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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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