Contextual Factors in Second Language Acquisition
Reference:
Walqui, Aída (2000). Contextual Factors in Second Language Acquisition. West Ed,
San Francisco, California. ERIC Digest.
http://www.cal.org/resources/Digest/digest_pdfs/0005-contextual-walqui.pdf
Annotated Bibliography
1. Research question:
How the contextual factors, including individual, social and societal factors affect second language learning?
2. Summary
This digest discusses the contextual factors, including individual, social, and societal ones from the aspects of the language, the learner, and the learning process.
There are lots of factors related to students’ first and second languages. Students’ second language learning is affected by these factors, which are listed as follows:
First of all, the language distance between the two languages. Languages are much easier to learn depending on how similar they are to the languages the learner already known. On the contrary, languages are difficult to learn depending on how different they are to the languages the learner already known.
Second, the proficiency of native language depends on oral language, literacy, metalinguistic development, training in formal and academic features of language use, and knowledge of rhetorical patterns and variations in genre and style. These components of learners’ proficiency affect acquisition of a second language. This paper indicates that students with educated and cultivated native language knowledge and abilities will be easier for them to learn a second language.
Third, prior knowledge of the second language also affect a student’s learning. For example, students learning English as a second language may develop speaking skills from interacting with foreigners.
Fourth, learners may need to learn dialects and different types of registers such as formal and conversational register. As a result, they prepare themselves to be one of the members in a particular social group or speech community.
Besides, language status among the first and second languages affects a learner to make an accommodation or an adjustment.
Moreover, language attitudes in the learner, group, and society can have both positive and negative effects on the second language learning process. Teachers and students need to know that learning a second language does not mean to give up their first language or dialect. Knowing a new language or dialect will expand their communicative repertoires.
We cannot deny that learners come from different backgrounds having diverse needs and diverse goal; therefore, differentiation and individualization of curricula and textbooks are required. This digest also focuses on how peer groups, role models, and home support affect adolescent. Learners’ desire and ability to learn a second language are also taken into consideration.
Teenagers are heavily influenced by peer pressure. It is important to think about this factor while we are teaching secondary school students and we should encourage a constructive concept for being a proficient second language learner.
Role models such as literature and people who come from diverse language and dialect background can share their life experiences and demonstrate the value and advantages of being proficient in various languages. Furthermore, parents’ positive values on both the first and second languages and give support and have interests in children’s progress in language learning also make significant effect on learners’ desire and ability to learn a second language.
In the class, teachers need to foster and establish an interactive learning environment in order to make students not only use the second language, but also collaborate in group works.
In brief, it is essential to understand that the social and cultural contexts of second language development have a strongly influence on second language learning. From the aspects of language, learner, and the learning process, this paper points out the factors that may help or hinder the acquisition of second language, and suggestion for instructors.
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