SECOND LANGUAGE ACQUISITION

Learners' Attitude and Teachers Response toward Second Language Acquisition

Introduction1

Method5

Participants6

Instrument7

Procedure7

Data analysis7

Questionnaire Analysis8

Correlation Analysis17

Results and discussion18

Conclusion20

References22

Appendix24

Questionnaire Data24

Questionnaire28

Second Language Acquisition

Introduction

Second language acquisition is considered as a study which discusses how second languages are learnt and describe the factors which affect this process. SLA researchers discuss communicative competency and considers it as an ability which helps in interpreting meanings of a message, use strategies to keep communication from breaking down, apply the rules of grammar-develops in a second language and understand cultural references. Non linguistic influence in SLA is also studied such as anxiety, motivation and age for the research and theory of second language acquisition (DeCarrico, 2001, 285).

Less amount of research has been conducted in reference to SLA with reference to English language learners in educational context. The method of adult English language acquisition for considering English as a second language is considered as complex and challenging. There are issues related to language, education, tracking learner's progress and culture is complicated as the population is diverse and is based on varied learning contexts. SLA research conducted is helpful for adult teachers as they can apply it to various contexts and population (Bygate, 2000, p. 185).

The purpose of this study is to determine learners' attitude towards Second Language Acquisition (SLA) and to determine the response of teachers toward second language acquisition. The study was based on the following hypothesis:

H0: Students attitude and teachers attitude affects second language acquisition

H1: Students attitude and teachers attitude doesn't affects second language acquisition

Second language acquisition resulted to develop new theories of language teaching during 80s. At the beginning of the 90s, the students were prevented from teaching grammar in the classroom based on two arguments. First, it was necessary to abandon inadequate teaching methods such as the Grammar Translation Method and second, the new theories of teaching had shown that a person could master another language, as a second language or as a foreign language in the same way that a child learns their native language. Although there was general agreement in the first argument, the second obeyed one of the many attempts to construct a theory of acquisition of a second language. The variety of theories that have emerged claiming to know how a person can master another language can be seen as a continuum, ranging from the empirical to the rationalists, with various theories involved.

Paribakht (2000) says that the methodologies learning of language as habit formation through mimicry, memorization, and methodologies repetition emphasized the meaning and understanding of the rules of grammar are true psychologically (p. 186). The natural approach proposed by Paribakht (2000), in general can be described as a method of learning as a first and second language to be similar. It is believed that its validity and effectiveness are due to forming naturalistic principles identified in the acquisition of a second language (Pica, 2003, p. 18).

In this regard, the theory underlying the method is that developed by Stephen Krashen who sees two ways different to develop competence in ...