the Role of Input in Second Language Learning.” Journal of Education and Practice, 2019, Web.