Introduction
The reflection critically focuses on my personal learning experience, which shall remain memorable throughout my learning course. My native language is Arabic, and most students begin learning the English language as early as they advance from grade three. Even though our institutions attempt to avail the best learning resources for their students, gaining exact knowledge has remained an obstacle amongst many learners. This challenge is attributed to the low processing capacity of individual students. Topics are, however, also not interesting to learn due to difficulties. For this reason, most students begin to have different experiences that make them not capable to refine competencies and learning skills as they learn the English language. A similar case happened to me when I enrolled in the learning English as my second language program.
Experiences
Types of L2 Learning and Outcome
I had yearned to comprehend and communicate fluently in the English language apart from the Arabic native language. My friend who studied at Memphis University wanted to become proficient in the English language. L2 learning involved grammar-translation, audio-lingual, community language learning, communicative language approach, and total physical response. I could not believe when the lecturer encouraged that L2 learning was one of the most straightforward programs one could ever pass with distinction. The lecturer also echoed the robust significance that accompanies individuals if they become proficient in learning English.
As the course advanced final stages, I realized how simple things had gotten on my side. I enjoyed all grammar-translation, audio-lingual, community language learning, communicative language approach, and total physical response learning approaches in L2 learning. We have learned systems of knowledge about the second language that surpass what is taught at early grades of the first language, such as recurrent elements and patterns of English-specific knowledge. For instance, we have learned vocabulary, morphology (word structure), sound system (phonology), grammar, and discourse entailing ways to connect sentences and organize information. Learning the English language has also facilitated the encoding of concepts of grammatical notions and semantic functions of elements, pragmatic competence, communication competence, switching languages, and definition and inclusion goal outcome.
Similarities and Differences in Experience
Learning English was coupled with some challenging circumstances; however, difficulties were slightly different and similar to my friend at Memphis University. My experience was different in that I took much time before adapting to learning approaches different from the Arabian language. For instance, they had difficulties pronouncing particular vocabulary in their correct accent. My friend did not encounter many challenges since he had resided in the English land during his childhood (Fuentes, 2016). Thus, while I struggled with grammar-translation, he already had prior knowledge. However, our challenges in learning English were similar due to the cultural barrier in comprehending Arabic and English culture. The differences evolved into misunderstanding and confusion, especially while communicating with target native speakers.
Experience and Related Topics
Age, instruction, affective factors, and individual differences primarily influence an individual’s learning of a second language. Individual differences are a factor that causes second language learners to face difficult moments in their learning process. Learning is a natural process that gets universally adapted when inducted at an early stage. Learning a second language is faster among young ages that are not yet profoundly inducted into their culture than older adults familiar with it (Abrahamsson & Hyltenstam, 2016). My experience with the English language had a hard time grasping major learning approaches. I familiarized myself with Arabic culture at a young age than English culture, while my friend interacted with English culture at a younger age. Brown & White (2010) states that affective factors determine the social and mental life of individuals in learning a second language. Explicit instruction’s affective nature on my mentality and attitude in class during my English language experience helped me achieve structures in grammatical accuracy (Garrett & Young, 2009). Exposure to the appropriate process capacity and explicit instruction of L2 learners enhances the long-term acquisition of structures and production of the target language with effective grammatical accuracy structures.
Relationship to Theoretical Issues
Theories of second language learning, such as the Affective hypothesis, suggest that attitudes and emotions people perceive amongst themselves and the surrounding environment is significant to efficient learning of their second language. For instance, self-esteem, motivation, anxiety, and confidence are significant in achieving the best outcome in studying a second language (Kinginger, 2004). My experience in learning the English language is congruent with the affective theory of second languages. The anxiety and curiosity to know the language better, self-esteem, confidence, and motivation from the lecturer positively changed my attitude toward learning English. Thus, I could easily comprehend learning approaches, and learning became easier and more enjoyable. I was fascinated with the learning instruction employed by our teachers. It fully met and matched the appropriateness of my needs, styles, and strategies. It significantly exposed me to the appropriate processing capacity for learning English (Garrett & Young, 2009). I had the long-term acquisition of structures and production of the target language with greater grammatical accuracy structures than my friends who enrolled in programs that followed a reversed order.
Conclusion
Learning English as a second language is a life memoir that has left a fascinating impact on my educational course. Even though I went through challenges of cultural affection, I gained a lot. The affective theory majorly played a significant role in making me understand many instruction concepts. I have learned grammar-translation, audio-lingual, community language learning, communicative language approach, and total physical response in real life. I can now comprehend vocabulary, word structure, sound system, grammar, and discourse connection of sentences and organize information.
References
Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30(4), 481-509.
Bown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. The System, 38(3), 432-443.
Fuentes, R. (2016). Language, identity, and citizenship in a US University: Immigrant English learners’ identity (re) positioning. Current Issues in Language Planning, 17(3-4), 405-421.
Garrett, P., & Young, R. F. (2009). Theorizing affect in foreign language learning: An analysis of one learner’s responses to a communicative Portuguese course. The Modern Language Journal, 93(2), 209-226.
Kinginger, C. (2004). 7. Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In Negotiation of Identities in Multilingual Contexts (pp. 219-242). Multilingual Matters.