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UNIVERSITI UTARA MALAYSIA

COLLEGE OF ARTS AND SCIENCES (HUMANITIES)

APPLIED LINGUISTICS PROGRAMME

Second Language Acquisition

Classroom Observation

NAME : ROSNIZA BT MD RUSTAM

MATRIC : 807865

LECTURER : DR. NOOR HASHIMA BT ABDUL AZIZ

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Classroom Observation

Introduction

Conducting classroom observations are very important to the prospective teacher.Observing helps show how new or experienced teachers manage their classroom. For this

observation, it was important to notice how the students acquire second language, how the

teacher interacted with the students, the students way of learning, and interview with the

teacher.

Second language acquisition shows parallels but also a lot of differences to first language

acquisition. And second language acquisition theories were developed along the lines of first

language acquisition theories.

Young children appear to learn two languages. For these children, then, second-language

acquisition is not a process of discovering what language is, but rather of discovering

what thislanguage is (Tabors, 1997, p. 12).

At about 6-7 years of age and beyond, children begin to separate the two languages. Compared to

first language acquisition, the process of second language acquisition is not linear: it is more like

a zigzag path.

For these children, second languages are rather learned than acquired. In most cases, second

languages are taught via formal instruction and are learned via a conscious process, which results

into knowing about language (Krashen, 1982:10).

In addition, interference from childrens native phonology, morphology, and syntax influences

their second languages and creates difficulties. They may find it hard to recognize some of the

sounds of a new language, or move their mouths and tongues in unfamiliar ways thus resulting in

a foreign accent.

As to how second language acquisition actually takes place, researcher Stephen Krashen explains

that children acquire a second language by receiving input in the target language that is just

slightly above their current level of acquired understanding.

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The Setting

This observation was conducted in a primary school namely Sekolah Kebangsaan Siputeh, in the

rural area of Kedah, Padang Sera. The population is 825 students from Year 1 to Year 6.

I decided to observed the Second Language Acquisition in Mr Hanifs Year 4 Cemerlang English

class, because he was a new teacher, fresh from the Teachers Training College in Jitra. I was

familiar with the class setting because I taught English for that class too. There was a

blackboard, the teachers table and a chairand 30 desks and chairs for the students. The class

was comfortable enough for the student.

The class started at 8.15 a.m until 9.15 a.m. This is a one hour class.

The 4 Cemerlang class

Participants

Students desks Teachers table

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There were 30 students in the respective class, 28 Malay and 2 Siamese students. All of them are

10 years old. The students were from different educational and social background. All of them

did not speak English at home. The only time they studied English was in school. So they

depended solely on the English teacher. The students were seated in pairs so they can help each

other. Other than that it was easier for them to do pair work without moving around and making

unnecessary noises. At that time of the observation, Mr. Hanif had been teaching for three

month.He just graduated from college. He had a degree in Education and English was his minor.

For the observation, Mr. Hanif taught the topic Food to the students. One of the skills focussed

is speaking where the students had to ask and respond to questions in pairs. They were expected

to ask and response accordingly.

Students From the Observation

Nivat

Nivat s/o Nai Samid, a Siamese is observed watching all the other children in the class and

following their gestures and what they do. He may not try to use his new language until he is

comfortable in taking risks. He tries to speak English but he using code switching and mixed

with Malay language as well.

Mohammad Aizul

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He may attempt to use some words in English but is not sure if he has them exactly right yet. He

responds only Yes and No. He is afraid to use English because he might make mistakes in

pronouncing the words. Mr. Hanif models the pronunciation and Aizul say again.

Larietta

Larietta is also a Siamese. As she develops her second language she uses some Thai and Malay

(Thai is the L1 and Malay or English might be the L2) words into her sentences. She seems to

be switching back and forth as she tries to speak English but is not sure of the English words to

use so she inserts the Thai and Malay word. When Mr. Hanif corrects her, then only she

remembers the appropriate words to be used. It can be said that code switching is a typical

behavior and actually may last for a long time.

Adibah Hanim

Sometimes it seems that she puts her words in the wrong place when she says sentences such as

the burger sedapversus the burger tastes good. She just hasnt yet learned all the rules in

English for word order in making sentences so some of her sentences seem mixed up. This

interference from her first language is typical as all she is doing is applying the rules for word

order from her first language until she learns the rules in her second language. Mr. Hanif, the

teacher again model for her and eventually the confusion will not be so apparent and she will

improve and separate the rules as she continues to speak both languages.

Other students

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Generally, the students can not use the language on their own. They must be guided by the

teacher to get the correct pattern. So here, repetition is very important for them to learn English

as their L2. Code switching is used widely by the students. They tend to replace words that they

do not know with Malay words. Code-switching occurs in Malay and Thai, especially students

who learn English as their second language.

In the process of code-switching, the words and strings of words used are imported from English,

and are assimilated through a range of phonological and morphological processes. The

occurrence of code-switching in Year 4 Cemerlang is related to socio-educational conditions

such as the implementation of education policies and the superimposition of English in schools.

From the observation, I believe it is necessary for primary school students to be researched

further, as it has serious implications on future policies, second language education, and English

linguistics.

Conclusion

To sum up the observation, it is to see if it was possible to acquire language by producing it on

regular and extensive basis. To this, I can only conclude that it is indeed possible because the

students can at least acquire a few words and sentences to help them in their second language. If

not many, it is hoped that it is enough for them to use and communicate using L2, that is English.

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References

Christina Gitsaki (1998): Second Language Acquisition Theories: Overview and

Evaluation.Journal of Communication and International Studies, Volume 4, (2), 89-98.

Elizabeth Coelho & Dyanne Rivers (2003):Adding English: a guide to teaching in multilingual

classrooms, Pippin Publishing, October.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon

Press.

Ricardo Schtz: Stephen Krashens Theory of Second Language Acquisition (last revised on July

2, 2007). Retrieved from World Wide Web athttp://www.sk.com.br/sk-krash.html

Tabors, P. (1997). One child, two languages. Baltimore, MD: Paul H. Brookes. (ERIC Document

No. ED405987)

http://www.sk.com.br/sk-krash.htmlhttp://www.sk.com.br/sk-krash.htmlhttp://www.sk.com.br/sk-krash.htmlhttp://www.sk.com.br/sk-krash.html

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